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Music Curriculum 2023/24

KS3 Year 7

Autumn

Animals and Music

This unit develops pupils’ understanding of the process of composing by creating and performing music in response to key animals. It provides an opportunity for pupils new to the school to develop and demonstrate musical skills, knowledge and understanding of music through both listening and performing.

During the unit pupils will explore how sounds can be used descriptively, rhythmically and melodically to create a composition. They will also develop keyboard skills to be able to play a piece by notation by the end of the unit.

  1. Music carousel lesson – trying out different areas of the music block in groups. Karaoke area, band area, ukulele area, Imac area.
  2. Lesson 1 WALT: Develop keyboard skills and aural awareness.
  3. Lesson 2 WALT: To understand how to apply keyboard skills when learning how to play a piece of music
  4. Lesson 3 WALT: To understand how to develop rhythmic skills when learning March of the Royal Lion.
  5. Lesson 4 WALT: Understand how the ‘hash brown’ rhythm is played and include this in to March of the Royal Lion
  6. Lesson 5 WALT: To compose a short piece of music based on an animal.
  7. Lesson 6 WALT: To develop your ideas within your composition for animals

 

Christmas Keyboard Skills

This unit develops pupils’ understanding of the process of composing by creating and performing music in response to musical and non-musical stimuli. It provides an opportunity for pupils new to the school to develop and demonstrate musical skills, knowledge and understanding achieved in years 5 and 6.

During the unit pupils will explore how sounds can be used descriptively, rhythmically and melodically to create a composition.

Music theory workpack to be completed alongside the bridging unit

  1. ‘Firework’ lesson to correlate with Guy Falk’s night: pupils learn Katy Perry song as bands.
  2. Music theory booklet pages 1,2,3. Start easy Xmas song on Keyboards (Jingle Bells easy sheet)
  3. Music theory booklet 4,5,6 Jingle Bells more difficult sheet with second part added on keyboards.  Finish Jingle Bells all in the RH.
  4. Music theory booklet 7,8,9. Add chords in LH for Jingle Bells on the harder sheet.
  5. Music theory booklet pages 10, 11. Continue chords with Jingle Bells in the LH. Finish first line with chords.
  6. Music theory booklet page 12. Finish Jingle Bells up to ‘fine’ with chords. Extension task to add second section with chords.

Final lesson showcase lesson of Jingle Bells/karaoke.

Spring

Gospel Music

Learning that Gospel music originated from Spiritual/work songs and that these were songs of spiritual devotion and a yearning of freedom from bondage. Learning that Gospel music is composed and performed for many purposes, including aesthetic pleasure, religious or ceremonial purposes, and as an entertainment product for the marketplace.

All pupils will also be able to ornament a basic spiritual melody. 

Some pupils will be able to create more complex ornamented and syncopated rhythmic phrases

A few pupils will be able to freely embellish by ear an elaborate melody based on a spiritual melody.

  1. Introduce Gospel music. Show documentary up to 4 mins 40 secs. Complete initial worksheet and answer the questions. Show Oh Happy Day video from Sister Act and learn the song as a class using laminated red worksheets. Move in to smaller groups to learn this.
  2. Learn the whole of Oh Happy Day plus the other side (solo) section. Add movement/formation to performance. Groups perform this at the end of the lesson.
  3. Worksheet on vocal singing. Add ostinato to Oh Happy Day. Begin planning on sugar paper.
  4. Add harmony. Watch video clip on harmony. Teacher modelling of CEG chord and get class to sing each note in groups to demo harmony in action. Add to Oh Happy Day. (Perfs at end)
  5. Add challenge cards to performance. Give each group 2 or 3 challenge cards to work on for that lesson. Cash in at end of lesson with performances to prove they have achieved these. Write challenge cards in books.
  6. Assessment of Oh Happy Day video. Pupils fill out assessment sheets.
  7. Fun lesson of showcasing/karaoke

 

  1. Begin No Hiding Place learning the lyrics. Divide in to groups (decide based on behaviour of first half term). Then add vocal slides after teacher modelling. Add new formation/movement. Perfs at end of lesson.
  2. Write 3 new verses in books talking about rhyming, number of syllables, theme of the music (stick to it), following the original tune. Perform these in groups and have performances at end of the lesson.
  3. Adding harmony line to the chorus. Teacher demonstration by dividing class in half and giving one side original tune and the stronger side the harmony line. Then adding ostinato to the verses.
  4. Plan whole piece on sugar paper including all of the necessary features we have studied.

Video final performances with the peer assessment page in assessment booklets filled out for each other - plan up on the board behind them. 

