Music

Intent

Students develop their skills as practical musicians from the start of the course. They learn to perform expressively, making a good sound using their voice, the keyboard, the guitar, the ukulele, percussion and their own instruments. Students follow various units of work to develop their understanding of the way in which music is constructed, produced and influenced by time and place in the context of a particular genre or style. Each unit of work contains suitably differentiated materials to allow for the wide ability range to be found in the KS3 classroom. Students learn to perform in ensembles, to compose (in pairs and small groups) and to listen to music actively. They also learn how to use music software Dance Ejay, Sibelius and Cubase in order to develop their understanding of the musical elements and a variety of styles also. They become more confident in practical music-making, and, when talking about music, in a variety of styles. 

The study of music provides for the progressive development of:

• skills in movement, vocal skills, and in aural imagery, acquired through exploring and organising sounds
• awareness and appreciation of organised sound patterns
• sensitive, analytical and critical responses to music
• the capacity to express ideas, thoughts and feelings through music
• awareness and understanding of traditions, idioms and musical styles from a variety of different cultures, times and places
• the experience of fulfilment which derives from striving for the highest possible artistic and technical standards.

What will I learn?

Students develop their skills as practical musicians from the start of the course. They learn to perform expressively, making a good sound using their voice, the keyboard, the guitar, the ukulele, percussion and their own instruments. Students follow various units of work to develop their understanding of the way in which music is constructed, produced and influenced by time and place in the context of a particular genre or style. Each unit of work contains suitably differentiated materials to allow for the wide ability range to be found in the KS3 classroom. Students learn to perform in ensembles, to compose (in pairs and small groups) and to listen to music actively. They also learn how to use music software Dance Ejay, Sibelius and Cubase in order to develop their understanding of the musical elements and a variety of styles also. They become more confident in practical music-making, and, when talking about music, in a variety of styles.

Year 7

Bridging unit: students will be introduced to and recognise the basic elements of music. The work will include: 

• exploring keyboard performance technique 
• layout of a keyboard/piano 
• treble clef staff notation 
• melody and accompaniment

Introducing chords: students will learn how chords provide a basis for creating harmonic support to melodies. They will understand chord construction and identify in practical performance and aurally ‘major’ and ‘minor’ tonalities.

Into creativity: exploring The Carnival of the Animals suite by Camille Saint-Saens and uses some of the pieces as a launching point for learning about musical elements and composition-based tasks. The work develops students’ knowledge and understanding about orchestral instruments and families/sections of orchestral instruments. It will improve student’s knowledge of the musical elements and learn to use them when describing music.

Programme 'night' music: exploring the ways in which different musical traditions have used music to describe aspects of the night. It looks at musical styles such as the nocturne and programme music, and a range of expressive musical devices.

Canon: introducing ground bass, featured in Pachelbel’s Canon, is fundamental to how the entire piece is composed. The other parts, which enter one after the other, are musical variations based in some way on the ground bass part. 

Ensemble skills: students develop their rehearsal skills, performing as part of a group. They will learn how to perform simple notation and maintain a part, with awareness of how the different parts of a song fit together and the need to achieve an overall effect.

Year 8

What makes a good song: exploring memorable melodies, hooks and riffs; verse, chorus, bridge and middle 8; mood, atmosphere and melodic shapes; lyrics. The focus of this unit is structure. Students explore four features that are integral to the elements of a good song.

Song writing composition: exploring how structure is used in music and will compose their own piece of music using a common musical structure. 

Impressionism: exploring the broad conventions of impressionist music and how it creates a general impression of an event, place or object.

Making connections: exploring the ways in which improvisation, rhythmic and melodic have remained a strong feature within a wide range of musical styles, genres and traditions.

Reggae: exploring distinctive ‘fragmented’ but melodic basslines, often using intervals of a fourth/fifth; strongly rhythmic, and often syncopated, riffs with much use of rests; simple chord sequences, with the chords played on off beats.

Year 9

Cyclic patterns and ostinato: exploring music based on repeated musical patterns through the genres of popular music. 

Feelin' Blue: how film music uses sound effects, background music and character motifs; how it can change the viewer’s interpretation of a scene; how it uses extended structures featuring continuity between contrasting scenes; how it refers to different musical styles. 

Computer game music: looking at character themes in computer and video game music before moving on to explore ways in which character themes can be developed and changed for different atmospheres and scenarios within computer and video games.

Musical Futures:  pedagogy based on the real-life learning practices of popular and community musicians. Independent and self-directed informal learning is integral to MF. 

How will I be assessed?

