Music GCSE Scheme of Work - Castlebrook High · PDF fileMusic – GCSE Scheme of Work ... GCSE Music Scheme of Work ... At least two of harmony, tonality, timbre, dynamics, phrasing,

Music – GCSE Scheme of Work

Key Stage 4 3 Year SOW

Component 1: Understanding Music – 40% Component 2: Performing Music – 30% Component 3: Composing Music 30%

Castlebrook High School GCSE Music Scheme of Work

Prior Learning: key stage 3: year7/8

Aims of the Music Curriculum at Castlebrook:

1) Successful learners, who enjoy learning, make progress and achieve their best in music. 2) Confident individuals, who are able to perform, listen and compose safely and find healthy fulfillment from discussing creative ideas. 3) Responsible citizens who make a positive contribution to an increasing creative society.

Key Skills: Literacy Numeracy Use of ICT Speaking (Appraising/ Evaluating) Listening

Secondary SEAL: Social skills Self-awareness Motivation Empathy Managing Feelings VAK Learning: Visual Audio Kinesthetic

Spiritual, Moral, Social, Cultural Development and Awareness: Spiritual development - through developing pupils’ awareness of the power of music to take the listener out of the commonplace and helping pupils use music to express and reflect on their own thoughts and feelings.

Moral development - through helping pupils exercise responsibility in the choices and decisions they and others make as part of the creative process, valuing their own and others’ work and recognising the effect of music [for example, its use in advertising and propaganda and its misuse in sound pollution]

Social development - through helping pupils share music making and develop a sense of social cohesion, recognising the value of different contributions and their own responsibility to support and enrich the work of others and recognising the need for different roles in group performance.

Cultural development - through helping pupils recognise how music influences, and reflects the way people think and feel, relating music to the time and place in which it was created and performed. Through analysing, evaluating and reflecting on music from contrasting traditions and identifying how and why some aspects change or stay the same. Every Child Matters: Be Healthy, Stay Safe, Enjoy & Achieve, Make a positive contribution, Achieve economic wellbeing

Resources: Instruments – keyboards, guitars, drum kits Mansucript paper Tab paper Sibelius GCSE revision/ areas of study guides Folders Course overview


40% Component 1 Subject Content

AOS1 Western Classical Tradition 1650-1910

AOS2 Popular Music AOS3 Traditional Music AOS4 Western Classical Tradition since 1910

Listening: Unfamiliar music Listen to these genres attentively and accurately describe musical elements, contexts and musical language. 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. Study Piece Haydn: Symphony 101 in D Major The Clock, Movt. 2

Listening: Unfamiliar music Listen to these genres attentively and accurately describe musical elements, contexts and musical language. Music of Broadway 1950s to 1990s Rock Music of 1960s and 1970s Film and computer gaming music 1990a to present Pop music 990s to present Study Piece The Beatles: Sgt Pepper’s Lonely Hearts Club Band With a Little Help from my Friends Within You, Without You Lucy in the Sky with Diamonds

Listening: Unfamiliar music Listen to these genres attentively and accurately describe musical elements, contexts and musical language. Blues Music Fusion music incorporating African and/or Caribbean music Contemporary Latin music Contemporary folk music of the British Isles Study Piece Santana: Supernatural Smooth Migra Love of my Life

Listening: Unfamiliar music Listen to these genres attentively and accurately describe musical elements, contexts and musical language. The orchestral music of Copland British music of Arnold, Britten, Maxwell-Davies and Tavener The orchestral music of Zoltan Kodaly and Bela Bartok Minimalist music of John Adams, Steve Reich and Terry Riley Study Piece Aaron Copland; Saturday Night Waltz and Hoedown from Rodeo.