 

Summer

Impressionism

In order to inform all their music making and thinking, the pupils need to learn about the following contextual influences for this music:

Geographical location: France, initially

Original point in time: Classical compared to Impressionist

Original occasion:

Original purpose: Often making small-scale pieces to reflect an idea

Typical performance venue: Small-scale venue (house drawing room?)

The role of creator is: to convey a story through impressions of sound

The role of performer is: to blend the ideas to create a ‘wash’ of sound

The role of audience is: to be transported by the overall effect / story

Wider culture of origin: Linked to Art of the same periods

  1. Go through Impressionism PPT. Give out images of art/photo and answer questions. Watch doc on Debussy and complete a fact file on Debussy.
  2. Debussy ‘Nuages’ listening sheet. Copy pentatonic scale in to books. Compose a short phrase on keyboards to match your mood of your image from last lesson.
  3. 5 minute development tasks for phrase on keyboards based on moving phrase in to RH, tempo, dynamics and timbre changes.
  4. ‘Moods’ listening sheet. Then notate your phrase in books (red, amber and green differentiated ways to do this on PPT). Add pedal note in to your performance in the LH.

Final performances of phrases that match the mood of your image. Showcase lesson.

 

 

  1. Introduce Impressionism project on Gotham City, talk about image of Gotham City and describe this in books – what can you see? What mood is created? Begin composing motif for Gotham city using pentatonic scale on keyboards thinking about what timbre will match the mood.
  2. Adding the accompaniment in the LH of octaves. Look at how we find octaves as a class from image on PPT.

Adding a new section to the composition where chords are introduced in the left Hand rather than octaves. Performance at end of lesson.

KS3 Year 8

Autumn

Video Game Music

Pupils will show their understanding of Video Game Music by being able to create emotion, drama and tension through integrating a range of musical techniques within their compositions. They will make decisions about use of rhythm, instrumentation and harmony to evoke mood and excitement.

All pupils will be able to start this understanding, some will be secure and a few will be progressing from beyond. Pupils will also show their understanding of how leitmotifs reflect different characters within the games and how the music can reflect a change of emotion for these characters. All pupils will be able to start this understanding, some will be secure and a few will be progressing from beyond.

(assessed as developing, secure or strong)

  1. Video Game quiz and introduction lesson.
  2. Tetris theme on keyboards – explain notation and rhythms
  3. Tetris finish top line with correct rhythms
  4. Perform/video and assess
  5. Start learning Mario theme, more complex rhythmic challenges and note directions to challenge pupils. Perform first 2 bars of the piece accurately.
  6. Finish entire top line of the piece.
  7. All of the piece with final performances.

 

(assessed as developing, secure or strong)

  1. To watch the video game trailer and understand the importance of hit points and where these are in the trailer. Start first section of trailer.
  2. ‘Man fighting with dragon’ section completed
  3. Scenery of forest and town section completed in trailer with key hit points addressed.
  4. Return to fighting scene – how will you develop your ideas in the music here?
  5. Magical section of the trailer, looking at instrumentation and sound effects that would work here.
  6. End titles and dragon flying section of trailer finished with all of the trailer completed ready for assessment following lesson.

Assessments/performing back work to be graded according to criteria.

Spring

Music for Special Events

Pupils will show their understanding of composition by being able to write a piece of music for a particular event using specific compositional techniques such as intervals, , chords and tonality which reflect appropriate mood. Pupils will also show their understanding by writing suitable lyrics for their chosen event. All pupils will be able to start this understanding, some will be secure and a few will be progressing from beyond. Pupils will also show their understanding of how popular music is recorded by using a variety of music technology. All pupils will be able to start this understanding, some will be secure and a few will be progressing from beyond.

(assessed as emerging, developing, secure mastered).

 

9/11

  1. Powerpoint to introduce topic –watch first 15 mins of 9.11 documentary on Youtube. Choose notes from magic square for composing next lesson.
  2. Watch documentary from 15 minutes up to quote about ‘heroes’ – talk about interval of a 5th and begin composing ideas using the magic square notes on keyboard. Using keyboard help sheet draw the fifth that you are going to include – stick in books.
  3. Starter: name hero themes which use 5ths (1. Batman theme 1989, Iron man 3, Star wars, Superman, Xmen origins). Re-cap hero theme on keyboards with the 5th idea. Perfs of these so far. Now to add challenge cards to develop these further. Cash in praise points at end with performances of these challenges.  Hand out planning sheets to fill in the hero theme box.
  4. Watch reminder of 2nd documentary after Louis Lesce quote to 16 mins in to next documentary. Using planning sheets begin the other blue boxes for Anniversary piece based on character from doc, these sections must reflect something happening to character e.g. fireman running upstairs.
  5. Using planning sheet all blue boxes to be completed part 1 and 2 and begin rehearsing whole piece.

