KS4 Music

Module 1 - Step Up to GCSE Music

Core declarative knowledge: What should students know?

  • What are the elements of music?
  • What is musical theory?
  • What is the treble clef?
  • What is the bass clef?
  • What are note values (crotchet, quaver, semi-quaver, minim, semibreve, rests, dotted rhythm and triplets)?
  • How do you know the time signature?
  • What are tones and semi-tones?
  • What is the difference between major and minor keys?
  • What are chords?
  • What are intervals?
  • What are cadences?

Core procedural knowledge: What should students be able to do?

  • Be able to list all seven elements of music (Dynamics, Rhythm, Structure, Melody, Instruments, Texture, Harmony – DR SMITH)
  • Be able to read a musical score and identify key instructions (key signature, time signature, treble/bass clef, note values)
  • Be able to explain the elements of music through listening tests – including basic rhythmic and pitch dictation (separately), and recognition of some musical devices, elements and instruments (Listening exercises to develop the ability to identify musical elements AO3 and appraising skills AO4)

Links to prior learning (to be made explicit and tested)

  • By the end of Key Stage 3 learners should recognise and have knowledge of:

    • treble and bass clef notes plus their position on the keyboard
    • musical elements (DR SMITH)
    • Basic terminology such as forte, piano, triad, conjunct, disjunct, dissonant
    • Recognition of such devices as repetition, imitation, sequence.
Module 2 - Area of Study 1: Music Forms & Devices

Core declarative knowledge: What should students know?

  • What do the structural words
    Strophic, Binary, Ternary, Vartiation and Rondo mean?
  • What is the Baroque period in music?
  • What are the common musical features in Baroque music?
  • What are the musical features in the set work “Badinerie” by J.S Bach?
  • What is the Classical period in music?
  • What are the common musical features in Classical music?
  • What is the Romantic period in music?
  • What are the common musical features in Romantic music?

Core procedural knowledge: What should students be able to do?

  • Be able to recall the meanings of structural words (Strophic, Binary, Ternary, Vartiation and Rondo)
  • Be able to describe the musical features of Baroque music
  • Be able to descrbe the musical features of the set work “Bandinarie” and reflect on the artistic intentions and historical/social context
  • Be able to describe the musical features of Classical/Romantic music
  • Be able to rehearse solo performances for the upcoming assessment

Links to prior learning (to be made explicit and tested)

  • Students’ knowledge of the musical elements should be drawn upon (through explicit instruction and checking for understanding) when explaining the elements whilst listening to extracts from Baroque, Classical and Romantic periods with empthasis on music forms and devices.
Module 3 - Area of Study 3: Music for Film

Core declarative knowledge: What should students know?

  • What is the origin of film music?
  • How is music for film created and developed (and how has this changed over time)?
  • What is the function of music in movies?
  • What are the common musical features of film music?
  • What is a leitmotif?
  • How are musical elements used to create different moods and effects in film music?
  • How do film composers react to a stimulus or commission?

Core procedural knowledge: What should students be able to do?

  • Be able to recall basic music theory
  • Be able to describe the musical features of Film music
  • Be able to explain how film composers create different moods and effects in film
  • Be able to start short ideas for the free composition based on a film

Links to prior learning (to be made explicit and tested)

  • Students’ knowledge of the musical elements should be drawn upon (through explicit instruction and checking for understanding) when explaining the elements whilst listening to extracts from Film music with empthasis on how film composers react to a stimulus or commission.
Module 4 - Area of Study 2: Music for Ensembles

Core declarative knowledge: What should students know?

  • What is the meaning of sonority and texture?
  • What is meant by the term “ensemble”?
  • What is Chamber music?
  • What are the common musical features of Chamber music?
  • What is Musical Theatre?
  • What are the common musical features of Musical Theatre?
  • What is Jazz and Blues?
  • What are the common musical featrues of Jazz and Blues?

Core procedural knowledge: What should students be able to do?

  • Be able to recall the meanings of texture words (Monophonic, Homophonic, Polyphonic, Imitation)
  • Be able to describe the musical features of Chamber music
  • Be able to describe the musical features of Musical Theatre
  • Be able to describe the musical features of Jazz and Blues
  • Be able to perform an ensemble piece with 2 or more people

Links to prior learning (to be made explicit and tested)

  • Students’ knowledge of the musical elements should be drawn upon (through explicit instruction and checking for understanding) when explaining the elements whilst listening to extracts from Chamber music, Musical Theatre, Jazz and Blues genres with empthasis on sonority and texture.
Module 5 - Area of Study 4: Popular Music

Core declarative knowledge: What should students know?

  • What is Rock music?
  • What is Pop music?
  • What are the common musical features of rock and pop music?
  • What are the sub-genres of Rock music?
  • What do the words remixing, panning, delay, reverb, phasing and looping mean?
  • How is the use of tehcnology changed over time?
  • What is musical fusion?
  • What is Bhangra?
  • What are the musical features in the set work “Africa” by Toto?

Core procedural knowledge: What should students be able to do?

  • Be able to identify the differences and similarities between Rock and Pop songs
  • Be able to describe the musical features of rock/pop songs
  • Be able to reflect on how music technology has changed over time and their usage in songs
  • Be able to descrbe the musical features of the set work “Africa” and reflect on the artistic intentions and historical/social context
  • Be able to describe the musical features of Fusions and Bhangra music
  • Be able to start short ideas for the free composition based on a pop/rock song

Links to prior learning (to be made explicit and tested)

  • Students’ knowledge of the musical elements should be drawn upon (through explicit instruction and checking for understanding) when explaining the elements whilst listening to extracts from Pop, Rock and Fusion genres with empthasis on development in technology.
Module 6 - Revisiting & Expanding Upon The 4 Areas of Study

Core declarative knowledge: What should students know?

  • What are the elements of music?
  • What is music theory?
  • What are the musical forms and devices?
  • What are the music differences between Baroque, Classical and Romantic music?
  • How is film music used to create emotion and reflect a theme?
  • What are the musical features of Chamber music, Musical Theatre, Jazz and Blues music?
  • What are the musical features of Pop, Rock and Fusion music?
  • What are the musical features in the set work “Africa” by Toto?
  • What are the musical features in the set work “Bandinere” by Bach?

Core procedural knowledge: What should students be able to do?

  • Be able to describe the musical elements (DR SMITH) in a wide range of musical styles within the 4 areas of study
  • Be confident at answering an exam question and knowing the different types of questions that are in the exam (short response vs long response)

Links to prior learning (to be made explicit and tested)

  • Students’ knowledge of the musical elements should be drawn upon (through explicit instruction and checking for understanding) when explaining the elements whilst listening to all 4 areas of study. The students should also be focusing on completing their free composition by the end of Y10