Component 1 Understanding Music 40% 96 marks/ Exam 1hour 30 mins Component 2 Performing Music 30% 72 marks/ NEA

Section A: Listening: Unfamiliar music Students must be able to listen attentively to unfamiliar music from all FOUR areas of study to identify and accurately describe musical elements, musical contexts and use musical language (including staff notation). Section B: Study Pieces For TWO areas of study (One of which must be AOS 1) and one other choice, students must also be able to critically appraise the music from the specified study pieces using knowledge and understanding of:

Students must be able to perform live music using one or both of the following ways: Instrumental Production via technology One performance must be as a soloist (36 marks) One piece must be as part of an ensemble (36 marks – at least 1 minute) Both lasting for a minimum of four minutes – no maximum

Students must be able to interpret relevant musical elements as appropriate


The effect of audience, time and place on how the study pieces were created, developed and performed. How and why the music across the selected areas of study u has changed over time. How the composer’s purpose and intention for the study piece is reflected in their use of musical elements. Relevant musical vocabulary and terminology for the study pieces. Musical Elements/ Vocab and Terminology SEE MUSICAL ELEMENTS TABLE FOR RELEVANT AOS Reading and Writing Staff Notation Must identify musical elements in table when reading short passages of unfamiliar music in staff notation of up to 12 bars. Students must be able to demonstrate the ability to write staff notation within short passages of 8 bars: melodically up to 4 #s and bs/ Rhythmically including simple and compound time. Chords Must learn major and minor chords and their associated symbols and be able to identify them In aural and written form.

using resources and techniques as appropriate to communicate musical ideas with accuracy, expression and interpretation – including phrasing and dynamics appropriate to the style of the music. In all cases the recording of performances must be accompanied by one or more documents: notated score, lead sheet, guide recording, (annotation- production only)

ALL PERFORMANCES MUST BE COMPLETED IN YEAR OF CERTIFICATION and marked by teachers, then externally moderated by AQA.

Component 3 Composing Music 30% 72 marks/ NEA Personalised EAL – Worksheets may be adapted to enable student to


Students must learn how to develop musical ideas, including extending and manipulating musical ideas, and compose music that is musically convincing through TWO compositions. One composition is in response to an externally set brief – Composition 1 One composition is a free piece – Composition 2 Together the compositions must last a combined time of three minutes or more. Compositions can be composed in any style or genre to best reflect the skills, strengths and interests of the individual student. Assessed on the students ability to demonstrate: Creative and effective selection and use of the musical elements Appropriate selection and use of musical elements (to the compositional intention) Technical and expressive control in the use of musical elements. Each composition MUST demonstrate selection and use of at least four types of musical element as follows: At least two of: rhythm, metre, texture, melody, structure, form At least two of harmony, tonality, timbre, dynamics, phrasing, articulation Students must be able to compose using methods appropriate to the style/ genre of their composition and use a combination of vocal/ instrumental/technology. This could include the use of score writing software, sequencing software, studio multi-tracking, hand written notation and working through improvisation. Students must write a programme note of approx. 150 words for each composition which clearly informs the assessor fo the compositional intention, including the intended audience/ occasion. Students must also identify the types of musical element selected and provide details of any software/ hardware used in the process. In all cases the audio recording of the composition and programme note must be accompanied by one of: staff notated score, lead sheet, aural guide.

provision: work with dual languages SEN – See differentiation AG&T – Students who are more able and gifted and talented should be able to complete compositions with little direction from teacher. Students who are AGT will be able to develop performances and know how to improve their work with little input from the teacher. These students may be able to support other students and give constructive advice. AGT students will already have a good music ability, they may have had instrumental lessons or taught themselves, they will be able to understand key words and concepts for the listening element of the course, they may pick up the ideas more easily. Male/ Female – Tasks that use varied learning styles


Course Assessment Objectives

The assessment objectives will be assessed in the context of the subject content and skills. AO1: Perform with technical control, expression and interpretation AO2: Compose and develop musical ideas with technical control and coherence AO3: Demonstrate and apply musical knowledge AO4: Use appraising skills to make evaluative and critical judgements about music

Course Aims and Learning Outcomes

Engage actively 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 these inform 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

Use of additional adults Support pupils with SEN/ EAL or others who are struggling, support with handing out resources and any other necessary tasks requested by teacher.

Homework Set each week for students to access and complete tasks of theory, performing and composing.


