Welcome to the Music Department


Intent

Across Performing Arts in years 7 to 11 our intent is to engage and energise the students to enjoy performing whilst improving their self-image and self-discipline. We want to create confident young people in both their individual and collaborative work. 

 

Why learn Music?

For confidence, creativity, independence, group work. Careers in Music, Acting and Dance, further education courses in Performing Arts. 


Year 7

During year 7, students will study the following topics:


Fertile question: What are the ingredients to make Music?

Musical elements - rhythm, pulse, pitch, timbre, dynamics, tempo, texture. Listening. Notation.

  • Increase pupils’ awareness to the importance of pulse as a fundamental upon which music is built and performed. 
  • Develop a feeling for and awareness of a regular pulse. 
  • Distinguish between rhythm and pulse. 
  • Learn the key musical elements and be able to identify them while listening to music. 
  • Development of music vocabulary.
  • Learn about note values, bars and notation. 
     

Fertile question: How can we deal with bullying through ‘beats’?

Keyboard - notation, improvisation, scales, pentatonic, chords. sharps, flats, form and structure. 

  • To have confidence in performing a short improvisation. 
  • To structure a chord. 
  • To learn the names of the notes of the keyboard.
  • To understand notes values on the keyboard. 
  • To know where the notes are on the keyboard. 
  • Distinguish between major/ minor/pentatonic.
  • Perform pentatonic pieces and improvise in group performances.
  • Demonstrate an understanding of what pentatonic means.
     

Fertile question: Who was the king of Rock’n’Roll? Could you be the next Rock’n’Roll star?

Rock 'n' Roll - origins, history, techniques, instruments. 

  • To learn about the origins of Rock ‘n’ Roll.
  • To learn about the performers of Rock ‘n’ Roll.
  • To learn about the musical elements of Rock ‘n’ Roll.
  • To listen to music and recognise the musical elements.
     

Fertile question: Has history shaped the way we sing?

Afrian Reggae - hooks, riffs, lyrics and history, poly rhythm, call and response, appreciation, singing, history, style, genre, appreciation, listening, performing.

  • Development of musical attention in their listening of pieces, to enable recognition of the concept of Genre and the musical elements.
  • To learn about the origins of African music.
  • To understand the musical features of African music.
  • To perform, compose, listen and appraise African music.
  • Participation in solo/group performances to develop their sense of ensemble.
     

Fertile question: What choices does a composer make?

Composing, listening, composing, performing, appreciation.

  • Awareness and knowledge of music ensembles from the early to the modern period.
  • An understanding of Musical elements through a range of musical traditions from different periods.
     

Fertile question: How many instruments does it take to make a team?

Instruments of the orchestra, families of instruments, listening, appreciation. 

  • Pupils develop their knowledge about instruments and orchestra.
  • Awareness of the skills required for listening effectively to music.
  • To learn how we hear sound.
  • To learn how the different instruments, produce sound.
  • To be able to recognise the instruments and their sound through listening.
     

Year 8

During year 8, students will study the following topics:


Fertile question: Why are performance skills relevant to our lives?    

Baseline skills.

  • The unit aims to improve both the subject specific and transferable skills of the students.
  • There is an emphasis on team work throughout with the aim for students to work in different groups each week.
  • Students will enhance their basic performance skills. 

 

Fertile question: Is a musical as entertaining as a film?

Musicals.

  • To identify a musical and to give examples. 
  • To understand the different styles, genres and themes of a musical. To gain knowledge about the key processes in a musical. 
  • To appreciate and listen to musical repertoire. 
  • To take part in musical performance pieces.
     

Fertile question: What is Folk Music? Where has it come from?

Singing.

  • To learn about good singing technique - posture, breathing, vocal tone, expression.
  • To sing in a group and keep my own part in the form of - a round, action song, call and response and harmony.
  • To learn about good singing technique - posture, breathing, vocal tone, expression.
  • To sing in a group and keep my own part.
     

Fertile question: Which pianist inspires you and why?

Keyboard.

  • To identify right hand melody notation with confidence. 
  • To play left hand chords. 
  • To understand the use of sharps and flats. 
  • To play left and right hand together confidently. 
  • To understand Italian music vocabulary. 
     

Fertile question: Can we make a short film that promotes anti-bullying?

Film Music.

  • To learn compositional techniques used in film music and how to listen for them.
  • To learn compositional techniques for film music.
  • To compose music for a scene.
  • To use compositional techniques learnt to create music for a film scene.
  • To use compositional techniques learnt previously to create music for a film genre.
     

