MUSIC
Overview Of Subject
The Music Department aims to promote high musical aspirations coupled with quality learning experiences in music both inside and outside the classroom. Music is studied by all students at Key Stage 3, all students in Years 7, 8 and 9 receiving two 55-minute lessons per fortnight. It is an option subject at Key Stage 4. Students experience a wide variety of musical genres through performing, composing, listening and appraising. Studying music allows our students to build on skills from Key Stage 2 whilst also developing broader life skills such as creative and critical thinking, emotional awareness, cultural understanding, self-discipline and self-confidence.
Aims Of Curriculum/Curriculum Intent
It is the intention of the music department, through its curricula to:
Create a safe and purposeful learning environment in which all learners of all abilities are challenged to seek musical excellence within a supportive and nurturing atmosphere which fosters a love of Music, together with a thirst for wanting to know more.
To support learners of all ages (both students and adults) to develop, refine and improve their own skills and knowledge, and to realise their full potential in Music.
To ensure that a broad range of music from relevant cultures and backgrounds are used with which to learn more about music, focusing mainly on that from Western Classical and Popular traditions, but also to introduce students to music from cultures they may not have previously experienced.
To ensure access to high-quality 1-to-1 instrumental tuition and that that those in financial need are, where appropriate, given the same access to instrumental tuition as other members of the school community, for example, by use of the Pupil Premium Fund, where appropriate.
To actively promote the relevant and appropriate use of music from the Christian Church to enhance learning opportunities, remembering the words of St. Augustine of Hippo “He who sings prays twice”.
To promote and use Christian faith music, thus supporting the Catholic faith, within the service a Mass as they occur throughout the year.
Key Stage 3
The key stage 3 music curriculum builds on skills taught Key Stage 2. It develops musical knowledge over the key strands of Composing, Listening & Appraising and Performing (CLAP). All Year 7 students take part in a compulsory choir as part of their first term at Grays Convent High School. This enables them to experience performing music together as soon as they join the school. Those who wish to continue their extra-curricular singing are encouraged to do so, leading to the possibilities of entering local competitions, shows or even to take part in foreign trips, where we would promote Grays Convent High School music not only locally, but also internationally. Students are encouraged to take part in extra-curricular music making with clubs and other subject related trips as they are available to develop their knowledge and love for music.
Baseline Testing And Assessment
Music provision across primary schools can be quite varied and therefore all students in Year 7 undergo baseline testing during their first few music lessons. This includes tests to recognise pitch, rhythm, simple music writing and the instruments of the orchestra. These assist in providing an overview of basic musical understanding, so we can know with greater certainty how each individual student is progressing rather than comparing them against others of a different ability. Students receive teacher and peer feedback regularly, as well as being expected to assess their own progress against levels and targets contained with a bespoke music exercise book designed to enable and encourage progress. Regular assessments follow the same 3 strands of National Curriculum assessment first encountered at Key stage 1, being Composing, Listening and Appraising and Performing (CLAP).
Curriculum Content
Year 7
The Key Stage 3 (Year 7) schemes of learning all focus on building skills three key areas/strands, mentioned above. These skills are delivered through a variety of topics including The Elements of Music, Instruments of the Orchestra, Melody Writing and Performing Skills. Music involves practical work using keyboards, voices, pitched percussion and other instruments. Students who already play are invited to bring their own instruments where appropriate. Throughout the year students will develop the skills of performing music, composing and appraising music. All our schemes have an element of singing. There will also be whole class music making using Ukuleles.
Our Year 7 Schemes of Work all focus on Building the Music Community. There is a heavy focus on singing together and building confidence.
Unit 1: Term 1 - Rhythm and Melody
Rhythm and Pitch games
Exploring what makes a good tune using simple time.
Thinking about music, what we do and why.
How music works.
Learning how to use our voices, looking at music for Christmas.
Unit 2: Term 2 – British Folk Music
Exploring the folk music tradition of music from throughout the British Isles.
What makes singable and memorable melodies.
Texture
Listening and analysing tunes and going on to create new music.
Unit 3: Term 3 - Reggae
Understanding Reggae, its traditions and history.
The background in Caribbean culture, together with external influences.
Exporting ideas to other musical cultures such as Ska and Two-tone.
Listening and analysing tunes and going on to create new music.
Year 8
The Year 8 schemes focus on building developing and embedding the skills of our students learning in year 7 using the same stands as before. They revisit and enhance these skills and are delivered the topics below using keyboards, traditional music composition and notation, practical work using keyboards, voices, pitched percussion and other instruments where appropriate. Students who already play are invited to bring their own instruments where appropriate. Throughout the year students will develop the skills of performing music, composing and appraising music. All our schemes have an element of singing.
Our Year 8 Schemes of Work all building on the harmonic foundations discovered and learnt in year 7.
Unit 1: Ode to Joy
The use of common chords and how they are used to build music.
Tonic and dominant feel and musical punctuation (cadences).
Set recipes for composing music that work.
Unit 2: The Blues
Building confidence in performing as part of an ensemble.
Building improvisation into music
Call and response exchanges.
Unit 3: The Four Chord Trick
Pop music focus on the tricks songs use to make them successful.
Primary and secondary triads.
Changing the key for musical effect.
Musical sequences and patterns.
Year 9
Year 9 continues to revisit and enhance the same strands of All of Composing, Listening and Appraising and Performing (CLAP). Again, this is delivered mainly through composing and performing using the keyboard and other instruments, including those from the class or other instruments students may play themselves.