Students are given regular verbal feedback on practical work. This feedback will sometimes be one-on-one, and sometimes for the whole group. Students also peer-assess. Peer and self-assessment activities build up and revisit musical vocabulary and help pupils to develop an increasingly critical and analytical ability. In addition lesson plans incorporate opportunities to develop students’ thinking and problem-solving skills, particularly through the activities proposed for starter and plenary sessions. Students' work is videoed so they can discuss strengths and areas for improvement with their teacher and as a whole class. They can watch these videos again as a reminder of the advice given. They will be given targets for development and a musicianship profile to aim for by the end of KS3.

How will I be taught?

Opportunities are available for students to play a key role in their own learning, rather than exclusively relying on the teacher’s expertise and specialist knowledge to spoon feed them. Discussion is one of the main ways in which these opportunities are provided. Discussion gives students a chance to explore their own and others’ knowledge, understanding and experience of an area. This gives the work far greater relevance to each individual and hence provides the class with greater motivation for moving forward with their learning.

Students develop their skills in self-assessment after initially developing their skills in peer-assessment and therefore need to be taught the skills of collaboration in peer-assessment. This will help them to assess their own progress objectively and become increasingly independent learners. The teacher will model practical instrumental work, so that students can watch and listen to how it is done, pre-empting misconceptions and ensuring better understanding. Students make progress as a performer since teachers will describe, explain and demonstrate how to produce work of a high standard.

Composition work is mainly carried out in small groups so ideas can be tried out and considered. All practical work is explored in relation to a particular style or tradition, for example the Blues. Students will, therefore, develop their understanding of the origin and context of the music. Great emphasis is placed on musical understanding; students will learn in music, not about music. They will be encouraged and provided with the opportunity to perform in public.

Students are also given many opportunities to take part in extra-curricular clubs and activities including jazz band, training band, brass band, singing group, rock band, samba, ukulele and wind band. Students can pay to receive individual instrumental or singing lessons at school.

GCSE Music

Examination Board: OCR

Intent

If you enjoy making music, either as a soloist or in a group, the course encourages you to perform music of your own choosing and in any style, developing your confidence and the ability to work well with other people. The course will also enable students to develop key skills in information technology which are useful in most careers. Music also offers opportunities to develop the wider key skills in working with others (e.g. taking part in rehearsals, performing) which are valuable to employers.  

Year 10 sees the learner build on their knowledge from KS3 beginning with establishing a secure music theory knowledge. It allows learners to understand the terminology that the course will require when completing the various areas of study. They develop listening skills through the use of a GCSE listening booklet.

Year 11 sees the learner writing their own compositions and recording their performances, something which is stipulated by the exam board cannot be started prior to the year of examination. However they develop techniques to aid them in the writing and recording of their work. The year culminates in exam technique in preparation for their exam in June. 

Area of Study 1: My Music

Students study the capabilities and limitations of their instrument, voice or technology including: 

• its range and characteristic timbre 
• the techniques required to play it and any techniques that are specific to it 
• how it might be used in different genres 
• what type of ensembles it might be used in 
• how its use is influenced by context and culture 

Students will practice and learn to perform one or more pieces for their instrument of an appropriate level of difficulty in preparation for their solo performance; this will include class ensemble work to build up confidence. Students will be expected to complete individual practice on their instrument, on-going throughout the course. This is supported through a performance skills booklet, formulating class work and includes a practice log.

Area of Study 2: concerto through time

Students study the concerto and its development from 1650 to 1910, through class/group performance, composition tasks and listening exercises, including:

• baroque solo concerto
• baroque concerto grosso
• classical concerto
• romantic concerto

Area of Study 3: rhythms of the world

Students study the traditional rhythmic roots from four geographical regions of the world:

• India and Punjab
• Eastern Mediterranean and Middle East
• Africa
• Central and South America 

Knowledge and understanding of characteristic rhythms and metres is the initial focus of study. From this starting point students will learn about instrumentation and ways in which performers work together. A range of musical elements will be integral to the learning including tempo, structure, melody, timbre, harmony and phrasing. Exploration of the different styles through workshops, group performances and compositions. 

Area of Study 4: film music

Students study a range of music used for films including:  

• music that has been composed specially for a film
• music from the Western Classical traditional that has been used within a film 
• music that has been composed as a soundtrack for a video game 

Students will study a variety of each aspect in order to develop an understanding of the way that composers write or use music to help convey a scene or moving image with a storyline and characters. They should develop an understanding of the musical elements that composers use to do this and be able to identify and write about such features. They will explore how music can create a mood/emotion, significant characters or actions and will be presented with a film composition work booklet – ideas to support composing in this genre. 