Fertile question: How can we use our voices safely and improve our voices?

Folk.

  • Knowledge of British folk music and about the key elements of a typical folk song.
  • Understanding of what a major scale is, how it works and how it is used in folk melodies. 
  • Skills by Listening to ‘Skye Boat Song’ and ‘Auld Lang Syne’ to identify the mood and elements. By learning how to play the major scale on C Major.
     

Year 10

During year 10, students will study the following topics:

Fertile question: Why Performance? (What inspires us to create performances)?

Exploration, appreciation, evaluation, discussion, assessing. 

Component 1 - A1: Professional practitioners’ performance material, influences, creative outcomes and purpose.

  • Explore creative intentions (across all three disciplines/styles).
  • Explore artistic purpose (across all three disciplines/styles).
     

Fertile question: A Performer’s Life for me? (What skills would I need work in the Performing Arts sector)?

A Performer’s Life for me? (What skills would I need work in the Performing Arts sector)?

Exploration, appreciation, evaluation, discussion, assessing.

Component 1 - A2: Practitioners’ roles, responsibilities and skills.

  • Examine the roles, responsibilities and skills of practitioners, developing knowledge and understanding of how they contribute to performance.
     

Fertile question: A Part of the Process? (How do Performing Artists start work on a creative project)?

Exploration, appreciation, evaluation, discussion, assessing.

Component 1 - B1: Processes used in performance.

  • Responding to stimuli to generate ideas for performance material.
  • Exploring and developing ideas to develop material.
  • Discussion with performers.
  • Setting tasks for performers.
  • Sharing ideas and intentions.
  • Providing notes and/or feedback on improvements.

 

Fertile question: Creating the Ensemble. (How do we use trust and responsibility to create a Performance piece)?

Exploration, appreciation, evaluation, discussion, assessing.

Component 1 - B2: Techniques and approaches used in performance.

Techniques such as:

  • rehearsal
  • production
  • technical rehearsal
  • dress rehearsal
  • performance
  • post-performance evaluation/review.
     

Fertile question: What is my Style? (What skills do I need to possess to cover a range of performance styles)? 

Techniques,skills, professional works, choreography/devising,targets, reviews/ reflection .

Component 2 - A1: Development of physical, vocal and interpretative skills, C1 Review own development of skills and techniques for performance, C2 Review own application of skills and techniques in performance.

  • Learners will participate in workshops and classes to develop physical, vocal, musical and interpretative skills and techniques appropriate to the performance discipline, for example acting, dance, musical theatre; and style, for example physical theatre, jazz dance and concept musical with reference to existing repertoire.
  • Developing skills such as physical, vocal, musical and interpretative.
  • Responding to feedback, e.g. teachers, instructors, peers.
  • Identifying strengths and areas for development.
  • Actions and targets for improvement.
  • Reference to professional working practices.
  • Use of terminology appropriate to the discipline/style of performance.
  • Applying skills such as physical, vocal, musical and interpretative.
  • Responding to audience feedback.
  • Identifying strengths and areas for future development.
  • Actions and targets for future performances.
  • Reference to professional working practices.
  • Use of terminology appropriate to the discipline/style of performance
     

Fertile question: Interpretation of Professional Work (What skills do I need to communicate meaning to my audience)?

Component 2 - A2: Develop skills and techniques during the rehearsal process, C1 Review own development of skills and techniques for performance, C2 Review own application of skills and techniques in performance

  • Practice, repetition and recall, learning dialogue, songs or movement, learning blocking and stage directions, learning choreography.
  • Experimenting with skills and techniques.
  • Reproducing repertoire
  • Responding to direction
  • Reviewing and recording development of skills
  • Developing skills such as physical, vocal, musical and interpretative.
  • Responding to feedback, e.g. teachers, instructors, peers.
  • Identifying strengths and areas for development.
  • Actions and targets for improvement.
  • Reference to professional working practices.
  • Use of terminology appropriate to the discipline/style of performance.
  • Applying skills such as physical, vocal, musical and interpretative.
  • Responding to audience feedback.
  • Identifying strengths and areas for future development.
  • Actions and targets for future performances.
  • Reference to professional working practices.
  • Use of terminology appropriate to the discipline/style of performance.
     

Year 11

During year 11, students will study the following topics:

Fertile question: What is my style? (What skills do I need to possess to cover a range of performance styles)?    

