Head of Subject: Mr J Tuck
We believe that music should be available to everyone as it is an omnipresent feature of our lives that carries an enormous amount of power; in the world of multimedia such as ringtones all the way through to highly emotive film scores; popular music that can be everything from lighthearted to highly politically charged, relaxing to energetic, melancholic to cheerful; the joy that can be obtained by playing an instrument, either as a soloist or as part of a group.
As a department, we strongly believe in the following principles.
The power of language – we perceive all of our learners in our classroom to be labelled as musicians, rather than students.
Building a love for music through active participation in performance – every teacher in the department and every person involved in music has a strong affinity to the subject due to their love of playing an instrument and/or singing. This grounding is vital to ensure lifelong learning and music appreciation.
Why we learn music – learning music is “learning what it is to be human” and should therefore be accessed by all. Music is beautiful for what it is and does not need to be studied to ‘support’ other notions or subjects.
Feedback through modelling – well timed, formative, musically-modelled feedback is more important and has more impact than summative written feedback. Evidence of assessment can be observed in day-to-day teaching and will not necessarily be written down.
Diversity – the history of music, particularly Western Classical Tradition, has a focus on white, European males. As educators it is vital that the music that we refer to in our curriculum is balanced and encourages our musicians to engage with works by a wider societal heritage (‘You can’t be what you can’t see”). It is our job to shape the future of music making and music creation by encouraging all of our musicians through
this thought process.
Therefore, as a department, we believe that these facets to our approach underpin the school’s vision of ‘Success and Opportunity for all’
The Music Department endorses this ethos in the schemes of work we teach and by ensuring that students engage with music in a practical way throughout Key Stage 3.
Extra curricular & Peripatetic Lessons
-FLOW – this is our main vocal group in the school, available to all students from Year 7 to Year 13. A simple audition process is required before joining the group.
-FLOWpro – this is our elite vocal group for those students in Years 9 to 13 and has a more demanding audition process, as the music that is performed is more challenging.
-Stage Band – this is our group for any instrumentalists in the school that are at least grade 1 standard.
-Whole School Production – there are rehearsals for the vocalists and the show band. .
We have a team of visiting instrumental teachers who give tuition in Brass, Piano/Keyboard, Guitars, Woodwind, Strings, Drums and Voice. Lessons are for half an hour and are on a rolling timetable, with 10 lessons each term.
Key Stage 3 Intent and Implementation
In Year 7 students learn how to improve their vocal confidence by exploring the repertoire of vocal performances for the stage, such as musical theatre and opera. In Year 8 they continue this work further by exploring how to sing in harmony through realising a performance of a four-chord song in at least three different vocal harmony lines. In Year 9 they combine the ideas learned so far to prepare for and deliver a performance for an audience of at least one hundred people!
In Year 7 students learn how to play the 12 bar blues on a keyboard to devise a piece which they then sing a blues melody over, as well as learning how to develop their rhythmic skills by learning Samba drumming.
In Year 8 students learn the basics of the electric guitar, bass guitar, drum kit and keyboard through independent learning techniques, to allow them to develop their understanding of how to develop practical music skills outside of the classroom environment.
In Year 9 students learn how to apply their instrumental skills by playing as part of an ensemble to learn a song of their own choice
Music Technology & Composition
In Year 7 students learn how to compose a piece of music for a science fiction movie, using musical devices such as ostinatos, sequences, pedal notes and the whole tone scale and programming them into a Digital Audio Workstation and using the software editing features to improve their piece of music
In Year 8 students learn how to compose a piece of dance music, exploring drum programming, bass lines and chord sequences, as well as software editing and audio effects to improve their piece.
In Year 9 students explore sampling techniques to create new sounds and instruments from unexpected sources to use within a composition.
Music History, Theory and Analysis
Throughout KS3 students learn about the different eras of music, key composers and compositions, instruments, how music can be written down and how we can understand music through musical terminology. This is done by studying specific pieces of music and analysing its content as a series of projects.
Key Stage 4 Intent and Implementation
Music -- GCSE
DESCRIPTION OF THE COURSE
This course sets out to develop an appreciation and enjoyment of music through three musical elements: appraising, performing and composing. It includes learning about all styles of music from 1700 to the present day, so you should have an open mind to all styles of music. You should be able to play an instrument or sing well, before you start the course. You will be expected to perform by yourself and develop these skills to a higher standard during the course. This should ideally be through individual music lessons or this can be self-taught.
CONTENT OF THE COURSE
Component 1: Performing – 30% of qualification, non-examined assessment
For this part of the course, you will learn how musicians bring pieces of music to life through performance techniques. For your assessment, you will need to perform as a soloist and also as part of a group for a total of at least 4 minutes. Your teacher will record your performances in Year 11. The performances can be instrument or vocal based, including beat boxing, rapping and technology based performances.
Component 2: Composing – 30% of qualification, non-examined assessment
For this part of the course, you will learn how to express creative musical ideas through two compositions. One of the compositions will be based on a brief given by WJEC whilst the other is a free composition brief that you design. Your compositions must last a combined length of at least 3 minutes. You will be able to finalise your compositions using music technology or through live performances. You will also need to produce a score or a written account of how to perform your work.
Component 3: Appraising – 40% of qualification, written examination lasting 1 hour and 15 minutes
You will need to answer questions based on the four areas of study.
Area of Study 1: Musical Forms and Devices Area of Study 2: Music for Ensemble
Area of Study 3: Film Music
Area of Study 4: Popular Music
As well as general musical study about the four areas of study, you will study two set works in depth.
Badinerie by JS Bach for flute and string orchestra with harpsichord (final movement, orchestral suite No 2 in B minor, BWV 1067)
Toto: Africa (released 1982)
The majority of questions in the examination will be either multiple choice or short answer questions. However, there will be one question which requires learners to write a longer response to a piece of music
Examination Board: Eduqas/WJEC Specification: 601/8131/X
DESCRIPTION OF THE COURSE
This course sets out to develop an appreciation and enjoyment of music through three musical elements: listening, performing and composing. It includes learning about all styles of music from 1600 to the present day, so you should have an open mind to all styles of music. You should be able to play an instrument or sing well, before you start the course, because you will be expected to perform by yourself and develop these skills to a higher standard during the course. This should ideally be through individual music lessons or this can be self-taught.
CONTENT OF THE COURSE
Unit 1: The Music Industry – examination
In this unit you will learn about the different organisations that are involved within the music industry. Typical examples include record labels, performance venues, music publishers, promoters, broadcasting, music media, marketing, copyrighting, management and unions. Your knowledge of this unit will be assessed in a formal one-hour test.
Unit 2: Managing a Music Product – coursework
In this unit you will combine all of the skills that you have learned on the course. You will be required to plan, develop and deliver a CD music product consisting of musical material of your choice. You will be responsible for the quality of the product you create. You will also need to promote your CD through marketing strategies, so people hear the CD you have created. Once this is complete, you will review your work, both personally and through the analysis of customer responses.
Unit 6: Introducing Music Recording – coursework
In this unit you will learn how to capture sounds using a variety of techniques. You will learn how microphones work and how to select the appropriate microphone, depending on what the task is. You will learn how to record the sounds into software recording system and then how to mix and add appropriate effects. Finalising your work to CD or as an MP3 file will then complete the process.
Unit 7: Introducing Music Sequencing – coursework
In this unit you will learn how to use music software to create pieces of music. You will learn how to use the editing features of this software and how they can be used to compose and manipulate musical ideas and sounds. You will demonstrate your competence by creating a piece of music using the software.
EXAM BOARD: Edexcel
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