Area of Study 5: conventions of pop

Students study a range of popular music from the 1950s to the present day, focussing on: 

• Rock ‘n’ Roll of the 1950s and 1960s 
• rock anthems of the 1970s and 1980s 
• pop ballads of the 1970s, 1980s and 1990s 
• solo artists from 1990 to the present day 

Students will explore the different styles through class/group performances, composition tasks and listening exercises. This will include a conventions of pop booklet to work through with various listening & appraising tasks, contextual information and performance related tasks within this area of study. Students will also develop initial composition ideas in the style of this area of study.

Introduction to Theory

Students will begin music theory studies on the stave and the treble clef. Not all students will be fluent in notation, however a basic understanding is required to:

• know the relationship between the staff and treble clef. 
• be able to read note heads on the treble clef stave. 
• be able to write note heads on the treble clef stave. 
• recognise that different note symbols have a different value. To know the value of individual symbols. 
• identify how many beats are in a bar. 
• know the type of beat in a bar. 
• be able to select and apply the correct time signature 
• complete a musical glossary to aid with terminology

Integrated Portfolio: composition

Students have a composition booklet with success criteria – log of sessions/feedback. They decide on a set brief for their composition as part of the Integrated Portfolio, building on composition skills learnt throughout the academic year. 

How are you assessed?

60% controlled assessment / 40% examination

Where will this take me post-16?

Music is a good preparation and solid foundation for further musical study in music and music technology. Students may wish to take music for its own sake, perhaps to form the basis of a future interest. Alternatively, students may wish to go into a job where it is useful to have had experience of music or where you will need to use some of the skills developed during this course. It will also show that you have staying power, teamwork ability, creativity and self-management.

These might include careers in the music industry, publishing, advertising, entertainment and teaching, or any job which involves communication and expressive skills. Your listening skills will enhance the aural perception needed in language examinations. Your performing skills will give you confidence in playing to an audience – useful if you intend to pursue a career in drama or law.

Examination Board: Edexcel

Introduction

Course summary

This course will appeal to students who want to enrich their appreciation and enjoyment of music. It will prepare those students who wish to study music further and those who wish it to remain a life-long interest. The music A-level course allows students to investigate, analyse and evaluate music and its features. The set works enable students to conduct in depth studies into different musical styles, all supported by practical and compositional elements. Studying music will help you to develop key skills in performing, composing, theory, listening and analysing. You will learn how the great classical composers approached their music, as well as studying other styles. You will develop your performing skills, deepening your interpretation and expressive skills. You will learn how to compose in different styles, as well as learning the methods behind the composition styles of the baroque and classical eras. Finally, you will develop your skills in analysis, learning how composers built and developed their compositions.

Structure

A good understanding of music theory and being able to read music notation is vital. You will be encouraged to attend concerts, listen to radio and television broadcasts, and become generally more aware of the breadth of music in the contemporary world.

Component 1 - Performing - 60 marks

Students must perform a minimum of one piece, performed live and uninterrupted as a recital. The performance can be solo, as part of an ensemble, improvisation, realisation using music technology, or a combination of these. The total performance time across the recital must be a minimum of 8 minutes of music.

Component 2 - Composing - 60 marks

Students must submit two compositions, of a combined duration of at least 6 minutes. One composition (40 marks) can be chosen from six briefs relating to areas of study, or free composition, and must be at least 4 minutes in duration. The second composition (20 marks) must be from a list of four briefs assessing technique, and must be at least 1 minute in duration.

Component 3 - Appraisal - 100 marks

Students will learn the content of musical elements, context and language through six compulsory areas of study. The written examination comprises one 2 hours paper including multiple choice, short open and extending writing questions.

Careers and Progression

Music helps you to develop a variety of skills such as analysis, dedication, group skills, self-confidence and self-reliance, as well as providing a means of artistic expression and relaxation. It stretches your imagination and playing an instrument also makes you think and react quickly. Skills such as these are not just prized within music careers, they are valuable to all types of employers. Career opportunities include:

• performing
• composing
• working in the sound industry
• teaching
• music therapy
• further study of music in higher education
• vocational courses such as the BTEC National in Music and Music Technology
• apprenticeships or other training

Entrance Requirements

Minimum requirement: 6 GCSEs Grades 9-4 (or equivalent), including Grade 4 or above in English and maths; Grade 5 or above in music

Strongly recommended: Grade 5 in English

Students should have a good understanding and appreciation of music. Previous experience of making or producing music is essential.

Music Technology - Sound Engineering

Examination Board: Pearson

Course summary

Intent

This qualification enables learners to develop a core of knowledge around the music technology industry and the use of recording and technical equipment. It provides the breadth and practical application of music technology learning which will prepare learners for a number of job roles in the sector.  