Techniques,skills, professional works,choreography/devising, targets, reviews/reflection.

Component 2 - B1 Application of skills and techniques during rehearsal, C1 Review own development of skills and techniques for performance, C2 Review own application of skills and techniques in performance.

  • Learners will apply skills and techniques during the rehearsal process to support their development.
  • Skills and techniques, to include: physical, vocal,musicality, interpretative, stylistic, interaction with the group, interaction in performance.
  • Developing skills such as physical, vocal, musical and interpretative.
  • Responding to feedback, e.g. teachers, instructors, peers.
  • Identifying strengths and areas for development.
  • Actions and targets for improvement.
  • Reference to professional working practices.
  • Use of terminology appropriate to the discipline/style of performance.
  • Applying skills such as physical, vocal, musical and interpretative.
  • Responding to audience feedback.
  • Identifying strengths and areas for future development.
  • Actions and targets for future performances.
  • Reference to professional working practices.
  • Use of terminology appropriate to the discipline/style of performance.


Fertile question: What skills do I need to communicate meaning to an audience?

Techniques,skills, professional works,choreography/devising, targets, reviews/reflection.

Component 2 - B2 Application of skills and techniques in performance, C1 Review own development of skills and techniques for performance, C2 Review own application of skills and techniques in performance.

  • Learners will apply skills and techniques during the performance of existing repertoire.
  • Application of physical, vocal and musical skills appropriate to performance repertoire.
  • Application of interpretative skills such as expression, character, mood and atmosphere.
  • Application of stylistic characteristics particular to the style or genre.
  • Communicating meaning of repertoire through: interpretation and realisation of creative intentions, demonstrating the appropriate style and influences, expressive use of voice and/or movement to communicate meaning to an audience.
  • Developing skills such as physical, vocal, musical and interpretative.
  • Responding to feedback, e.g. teachers, instructors, peers.
  • Identifying strengths and areas for development. • Actions and targets for improvement.
  • Reference to professional working practices.
  • Use of terminology appropriate to the discipline/style of performance.
  • Applying skills such as physical, vocal, musical and interpretative.
  • Responding to audience feedback.
  • Identifying strengths and areas for future development.
  • Actions and targets for future performances.
  • Reference to professional working practices.
  • Use of terminology appropriate to the discipline/style of performance
     

Fertile question: How will I use my performance skills skills to ensure the practitioners intentions are communicated?

Planning,exploration, following a brief, team work, individuality, evaluation. 

Component 3 - Planning, A1: Understand how to respond to a brief through discussion and practical exploration activities.

  • Discussion of key requirements and parameters for the workshop performance.
  • Starting points that can be investigated and explored practically to generate ideas to inform the response to the brief and the given stimulus.
  • The development of ideas for the work will be informed by working effectively as a member of the group.

 

Fertile question: What targets do I need to create to achieve my highest level in the final exam?

Planning,exploration, following a brief, team work, individuality, evaluation. 

B1: Demonstrate how to select and develop performance skills and techniques that are needed to realise the creative ideas in response to a brief

  • Skills and techniques of the individual performer: vocal, physical.
  • Skills and techniques of the group: comedy, improvisation.
  • The style and/or genre of the work being created: street dance, physical theatre.
  • The influence of selected practitioners: Brecht, Fosse.
  • Appropriate skills for the target audience: young children, the elderly.
  • Taking part in skills development classes or workshops.
  • Taking part in the rehearsal process, including individual preparation and group rehearsals.

 

Fertile question: What targets do I need to create to achieve my highest level in the final exam?

Component 3 Exam preparation - C1: Performance skills and techniques, C2: Working effectively with others, C3: Communicating ideas through performance, D1 Reflect on the process, D2 Reflect on the outcome. 

  • Demonstrating effective use of performance skills and techniques in a workshop performance to the target audience. 
  • Demonstrating and sustaining in performance the following skills: energy, focus, concentration, commitment.
  • Communicating effectively with other performers.
  • Taking part in final group preparations.
  • Taking part in a performance for an audience.
  • Communicating ideas and intentions effectively to an audience.
  • Contributing to initial ideas and exploring activities.
  • Contributing to the development process.
  • Skills and techniques.
  • Contributing to the workshop performance outcome.
     

Miss K. McClelland

Head of Music & Performing Arts

Mrs S. Barnes

Teacher of Drama

Mr G. Harding

Teacher of Music


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