Our Year 9 Schemes of Work focus on melody and harmony and how they work together.:
Unit 1: Ground Bass and Variations
Using Primary and Secondary chords.
Taking the Four Chord Trick further
Manipulating music so it does new things.
Unit 2: The Viennese Waltz
The background and history of dance.
Using chords and other common patterns to make music.
The use of modulations and key changes.
Unit 3: Minimalism
The uses of textural layering.
Using multiple small motifs and small changes for a large effect.
Challenging common (mis)conceptions.
Key Stage 4
Aims Of Curriculum/Curriculum Intent
It is the intention of the music department, through its curricula to:
Promote high aspirations, whatever the previous background learning together with high-quality musical learning experiences inside and outside the classroom.
Create a safe and purposeful learning environment in which all learners of all abilities are challenged to seek musical excellence within a supportive and nurturing atmosphere which fosters a love of Music, together with a thirst for wanting to know more.
To support learners of all ages (both students and adults) to develop, refine and improve their own skills and knowledge, and to realise their full potential in Music.
To ensure that the music prescribed in the 4 areas of study of the EDUQAS GCSE music course is studied a broad range of music from relevant cultures and backgrounds are used with which to learn more about music, focusing mainly on that from Western Classical and Popular traditions, but also to introduce students to music from cultures they may not have previously experienced.
To ensure access to high-quality 1-to-1 instrumental tuition and that that those in financial need are, where appropriate, given the same access to instrumental tuition as other members of the school community, for example, by use of the Pupil Premium Fund, where appropriate.
To actively promote, where relevant and appropriate, the use of music from the Christian Church to enhance learning opportunities, remembering the words of St. Augustine of Hippo “He who sings prays twice”.
Specification
At Key Stage 4 we offer the EDUQAS GCSE in Music. This specification encourages the integration of the three strands of performing, composing and appraising through four interrelated areas of study; building upon skills gained at Key Stage 3. These four study areas are designed to develop knowledge and understanding of music through the study of a variety of genres and styles in a wider context.
A Summary Of Assessment For This Course Is Provided Below:
Performing – 30% of qualification
Required duration – 4-6 minutes
Minimum of two pieces to be performed, one of which must be an ensemble performance of at least one minute duration.
Composition – 30% of qualification
Two compositions; one in response to a brief set by the examination board (released during the first week of September of final year) and one free choice composition.
Appraising – 40% of qualification
1 hour 15 minutes listening examination; eight questions in total, two on each of the four areas of study.
Area of Study 1: Musical Forms and Devices: Includes Set Work: "Badinerie" by J. S. Bach
Area of Study 2: Music for Ensemble
Area of Study 3: Film Music
Area of Study 4: Popular Music: Includes Set Work: "Africa" by Toto)
Assessment
Students receive both verbal and written feedback regularly as well as from their peers. They are encouraged to reflect on their own work to enable improvement. Students complete regular vocabulary tests connected to each area of study to continue to reinforce and develop their musical vocabulary. They complete practice listening questions that give ideas and thus feed into composition exercises and coursework. Each half term also includes an assessment on either performance or composition skills. A performance is expected each half term.
Year 10
The skills acquired in Key Stage 3 are developed and refined. Students learn through practical and composing assignments linked to the areas of study above. These assignments increase listening and appraising skills which lead to the ability to answer questions about pre-recorded music from the areas of study, both music they have heard before and that which is unfamiliar to them. Areas of Study 1, 2 and 4 are studied in year 10. We work on composition exercises, leading to a “free” composition which contributes to 15% of the final GCSE mark. Mock listening and appraising and performance exams are taken. All GCSE music students should practice regularly on their own instrument or voice as all the performance coursework (30% of the total GCSE) can be assessed in year 10 if it is good enough. A performance is expected each half term. It is highly recommended that students taking GCSE Music also have regularly instrumental/vocal tuition either inside or outside school to develop their performance skills.
Year 11
GCSE music skills are further developed and refined. The “free” composition is finalised. A new composition based on a brief set by the examination board is completed (15% of the total GCSE). Any performances not yet to the best possible standard need to be recorded. The film music area of study is taught, together with revision of the 3 areas of study started in year 10. Practice past papers and other similar question are studied, some under exam conditions and some in the style of a walking talking mock, where the exact technique of how to get the best possible marks are discussed and learned. Students should still be practicing their instrument or voice regularly, though those who have already secured a high mark already in the 2 coursework performances will not need to perform every half term. It is still recommended to be taking instrumental or vocal lessons outside the curriculum as well as attending extracurricular music clubs and attending intervention sessions when required.
Music Post-KS4
Following successful study of Music at GCSE level students have a variety of options open to them.
A Level Music continues the development of performance, composition and listening and appraising skills which are covered during GCSE Music. This course is best for those students with strong theoretical music knowledge and often will require students to have studied graded music exams to a specific level or to be able to perform at an equivalent standard.
A level music is often studied by those looking to join the medical profession as well as in other “high powered” courses and jobs. This is as students will have needed to stick at something for a long time before they become proficient… the exact skill that many employers and vocations are looking for.
BTEC Level 3 Foundation Diploma (equivalent to 1 A Level) and BTEC Level 3 Extended Diploma (equivalent to 3 A Levels) offer students highly practical music courses. These courses offer a variety of practical foci which can include solo and ensemble performance, composition, music production, working in the music industry, studio recording as well as planning and delivering a live music event.
There is also the option to consider more specialist music or performing arts schools where students can work at a particularly high level with industry professionals, these courses are often very competitive and require successful additions.