Music
Curriculum Intent
At Werneth School we recognise that music is a powerful, unique form of communication that can change the way pupils feel, think and act. It brings together intellect and feeling and enables personal expression, reflection and emotional development.
Our curriculum is intended to build on their musical skills and allow students to develop their own personal musical interests as well as introduce them to musical styles and genres from different cultures and different times.
Curriculum Features
Our Music curriculum is designed to help students:
- Develop a thorough understanding of music, through;
- Building to confident performances
- Developing composing by encouraging creativity and learning compositional techniques
- Analysing music and being able to listen to music objectively.
- Develop self-confidence and sense of achievement through performance, both through lessons and extra-curricular participation
- Encourage creativity through composition skills
- Understand the complexities of music through analysis of a wide range of genres from different musical and cultural perspectives
- Encourage personal development through ensemble performances and group compositions
- Understand how music can support the development of life skills, such as confidence, self awareness, perseverance and discipline and provide a holistic experience that they can take beyond their musical studies
- Develop their cross-curricular skills of problem solving, perseverance, diligence, team work, time management, organisation, responsibility and cultural history
Gain real world skills in using music technology to be able to create music that responds to a variety of stimuli.
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Curriculum overview:
Y7:
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Autumn
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Spring
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Summer
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Area of study:
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Bridging Unit
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Music Tech 1:
Chinese Music
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Performing 1:
Ukulele
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Performing 2:
Fur Elise
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Composing 1:
Programme Music
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What should they know?
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Students will study…
They should have a solid understanding of the ‘elements of music’
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What is a folk song?
Traditional Chinese instruments
How it compares to British Folk music
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How a song can be created from chord patterns
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The classical period and general background to Fur Elise and the composer, Beethoven.
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The historical context of Programme music with a focus on Gustav Holst and his work “The Planets”.
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What should they be able to do?
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Students will be able to…
Confidently perform short pieces by singing and playing on the keyboard.
Understand the families of western orchestral instruments.
Describe music in an objective manner using key vocabulary
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Record a folk song into Garageband and add a percussion track.
Make a comparison between Chinese and British folk tunes.
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Confidently play a 3 chord song on the Ukulele in time to a backing track
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Perform the opening theme of Fur Elise
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Compose a piece of music that reflects a character. Record this using Garageband.
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Key vocabulary
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Performing, Composing
Pitch, Tempo, Dynamics, Timbre, Rhythm
Texture, Describe, Orchestra
Woodwind / Brass / Strings / Percussion
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Pentatonic scale
Folk song, Er-hu
Pipa, Yang-Qin
Di-zi, Improvise
Compare
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Major
Minor
Chords
Structure
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Theme
Study
Classical
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Character
Dischord
Conchord
All keywords from units 1, 3 & 4
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Assessment
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Keyboard performance
Written description of a piece of music
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Garageband recording of a Chinese folk tune
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Small group performance of a chosen song on the Ukulele
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Performance of Fur Elise
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Garageband composition
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Prior Link Unit
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n/a
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7u1 Bridging
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7u1 Bridging
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7u1 Bridging
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7u2 Chinese
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Future Link Unit
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all
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8u2 MT2 (Advertising)
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8u3 Blues
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8u3 Blues
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8u1 Horror
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Y8:
Music Year 9 Progression Grid
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Autumn
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Spring
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Summer
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Area of study:
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Composing 2:
Horror Genre
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Music Tech 2: Advertising
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Performing 3:
Blues
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Music Tech 3:
Remixing
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Performing 4:
Hip-Hop & Rap
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Composing 3:
Hooks & Riffs
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What should they know?
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Students will study… how composers use certain techniques to create tension and fear
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Develop understanding about the role music plays in advertising.
How can be used to persuade and be memorable to an audience
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Key background information about Blues music.
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Different genres of popular music and then use identified features to create their own remix of a well known popular tune
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The early history and development of Rap and Hip-Hop as a genre.
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How important hooks & riffs are in composing successful popular music.
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What should they be able to do
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Students will be able to…
describe techniques used in extracts that we listen to and compose their own Halloween composition
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Use a developed range of techniques on a DAW to create a suitable soundtrack for a chosen advert
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Perform Jackass Blues.
Perform a twelve bar blues chord sequence on keyboard & ukulele
Improvise a simple melody using the Blues scale.
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Identify different genres of popular music.
Bring together all the techniques learnt so far to create their own remix arrangement of a popular tune.
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Use specialised apps to create drum tracks and learn how to import ‘loops’ from this into Garageband .
Create a backing track and own lyrics that are suitable to rap with. Perform their rap to their backing track.
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Be able to identify hooks and riffs.
Create an arrangement of a popular tune, recording in a riff and a hook and also exploring improvising over the riff.
