KS3 Description of the key skills, knowledge and understanding that are a prime focus of KS3 teaching in the subject area
The music curriculum aims to support students develop a love and passion for music as well as enabling student to develop creativity. We believe in learning by doing and therefore our projects revolve around practical music making.
Key music strands which are developed:
• PERFORMANCE: Perform, learn to sing and to use their voices, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
• COMPOSITION: To create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
• APPRAISAL: understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
Key skills that students will learn:
• To play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression. Instruments taught as a class include keyboard, percussion, drum kits, guitars and bass guitars.
• To improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions.
• To use a range of relevant notations including TAB, chord boxes and standard notation, appropriately and accurately in a range of musical styles, genres and traditions.
• To use a range of resources in order to create music, specifically looking at how computers can be used to manipulate live sound and generate whole tracks.
• To identify and use the elements of music expressively and with increasing control and sophistication using different tonalities, types of scales and other musical devices.
• To listen with increasing discrimination to a wide range of music from great composers and musicians.
• To develop a deepening understanding of the music that they perform and to which they listen, and its history.
Organisation of the KS3 curriculum and how students are assessed (brief summary of long term plan of units and very approximate timings.
Students in years 7-9 study music in the curriculum for 1 hour a week. We aim to ensure that the music curriculum reflects the breadth of the music world as closely as possible and therefore each one of the following elements are built into the programme of study for each year group:
• Modern/popular western music
• Traditional/ ‘classical’ music
• Music from around the world.
The timescale for each project can vary but most last around one half term. Students are assessed on their performing, composing and understanding of music at the end of each project. Projects are built upon a spiral curriculum to ensure that each year concepts and skills are revisited and built upon. The current projects studied are as follows:
FULL MOON FANTASY: Exploring using computers to make music creatively.
HOOKS, BEATS AND MELODIES: Looking at how popular music is created and working in groups to create some basic pieces with a real focus on rhythm and melody.
SAMBA: Studying the music of Brazil and working in groups to create a Samba piece.
CLASSROOM ORCHESTRA: Learning how to use and play the keyboard as well as learning about the orchestra and standard music notation.
JAPAN: A look at the music of Japan and creating music to reflect Japanese stories.
BLUES: Learning about the guitar, reading TAB and also the history of blues music
VARIATIONS: Learning different methods to develop a melody and then using the computers to create a traditional theme and variations piece.
WORKING AS A BAND: Learning how riff based songs are put together and working as a group to create a performance of a modern piece of music.
AFRICA: Learning about African a cappella singing and West African drumming.
WORLD CULTURE: Students work across the arts and each class are given a different country to investigate the arts of. At the end of the project students present Artwork to the rest of the year group.
RAGTIME: Students learn how to perform and compose ragtime music using keyboards.
FILM MUSIC: Learning the tricks of the trade in film composition and then creating a short piece of music to go along with a film on the computers.
SONG PROJECT: Students learn the different ways that songs are created but usually with a focus on chord progressions. Students then form bands to create their own ‘cover versions’ of songs.
RAP AND URBAN MUSIC: Studying where Urban music comes from, why it sounds the way it does and also how to create their own piece of Urban music, working like a producer would in a studio.
REGGAE: Looking at Reggae music and its origins before trying to put a Reggae piece of music together.
Sources of information that may be useful
www.youtube.com for a range of music and also really good how to guides for both performing on instruments and using the computer to create music.
KS4 Overview -repeated for each GCSE in the department and each year
From September 2017
Please be clear if there is a different course for year 10 and year 11
Subject title, board and syllabus code
Music, OCR, J536
KS4 Description of the key skills, knowledge and understanding that are a prime focus of KS4 teaching in the subject area
OCR’s GCSE in Music encourages learners to:
• engage actively and practically in the process of music study
• develop performing skills individually and in groups to communicate musically with fluency and control of the resources used
• develop composing skills to organise musical ideas and make use of appropriate resources
• recognise links between the integrated activities of performing, composing and appraising and how this informs the development of music
• broaden musical experience and interests, develop imagination and foster creativity
¥ develop knowledge, understanding and skills needed to communicate effectively as musicians
¥ develop awareness of a variety of instruments, styles and approaches to performing and composing
¥ develop awareness of music technologies and their use in the creation and presentation of music
¥ recognise contrasting genres, styles and traditions of music, and develop some awareness of musical chronology
¥ develop as effective and independent learners with enquiring minds
¥ reflect upon and evaluate their own and others’ music
¥ engage with and appreciate the diverse heritage of music, in order to promote personal, social, intellectual and cultural development.
Through all of this it aims to ensure that all participants on the course develop their ability in the three main elements of Music: Performance, Composition and Appraisal. At the end of the course students are assessed on their ability in these three elements through recording 2 performances (1 solo and 1 ensemble), 2 compositions (1 for their instrument and 1 related to an area of study), and through a final exam where student will need to appraise the music used in several extracts of music.
Organisation of the KS4 curriculum (brief summary of long term plan of units and very approximate timings)
Introduction to performance work.
Basic composition tasks and introducing Sibelius notation software.
Rhythm reading and ensemble composition.
Study of film music and classical music used in films.
Study of Samba music, African music and Bhangra.
Mock solo performance.
Creating sketches and ideas for Composition 1 and development of ideas.
Study of Concertos through time, looking specifically at Baroque concerto grosso and the development of the solo concerto from Baroque through to the Romantic period.
Study of the calypso.
CONTROLLED ASSESSMENT ON COMPOSITION 1.
Study of Rock ‘n’ Roll, Solo pop artists.
Study of video game music.
Study of Indian Classical music.
Yr. 10 Mock exam.
CONTROLLED ASSESSMENT ON PERFORMANCE 1
Working on ensemble performance.
Work on Unit Two composition.
Study of rock anthems and pop ballads.
Study of eastern Mediterranean music.
CONTROLLED ASSESSMENT OF ENSEMBLE PERFORMANCE.
CONTROLLED ASSESSMENT OF COMPOSITION 2.
Revision exercises related to learning styles and preparation for the exam.
Year 11 EXAM
Sources of information that may be useful
http://www.ocr.org.uk/Images/219378-specification-accredited-gcse-music-j536.pdf (OCR GCSE Music specification)
http://www.bbc.co.uk/education/subjects/zpf3cdm (BBC bitesize – Music page – Gives good advice on a range of music which is studied on the course)
www.youtube.com (a range of music and also really good how to guides for both performing on instruments and using the computer to create music)
www.musiced.co.uk (Some interesting bits on a range of music)
www.naxos.com/mgloss.htm (good for a glossary of music terms)