Year 9 Autumn Half Term 1

Lesson no (Split

into 2 Week

groups)

Learning Objective (Outcomes on short term

plan/ ppt)

Learning themes and suggested activities Homework

1 Know overview of the course and the expectations for the next 3 years

Hand out folders, books, cover sheet, element table, overview of course Go through specification and expectations

2 Develop performing skills within an ensemble establishing technical control, expression, interpretation and balance

Ensemble performances Look at assessment criteria Decide on songs and start rehearsing

Instrument profile

3 Develop performing skills within a group establishing technical control, expression, interpretation and balance

Ensemble performances – continue rehearsing

4 Know how to read music in bass and treble clef

Recap on Stave and letter names in bass and treble clef Complete activities 1 & 2 in Step up to GCSE Music

Finish activities 1 & 2

5 Broaden musical knowledge and understanding of composers and musical styles

Research composers: Handel and Haydn Birth, Death, Musical Works, Style of Music – include pictures

Finish research


Continue rehearsing ensemble performances

7 Develop performing skills within a group establishing technical control, expression,



interpretation and balance

8 Identify note values, ledger lines and dotted notes

Theory: Ledger lines, time values, dotted notes Complete activities 3&4


Research composers: Mozart and Beethoven Birth, Death, Musical Works, Style of Music – include pictures

Finish research




Research composers: Chopin & Schumann Birth, Death, Musical Works, Style of Music – include pictures

Finish research

12 Identify and understand bars, time signatures, anacrusis, semibreve rest

Theory: Bar lines, time signatures – simple, anacrusis, semibreve rest Complete activity 5

13 ENSEMBLE PERFORMANCES – PRACTICE AND MAD

Perform as a group to the class: Peer and teacher assess, set MAD targets

14 ENSEMBLE PERFORMANCE RECORDINGS

Ensemble Performances and recordings – KPI 1

15 Know how to beam notes and group rests, identifying triplets

Theory: Beaming notes, grouping rests, triplets Complete activities 6 &7

Revision for KPI 1 theory test

16 Identifying, listening to and appraising Orchestra music of Haydn, Mozart and Beethoven Identifying, listening to and appraising coronation anthems and oratorios – Handel

Listening to orchestra music Discuss features, elements, listening Research how many composed, context Listening and watch coronation anthems Link to theory already learnt Research how many he composed, what for, context, basic descriptions, comment on musical elements

HALF- TERM HOMEWORK Finish research and create a fact file on orchestra music of these composers/ Listen to piano music of Chopin and Schumann Listening tasks based on Handel’s coronation anthems and oratorios


17 KPI 1 MUSIC THEORY Theory test of all aspects learnt so far Ensemble and Theory to give overall KPI 1 level


Lesson no (Split

into 2 Week

groups)


plan/ ppt)


1 Develop solo performing skills establishing technical control, expression and interpretation

Students to work on individual performances on chosen instrument/ voice. Students to use assessment criteria to assist and support themselves and each other

Research and listen to late romantic Requiems

2 Identify time signatures in compound time

Learn how to identify compound and simple time signatures Practice adding note values and complete missing bar lines – activity 8

3 Identify through listening and describing with musical elements all types of Western Classical Music learnt

Recap on all western classical, embed requiem and piano music completed for hwk. Listening questions, context questions – exam style, generic features. Write notes and features that will be helpful for revision

Finish revision notes


Continue rehearsing individual performances

5 Know the degrees of the scale, differences between tones and semitones and know scale of C major

Through listening and performance explain tones, semi-tones, degrees of the scale and C major Write up in book Complete activities 9,10,11

Finish activities

6 Develop solo performing skills establishing technical control, expression and



interpretation


Research features, composers of and listen to music of Broadway 1950s-1990s

Accidentals Activity 12 & 13

8 Develop and compose rhythms in staff notation

Recap on note values, rests, time signatures Students to compose interesting rhythms and write down using staff notation – Aural identification on rhythms

Research and listen to 1960s/70s rock music



10 Know the major key signatures with sharps Compose rhythms and write in notation accurately

Students to write key signatures in books after teacher explanation Complete activity 14 Composing task finish rhythms?