Assessment lesson of performances of compositions using sheets to refer to.

 

Pupils will show their understanding of popular song by being able to write a song for a particular event using a conventional song writing structure, chords and tonality which reflect appropriate mood. Pupils will also show their understanding by writing suitable lyrics for their chosen event. All students will be able to start this understanding, some will be secure and a few will be progressing from beyond. Pupils will also show their understanding of how popular music is recorded by using a variety of music technology. All pupils will be able to start this understanding, some will be secure and a few will be progressing from beyond.

(assessed as developing, secure or strong) 

  1. Start Music For Sport PPT up to the quiz on where music comes from.
  2. Give out instrument parts for learning Wavin’ Flag. Group pupils accordingly. Pupils begin to learn their part individually.
  3. Agony Aunt Starter: what have you found difficult about learning your part – use pupils to model help for others. Continue learning part based on this feedback. Perfs at end of lesson based on help given.
  4. Begin working in bands adding the parts together. Nominate band leader to count the band in.
  5. Continue band work rehearsal – all parts should be learnt by now.

Battle of the Band performances (SLT to come and judge best band).

Summer

Reggae

Pupils will show their understanding of  Reggae by showing how Reggae music is used in society through composition, by using as well as identify the features of the style (4/4 time, slow tempo, use of riffs, emphasis on backbeats 2+4, use of off beats and syncopation, simply harmony based on three chords (I, IV, V), dominant bass line and lyrics based on Rastafarian beliefs, poverty and political issues.) and being able to explain how these features work together creating Reggae music. The pupils will produce effective Reggae ensemble performances, featuring most of the key characteristics.

  1. Start Reggae unit. Use PPT to help understanding of historical context. Give out instrument parts for Three Little Birds (decided by teacher) and start learning parts thinking about the skank pattern and how this fits within the music.
  2. Reggae Reggae worksheet starter. Continue learning Three Little Bird parts individually from sheets. Perfs at end of lesson so far.
  3. Reggae Listening Sheet (30 mins) move in to bands to start putting piece together – put on board the entry of instruments. Only on beats 2+4 keyboards, ukulele, bass guitar is on beat 1 starting.
  4. Bob Marley fill in the gaps worksheet starter. Continue rehearsal in bands of parts fitting together.

Battle of the Bands performances of final Three Little Birds band performances. 

 

  1. Rastafarian worksheet starter. Discussing good/improving points from Three Little Birds – why did the parts struggle to fit together? Begin looking at next song ‘I shot the sheriff’ and talk through the parts as a class first. Begin learning parts individually.
  2. Reggae wordsearch starter activity. Continue learning I Shot the Sheriff parts individually.

 

KS4 Year 11

Autumn

Rhythms of the World

AOS1 Solo performances re-do (if needed),

Start AOS3 Rhythms of the World

Composition no.2 planning

Rhythms of the World Music Theory Workpack

Learners will study and develop an understanding of the characteristic rhythmic features of:

• Indian Classical Music and traditional Punjabi Bhangra

• Traditional Eastern Mediterranean and Arabic folk rhythms, with particular focus on traditional Greek, Palestinian and Israeli music

• Traditional African drumming

• Traditional Calypso and Samba.

 

 

Continue AOS3 Rhythms of the World

Composition no.2 completed and recorded using Imac computers

Rhythms of the World Music Theory Workpack

Learners will study and develop an understanding of the characteristic rhythmic features of:

• Indian Classical Music and traditional Punjabi Bhangra

• Traditional Eastern Mediterranean and Arabic folk rhythms, with particular focus on traditional Greek, Palestinian and Israeli music

• Traditional African drumming

• Traditional Calypso and Samba.

Spring

 

AOS5 Conventions of Pop Music Revision Workpack

Exam techniques within Pop music AOS including:

- 9 mark pop music questions

- 6 mark pop music song comparison questions

- ‘fill in the missing notes’ pop music  question

 

Film Music Revision Workpack

Exam techniques within and outside this AOS including:

- 9 mark film music questions

- 6 mark film music comparison questions

- Film music ‘fill in the missing notes questions

Summer

Finishing any compositions or performances that are outstanding

Revision of vocabulary and musical elements.

Mock exam paper practise.

 

Demonstrate and apply knowledge of musical language, involving:

⃝ reading and writing of staff notation

⃝ identifying compositional devices

⃝ recognising and using appropriate musical vocabulary and terminology related to each Area of Study

⃝ awareness of genre

⃝ comparing contrasting musical extracts

⃝ aawareness of how performers work together.