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Music
Intention:
Music is the study of musical theory, composition & performance. Music calls on all intellectual behaviours including both mind and body. There is a demand for constructive thinking, thinking in sound and thinking critically.
Key Stage 3
In Music, students experience working in a highly creative environment and are encouraged to explore their own ideas and professional work within lessons.
The curriculum covers a broad range of cultural styles and influences, instrumental disciplines and practitioners to recognise the diversity that the subject represents. Within lessons, students work practically to develop a combination of theoretical and practical appreciation. Lessons are fortnightly for all students in key stage 3. Studnets in KS3 recieve weekly lessons.
Key Stage 4
This specification focuses on the three areas of appraising music (40%), performing (30%) and composing (30%). Students have the options of performing vocally or instrumentally and work as soloists and ensembles. When composing, students work professionally to a brief as well as having the opportunity to explore a free composition. All GCSE students are encouraged to take instrumental or vocal tuition to enhance their potential in examinations; the department facilitate this and encourage participation in enrichment opportunities to further support progress. GCSE students follow the Eduqas specification.
Implementation - curriculum sequence
| Year | Autumn HT 1 | Autumn HT2 | Spring HT1 | Spring HT2 | Summer HT1 | Summer HT2 |
|---|---|---|---|---|---|---|
| 7 |
Rhythm Grids Performance of body percussion performance Western classical notation Composing and performing music Use of body percussion |
Rock Music Performance of WWRY as an ensemble Singing as a group and singing as an individual Performing in an ensemble Reading western classical notation Composing lyrics and writing music |
Classical Music (Baroque) Performance of Pachelbel’s Cannon in D Keyboard Skills Performing two hands at once on the keyboard with correct technique Reading Bass and Treble clef notes Composing in a Baroque Style |
Composition Composition using professional music software in a baroque style Composing in a set style whilst still observing Western Classical music constraints such as timing and instrumentation |
Ukulele Performance of a popular music piece in an ensemble Students learn to perform and Sing on the Ukulele Students learn major and minor chords Students learn to read simple TAB |
Performance unit Exploring music technology, vocal or instrumental performance. Developing and refining skills for performance in chosen discipline |
| 8 |
Blues Performance of a fully composed Blues piece as an ensemble Developing an understanding of chords and the blues scale. Composing in a stylistically appropriate way and performing in time as an ensemble |
Boom Whackers Performance of a suitable piece on Boomwhakers Developing group and solo performance skills with an emphasis on pitch and timing. Boomwhackers and Keyboards will be used. The class perform as a whole class and also in ensemble groups |
Japanese Music Solo performance of the traditional piece Sakura on keyboard Consolidating an understanding of treble and bass clef notation. Performing in time using 2 hands with correct technique on the keyboard whilst also singing |
Composition Composition using professional music software in a Japanese style Composing in a set style whilst still observing Western Classical music and traditional music constraints such as timing and instrumentation |
Ukulele Performance of a popular music piece in an ensemble Students learn to perform and Sing on the Ukulele Students learn major and minor chords Students learn to read simple TAB |
Performance unit Exploring music technology, vocal or instrumental performance. Developing and refining skills for performance in chosen discipline |
| 9 |
Classical Music (Romantic) Solo performance on the keyboard of Swan Lake The Swan Theme Understanding of the romantic era including Orchestration and programme music. Keyboard performance skills using 2 hands with correct technique, reading bass and treble clef and also including suitable dynamics and follow performance directions. |
Hamilton the musical (Focus on Rap) Performance of a well written Rap with a suitable backing track Exploring and understanding the use of Rap within the musical Hamilton, Exploring style, form and performance. Understanding the mechanics of writing and structuring a rap. Using self-reflection to compose a rap about personal beliefs and passions. |
Reggae Music Performance of a Reggae composition by students as an ensemble Exploring the cultural and musical aspects of Reggae Learning Key facts about Reggae music. Performance as an ensemble of a stylistically composed Reggae Piece |
Composition Composition using professional music software in a Reggae style Composing in a set style whilst still observing Western Classical music and traditional music constraints such as timing and instrumentation |
Ukulele Performance of a popular music piece in an ensemble Students learn to perform and Sing on the Ukulele Students learn major and minor chords Students learn to read simple TAB |
Performance unit Exploring music technology, vocal or instrumental performance. Developing and refining skills for performance in chosen discipline |
| 10 |
The Basics of Reading and Writing Music Discovering and learning the key words within music and using them to describe and write our own compositions |
Western Classical Tradition 1650-1910 Art music of (or growing out of) the European tradition, normally notated, and normally intended for public performance. Listening: The Coronation Anthems and Oratorios of Handel. The Orchestra Music of Haydn, Mozart and Beethoven. The piano music of Chopin and Schumann. The Requiem of the late Romantic period. |
Popular Music Musical styles and genres including rock, pop, musical theatre, film and computer gaming music from 1950 to the present. Listening: Music of Broadway 1950s to 1990s. Rock music of 1960s and 1970s. Film and computer gaming music 1990s to present. Pop music 1990s to present |
Traditional Music Music that takes influences from traditional sources including folk music and reinterprets them in a contemporary style, and traditional music from traditional sources and cultures that is performed as intended by the composer. Listening: Blues music from 1920–1950 Fusion music incorporating African and/or Caribbean music Contemporary Latin music Contemporary Folk music of the British Isles |
Western Classical Tradition since 1910 Music that comprises modern, contemporary classical music, experimental and minimalist music as well as other forms. Listening: the orchestral music of Copland British music of Arnold, Britten, Maxwell-Davies and Tavener The orchestral music of Zoltán Kodály and Béla Bartók Minimalist music of John Adams, Steve Reich and Terry Riley |
Study pieces Mozart Clarinet Concerto in A Major, k622, 3rd movement, rondo Little Shop Of Horrors Focus on the familiar study pieces with exam practice for 8 mark questions
|
| 11 |
Western Classical Tradition 1650-1910 Popular Music Revision of topics studied in year 10 |
Traditional Music Western Classical Tradition since 1910 Revision of topics studied in Year 10 |
Practice Papers Coursework Completion Assessing, Embedding and improving coursework compositions, performances alongside exam technique and past paper practice |
Practice Papers Coursework Completion Assessing,Embedding and improving coursework compositions, performances alongside exam technique and past paper practice |
Written exam preparation Final preparations for the GCSE exams with an emphasis on all students achieving their best and feeling confident |
The Music department follows the AQA specification, which can be found here:
https://filestore.aqa.org.uk/resources/music/specifications/AQA-8271-SP-2016.PDF