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Key vocabulary
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Discordant
Ostinato
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Promotion, Automation,
Sound FX, Trimming
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Jazz, Ragtime,
12 Bar Blues, Tonic
Chords, Blue note
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Style, Genre, Soul, Acoustic, House,
Rap, Drum‘n’Bass
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Melody
Sub-genre
Flow
Rhyme
Theme
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Riff
Hook
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Assessment
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Garageband composition
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Garageband composition
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Performance of Jackass Blues
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Remix of an existing piece of music
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Recording of Rap
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Garageband recording
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Prior Link Unit
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7u5: Programme
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7u2: Chinese
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7u3: Fur Elise
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8u2: Advertising
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8u3: Blues
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8u2: Horror
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Future Link Unit
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8u2: Advertising
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8u4: Remixing
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8u5: Rap
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8u6: Hooks & Riffs
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9u2: Music Pathways
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9u1: Film Music
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Y9:
Music Year 9 Progression Grid
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Session 1
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Session 2
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Area of study:
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Music Tech 4 : Film Soundtracks
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Personal Music Career Pathways
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What should they know?
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Students will study…
Learn about the impact that music has on a film. Key techniques that composers use to convey the emotion and setting of the film.
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Students will follow a pathway which will allow them to study a particular area of music at greater depth. E.g performer / producer / songwriter / dj / music critic
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What should they be able to do?
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Students will be able to…
create their own soundtrack for a film trailer
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Students will further develop knowledge and skills relating to their chosen specialised musical pathway.
E.g. developing performance skills / theoretical knowledge / composition techniques etc
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Key vocabulary
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Underscore
Soundtrack
Leitmotif
Diegetic
Non-Diegetic
Mickey Mousing
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Key vocabulary will be dependent on their chosen specialised pathway. It will be based around language used by professionals in the industry.
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Assessment
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Final soundtrack submission
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Submitted compositions / performances / written work based on their particular chosen pathway.
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GCSE Exam Information: OCR GCSE Music (J536); Performing & Composing Portfolio (60%) / Listening Exam (40%)
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Useful links: Quizlet / YouTube / musictheory.net
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Gallery / video / powerpoint about the subject
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KS4
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Curriculum Intent: The Music Department aims to provide students with a rewarding and enjoyable experience which enables them to become better musicians. We will develop their level of performance, enable them to compose high quality pieces and be able to describe music from a range of genres taken from around the world and periods in time. Time is also given over to developing students' broader musicianship and aural skills.
The curriculum is taught by interleaving the different listening topics alongside performing and composing work. Students will work individually, in small groups and in whole class projects.
Curriculum Features:
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To be able to perform confidently
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To develop the oracy skills and use of technical language in the subject so that students can articulate their thoughts and provide reasoning for their work
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Encourages students to develop their overall musicianship and musical experience in a wider sense.
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To have a deep understanding of music from a range of genres across both time and place
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To be able to confidently use music technology in order to create successful compositions that respond to a stimulus.
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A curriculum that is designed for students to learn to their ability as well as aspiring to improve throughout
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Curriculum overview:
Y10:
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Autumn
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Spring
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Summer
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Area of study:
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Performance target setting
Group composing
Overview of the Areas of Study & describing music
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Performance development
Composing techniques
Area of study 2: Concerto Through Time
Area of study 5: Popular Music
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Performance development
Composing techniques cont
Area of study 3: Rhythms of the World
Area of study 4: Film & Computer Game music
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What should they know?
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Basic notation reading skills
Common instruments from the Areas Of Study
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Key facts (around 100) on general music theory and across the areas of study
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More advanced knowledge of all the Areas of Study
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What should they be able to do?
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Work as a group to compose short tunes based on different stimuli
Developing performance skills for an initial assessment
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Use a range of techniques to compose individually.
Improving performance skills
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Use a notation package to compose a piece for melody and accompaniment.
Fluently perform a piece chosen by the student
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Key vocabulary
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Basic keywords relating to AoS
MAD T-SHIRT descriptive words
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Keywords connected with the Areas of Study
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More in depth keywords/instruments (approx additional 100 words/facts) across the Areas of Study
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Assessment
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To ensure consistency of assessment across the year for students we use the following model
- In each of the above units students will have the opportunity to complete a series of progress checks. These are aimed at checking students' understanding and they will complete a relevant piece of improvement work based on teacher feedback -
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Y11:
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Autumn
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Spring
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Summer
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Area of study:
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Exam question practice of all Areas of Study.
Areas of Study and revision is targeted depending on analysis of Mock Exams results.
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Completing performance and composition portfolios
Revision tasks covering all Areas of Study
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Final listening exam
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What should they know?
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Be able to identify music from 10 different genres and have a secure set of knowledge connected to each.
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Be able to identify music from all genres and have secure knowledge connected to each.
GCSE specification should be known confidently and secure knowledge of the skills required to answer a GCSE paper confidently.
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What should they be able to do?
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Perform at least one piece confidently to an accompaniment and developing another piece to complete the portfolio
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Perform pieces to a total duration exceeding 4 minutes
Have two compositions completed - one set to a brief set by OCR and the other a free choice with a total duration exceeding 3 minutes.
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Key vocabulary
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Continued build of vocabulary
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Assessment
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- Students' performance and composition work is regularly assessed and both verbal and written feedback is provided.
- Development of knowledge in the Areas of Study is also regularly assessed by way of practice listening tests, small stakes quizzes and MCQ’s.
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GCSE Exam Information: OCR GCSE Music (J536); Performing & Composing Portfolio (60%) / Listening Exam (40%)
Chris.barnett@wernethschool.com