The BTEC Level 3 National Extended Certificate in Music Technology is equivalent in size to one A-level and will prepare you for an entry-level role in the music sector. The qualification offers an introduction to the music sector through applied learning. It supports progression to higher education when taken as part of a programme of study that includes other vocational or general qualifications. It is designed to support progression to employment following further study at university.

One of two options will be taken, designed to support progression to apprenticeship or employment when taken as part of a programme of study that includes other appropriate BTEC Nationals or A-levels. Currently Option 1: Sound Engineering is the one taken at THS. This is a basis of study for the sound engineering sector with a focus on studio recording techniques and DAW production.

At Taverham High School we have industry standard facilities to develop students’ practical skills in music technology. This includes a fully functional music studio and industry-standard microphones as well as mixing desks for live shows.  

Year 12

Unit 6: DAW Production (externally assessed in April)

Learners will develop an understanding of how a digital audio workstation (DAW) can be used creatively to produce music, manipulate audio and mix music.

Unit 1: Live Sound

• live sound technology, equipment and roles
• set-up and soundcheck of a live sound system to meet the needs of performers and audience
• live recording and mixing techniques

Unit 2: Studio Recording

• equipment and processes used for a multitrack studio recording
• music recording session planning to prepare for a multitrack recording
•  music recording using techniques and processes for a multitrack recording
• processes used in the recording of multitrack recordings

Year 13

Unit 13: Mixing and Mastering Techniques

• mixing and mastering software techniques
• mixdown of a multitrack project
• production of a mastered stereo audio file

Unit 18: Working and Developing as a Production Team

• different roles and responsibilities involved in the music production process
• undertake a music production project
• review the music production project. 

Careers and Progression

This qualification will prepare you for direct employment in the digital music production sector, and is suitable if you wish to work in entry level roles:

• music producer
• remixer
• sound designer
• sound engineer
• audio restorer/digitiser/archiver

There are many roles in this sector where recruitment is at graduate level. The qualification carries UCAS points and is recognised by higher education providers as contributing to meeting admission requirements to many relevant courses. It could lead to:

• BA (Hons) in Music Technology
• BA (Hons) in Production
• BA (Hons) in Sound Arts
• BSc (Hons) in Design and Digital Music

Learners with this qualification could also progress to the following job roles

• studio assistant
• assistant sound designer
• trainee sound designer

Entrance Requirements

Minimum requirement: 6 GCSEs Grades 9-4 (or equivalent), including Grade 4 or above in English and maths; Grade 5 or above in music

Strongly recommended: Grade 5 in English

Students should have a good understanding and appreciation of music. Previous experience of making or producing music is essential.

The aim of the Music Department at Taverham High School is to make music:

Enjoyable               

• to develop a sensitive response to sound in general   and a lifelong enjoyment of music of all kinds, both as a listener and a participant
• to think about musical ideas
• to use music as a creative stimulus

Creative

• to develop pupils’ self-expression
• to develop the capacity to understand and express ideas and feelings through the medium of sound

Social/Moral

• because singing together creates bonds
• to develop the ability to work constructively as a member of a group using skills of leadership, discussion, negotiation and the blending of different peoples’ ideas

Cultural

• to develop an awareness of musical heritage, traditions and developments in a variety of cultures and societies

Cross-Curricular

• to help language development and literacy
• to develop a feel for patterns and numeracy
• to provide a vehicle for learning certain subjects or to enhance other subjects e.g. language, history, art, drama etc
• because music contributes to acts of worship

Aesthetic

• because music helps pupils to understand the way their feelings work and to develop an insight into areas of experience, some of which cannot be verbalised easily

Summary

We aim to:

• develop an understanding and enjoyment of music
• provide opportunities for singing, performing, composing and listening
• offer a variety of musical experiences reflecting different times, places and cultures
• explore music through cross-curricular themes
• meet the requirements of the National Curriculum

Instrument Tuition

Instrumental tuition is provided weekly by dedicated peripatetic music teachers offering brass, woodwind, strings, electric guitar, bass guitar, piano/keyboard and drums. The lessons take place throughout the school day, throughout the week. Instrumental lessons are 20 minutes and will take place on the same day each week. All lessons rotate, ensuring no child misses the same lesson twice within the same term.

Students will be expected to practice regularly at home and encouraged to take part in at least one of the many ensembles / groups that we have on offer, such as orchestra, wind band, jazz band, singers, soul band, rock bands, ukulele etc. Progress reports will be written by instrumental music teachers during the summer term; they undertake to keep full records of their students’ progress and homework on a weekly basis.

We aim to encourage students to develop a love of music through their chosen instrument. Whichever instrument they choose to study, they are assured of the highest quality of teaching and every opportunity to perform and shine.