11 SOLO PERFORMANCES – PRACTICE AND MAD

Perform solos to the class: Peer and teacher assess, set MAD targets

Rehearse for KPI 2 recordings


Research and listen to film and computer gaming music Listening element tasks Write up context

13 SOLO PERFORMANCE RECORDINGS – KPI 2

Solo performances and recordings – kPI 2

14 Compose rhythms to lyrics successfully

Students to compose rhythms (using natural rhythmic patterns) to own lyrics/ given lyrics – including syncopation and interesting rhythms – towards KPI 2

Finish rhythm compositions, prepare for KPI 2 theory and listening test

15 Know the key signatures with flats

Students to write key signatures in books after explanation Complete activity 15 KPI 2 – compose a short melody to lyrics/ rhythmic compositions using one of the more complex key signatures – using a keyboard

16 KPI 2 THEORY AND LISTENING

Theory and listening test on all elements and aspects learnt so far


Solo performances, composing and exam result to give overall KPI 2 grade

17 KPI 2 COMPOSING Finish, record and hand in final lyric/ melody/ rhythmic compositions OVERALL KPI 2 grade


Research and listen to a variety of pop music 1990s to present Musical element test Feedback from KPI 2 – MAD time

19 MAD MAD time Recap on all learnt since September, hand out Christmas holiday homework, group Christmas performances

Xmas holiday homework – Read circle of fifths and minor keys/ scales

Year 9 Spring Half Term 1

Lesson no (Split

into 2 Week

groups)


plan/ ppt)


1 Know and understand minor keys, scales and circle of fifths

Teacher questioning -clarify homework understanding Complete activity 16 Perform major/ minor scales on own instrument/ keyboard Aural learning

2 Extend KPI 2 compositions: lyrics, rhythms and melodies

Compose further lyrics, rhythms and melodies to KPI 2 composition Go through melody writing techniques

Read and complete modes and other scales- Activity 17


Work on and improve an ensemble performance Look at feedback from previous recording/ performance Areas need to develop

4 Broaden musical knowledge and understanding of

Research blues music 1920-50 Listen to tracks, context and composers/ performers

Finish blues and complete contemporary latin music


composers and musical styles research

5 Develop understanding and identify intervals by ear and notation

Teacher to explain Practice aural listening, give hints to working out Activity 18



7 Understand and identify different types of chords in major keys, inversions, roman numerals

Write up understanding of chords on staff notation, roman numerals, chord symbols, types and inversions

8 Consolidate understanding of chords

Go through melodic decoration of chords Complete activity 19 Go back to compositions and add chords in the chosen key signature to lyric/ melodies/ rhythms

9 ENSEMBLE PERFORMANCES PRACTICE AND MAD

Perform to the class: Peer and teacher assess, set MAD targets

Research and listen to Caribbean music

10 Understand and identify cadences aurally and through notation

Teacher to explain cadences and chord progressions/ recap on chords Complete activity 20 MAD to melodic, rhythmic, lyrics, chords so far on compositions to include cadences that make sense, add more chords.

11 ENSEMBLE RECORDINGS Record and perform as a group

12 Consolidate understanding of cadences and chords, compose chord progressions to fit with melodies

Recap can listen to cadences, intervals, and chord progressions Finish off compositions started before KPI 2 and hand in.


Research and listen to fusion music



Research and listen to folk music of Britain Finish research for homework

15 Understand modulation and tonality

Teacher to explain Performance examples Look at case studies and complete activity 21


Lesson no (Split

into 2 Week

groups)


plan/ ppt)


1 Compose a short piece using rhythmic, melodic and harmony techniques learnt

Recap on modulation, cadences, all theory learnt Set task for composing – style based on one the AOS Lyrics, rhythm, melody, harmony, instruments? Use Sibelius/ lead sheets/ Cubase?/ aural description

Individual performances

2 Understand some simple structures, dynamics and common instrumentation Continue compositions

Teacher to explain some simple combinations for instrumentation Musical styles, structures and dynamics Continue composing


Rehearse for solo performances Individual performances, composing


Research life and works of Aaron Copland Listen to examples

5 Compose a short piece using Continue composing short pieces to include all theory learnt


rhythmic, melodic and harmony techniques learnt

Create a score using Sibelius, hand written, Cubase, aural description


Research life and works of Minimalist composers Listen to examples

7 Compose a short piece using rhythmic, melodic and harmony techniques learnt

Continue composing short pieces to include all theory learnt Create a score using Sibelius, hand written, Cubase, aural description

Individual performances, composing

8 INDIVIDUAL PERFORMANCES RECORDINGS - KPI 3

Solo performance recordings for KPI 3


Research life and works of Arnold and Britten Listen to examples


Research life and works of Maxwell-Davies and Taverner Listen to examples

Finish research, composing


Research life and works of Kodaly and Bartok Listen to examples

12 KPI 3 – Theory and Listening COMPLETE THEORY AND LISTENING EXAM On all AOS 4 and elements, contexts HAND IN COMPOSING Individual performance, exam and composing to feed into KPI 3

Year 9 Summer Half Term 1

Lesson no (Split

into 2 Week

groups)


plan/ ppt)



1 MAD KPI 3 MAD and teacher feedback from KPI 3 Listening, composing, performing

Context questions based on AOS Finish composing/ theory tasks/ listening Research areas of knowledge (Step up to GCSE)



3 TEMPO/RHYTHM/METRE Develop a better understanding of each of the element groups, perform, compose and complete theory and listening tasks

Recap on note values Explain dotted rhythms, scotch snap and anacrusis





Explain regular time signatures – simple/ compound and irregular time




7 TEMPO/RHYTHM/METRE Augmentation, Diminution, Hemiola


Develop a better understanding of each of the element groups, perform, compose and complete theory and listening tasks




Tempo Italian terms, BPM, Rubato and Pause


10 TEMPO/RHYTHM/METRE Develop a better understanding of each of the element groups, perform, compose and complete theory and listening

Syncopation, Bi-rhythms, cross, polyrhythms, off beat, triplets

11 ENSEMBLE RECORDINGS Record and perform as a group Context questions on AOS Finish composing/ theory tasks/ listening Research areas of knowledge (Step up to GCSE)

12 TEMPO/RHYTHM/METRE Develop a better understanding of each of the element groups, perform, compose and complete theory and listening

Free, skank, bubble, clave, swing, shuffle, backbeat, groove


13 LISTENING AND THEORY TEST – KPI 4

A selection of questions based on Tempo, Rhythm and Metre across all styles and AOS, Context question based on these elements

Finish composing/ theory tasks/ listening Research areas of knowledge (Step up to GCSE)


Lesson no (Split

into 2 Week

groups)


plan/ ppt)



Rehearse for solo performances Research areas of knowledge (Step up to GCSE)

2 MELODY Develop a better understanding of each of the element groups, perform, compose and complete theory and listening

Understand intervals within Octave Diatonic and Chromatic


Melodic movement – step, leap, conjunct, disjunct, triadic, scalic, arpeggio, broken chords


Rehearse for solo performances Research areas of knowledge (Step up to GCSE)

5 MELODY Riff, ostinato, hook, motifs


Develop a better understanding of each of the element groups, perform, compose and complete theory and listening

6 SOLO PERFORMANCE RECORDINGS – KPI 4

Perform solos and record

7 COMPOSING KPI 4 Compose a short 1 minute piece using some of the rhythm, tempo, metre and melody techniques

Activity 22 – Knowledge Test

8 COMPOSING KPI 4 Compose a short 1 minute piece using some of the rhythm, tempo, metre and melody techniques


Ornamentation- acciaccatura, Appoggiatura, trills, mordents


Pentatonic, wholetone, modal, major, minor

11 KPI 4 MAD MAD on knowledge test, listening and theory, composing, performing


Scat, Melisma, blues (notes – composing task) Work on blues compositions to include blue notes, gliss, pitch bend, improvisation

13 MELODY Passing notes, slides, pitch bend, gliss, portamento


Develop a better understanding of each of the element groups, perform, compose and complete theory and listening


Improvisation


Phrasing and Articulation

16/17/18 Consolidation of all AOS and elements, composing techniques and performances

Detailed teacher feedback Self-evaluation of understanding – performing, composing etc.



Lesson no (Split

into 2 Week

groups)


plan/ ppt)


1 Consolidate understanding of genres AOS, Tempo rhythm metre and melody

Hand out folders, books, cover sheet, element table, overview of course – if necessary Go through specification and expectations – where up to in the course Recap on key words, elements, AOS styles, listening and composing tasks


Work on and improve an ensemble performance Look at feedback from log of performance Areas need to develop

Performances Listening, context questions Theory Research

3 HARMONY Develop a better understanding of each of the element groups, perform, compose and complete theory and listening

Chords in C – all keys eventually Major/ minor/ Roman numerals





Dominant 7th Diatonic, chromatic Consonant, dissonant


Cadences Identify aurally, compose and performing tasks

Performances Listening, context questions Theory Research




Pedal, drone, chord symbols, stock chord progs.



10 Compose a piece of music to a brief given by teacher, use

Develop and compose a short piece of music to the set brief Use a variety of techniques based on Tempo, rhythm, metre,


musical elements and AOS learnt

melody and harmony



Continue compositions

12 TONALITY Develop a better understanding of each of the element groups, perform, compose and complete theory and listening

Pentatonic, blues, modal, tonal ambiguity, wholetone?


Circle of fifths Major and minor keys up to 4 #s and 4 bs

14 KPI 1 ENSEMBLE PERFORMANCES

Perform as a group and complete recordings, use assessment criteria to understand your current level

15 KPI 1 Practice exam Practice exam based on elements learnt and AOS


Modulations Continue compositions

17 & 18 Compose a piece of music to a brief given by teacher, use musical elements and AOS learnt

Develop and compose a short piece of music to the set brief Use a variety of techniques based on Tempo, rhythm, metre, melody and harmony – include changes of tonality/ modulations



Lesson no (Split

into 2 Week

groups)


plan/ ppt)


1 Recap and consolidate understanding of all elements

MAD from KPI 1 Practice questions and recap on all elements through listening, performing and short composing tasks

Solo performances

2 STRUCTURE Develop a better understanding of each of the element groups, perform, compose and complete theory and listening

Binary, ternary, sonata Listen to and composing task


Rehearse for solo performances


Rondo, arch shape, through composed


Theme and variations Compose in a musical structure – a short piece work towards for KPI 2, develop using elements, harmony, melody etc.

Work on compositions for KPI 2

6 Develop solo performing Rehearse for solo performances Work on compositions and


skills establishing technical control, expression and interpretation

performances


Ground bass, continuo, cyclic


Rehearse for solo performances Work on compositions, solo performances, revise for KPI 2


Cadenza, call and response


Intro/ outro/ Verse and Chorus (break), drum fill Pop song

Revision for KPI 2 listening


12/16 bar blues/ strophic

12 Develop solo performing Rehearse for solo performances Revision for KPI 2 listening



13 SOLO PERFORMANCES – KPI 2

Perform and record solo performances

14 LISTENING KPI 2 Mock exam based on all elements and AOS learnt so far, context questions

15 COMPOSING KPI 2 Simple composing task using structure, elements as started within class

Finish off for homework


Lesson no (Split

into 2 Week

groups)


plan/ ppt)



MAD from KPI 2 Work on and improve an ensemble performance Look at feedback from log of performance Areas need to develop

2 TEXTURE Develop a better understanding of each of the element groups, perform, compose and complete theory and listening

Harmonic, homophonic, chordal Compose hymn style -Bach Chorale Perform, listen, compose

Practice listening questions


Polyphonic, contrapuntal Perform, listen, compose




Context questions


Imitative, Canonic, Antiponal



Composing task


Monophonic, melody with accompaniment



Listening questions, context, revise


Unison, Octaves, A Capella

10 TEXTURE Develop a better

Layered/ Drones


understanding of each of the element groups, perform, compose and complete theory and listening

11 ENSEMBLE PERFORMANCES RECORDING

Record group performances Revise for listening test

12 LISTENING TEST Complete variety of questions based on elements, AOS, context questions

13 Compose a piece of music to a brief given by teacher, use musical elements and AOS learnt

Develop and compose a short piece of music to the set brief Use a variety of techniques based on Tempo, rhythm, metre, melody and harmony – include changes of tonality/ modulations, texture, structure

Composing for end of term hand in






Lesson no (Split

into 2 Week

groups)


plan/ ppt)


1 MAD on listening, composing, performing

MAD tasks Recap and practice listening terms, composing, performing

Listening, context

2 Develop solo performing Rehearse for solo performances



3 Identify and recognise aurally and visually different musical instruments

Families of instruments Woodwind, Strings, keys, Percussion, Brass


All woodwind instruments classical, popular, world – linked to AOS

Performing




All brass instruments classical, popular, world – linked to AOS Questions linked to instrumentation




All string instruments classical, popular, world – linked to AOS

Performing




All keyboard and percussion instruments classical, popular, world – linked to AOS

Revision for listening exam

11 Identify and recognise aurally and visually different musical

World instruments


instruments

12 Identify and recognise aurally and visually different musical instruments and groups

Chamber, symphony orchestras Concerto


Rehearse for solo performances Revision and performing

14 SOLO RECORDINGS – KPI 3 Record and perform solos for KPI 3

15& 16 Understand vocal and instrumental techniques

All instrumental techniques that can be used by performers of instrument or voice

17 Understand dynamics and articulation

All dynamic symbols, markings, hairpins, articulation and how written on a score- listening tasks.

18 KPI 3 Listening exam All techniques, elements and AOS, context questions


Lesson no (Split

into 2 Week

groups)


plan/ ppt)


1 MAD KPI 3 MAD and teacher feedback from KPI 3 Listening, composing, performing

2 Start Free Composition Compose a successful piece of music to submit for Composing component

Students to compose a free composition in a style of their choice Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at least four types of musical element as follows: At least two of: rhythm, metre, texture, melody, structure, form At least two of harmony, tonality, timbre, dynamics, phrasing, articulation

Listening and context questions


Students to decide style, time signature and start creating ideas

3 Free Composition Compose a successful piece of music to submit for Composing component


Decide on lyrics or not, rhythm elements, melody, tempo



Develop compositions within own pace and styles – developing the use of the elements

Solo performances


Students to compose a free composition in a style of their choice Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at least four types of musical element as follows: At least two of: rhythm, metre, texture, melody, structure,


form At least two of harmony, tonality, timbre, dynamics, phrasing, articulation





Listening and context questions




8 Free Composition Compose a successful piece

Students to compose a free composition in a style of their choice


of music to submit for Composing component

Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at least four types of musical element as follows: At least two of: rhythm, metre, texture, melody, structure, form At least two of harmony, tonality, timbre, dynamics, phrasing, articulation





Solo performing


Work on and improve an ensemble performance Look at feedback from log of performance Prepare for KPI 4 group



Solo performing

12 Develop performing skills within a group establishing

Work on and improve an ensemble performance Look at feedback from log of performance


technical control, expression, interpretation and balance

Prepare for KPI 4 group



Solo performing



15 SOLO RECORDINGS – KPI 4 Record and perform solo performances


Lesson no (Split

into 2 Week

groups)


plan/ ppt)




Composing

2 ENSEMBLE PERFORMANCES – KPI 4

Record and perform KPI 4 Ensemble performances


Students to compose a free composition in a style of their choice Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at least four types of musical element as follows: At least two of: rhythm, metre, texture, melody, structure, form At least two of harmony, tonality, timbre, dynamics,


phrasing, articulation





Listening questions, context





Students to compose a free composition in a style of their choice Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at

Listening questions


least four types of musical element as follows: At least two of: rhythm, metre, texture, melody, structure, form At least two of harmony, tonality, timbre, dynamics, phrasing, articulation


7 Revision for KPI 4 Listening Revise all areas, elements and types of questions Composing

8 KPI 4 Listening Exam Questions on all areas, elements, context, notation etc.



PERFORM DRAFT AND WRITE A DETAILED ACCOUNT OF MUSIC

Finish account and hand in draft

10 KPI 4 Feedback Feedback on performances, listening and composing MAD



Listening questions


MAD and improve compositions – prepare for final draft except some tweaks








Students to compose a free composition in a style of their choice Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at least four types of musical element as follows: At least two of: rhythm, metre, texture, melody, structure, form At least two of harmony, tonality, timbre, dynamics,

Listening Questions


phrasing, articulation








17/18 HAND IN REVISION FINAL DRAFT of compositions to be handed in (some tweaks left ok) Recap on all year, musical elements, listening questions, performances and progress

Documents

Music GCSE Scheme of Work - Castlebrook High · PDF fileMusic – GCSE Scheme of Work ... GCSE Music Scheme of Work ... At least two of harmony, tonality, timbre, dynamics, phrasing,