Key Stage 3
The Key Stage 3 Music curriculum is delivered in a number of self-contained but interrelated modules, which aim to develop skills, knowledge and understanding of Music and relate to the National Curriculum. Music is divided into three main areas; Listening, Composing and Performing. These are not taught as separate units as it is impossible to separate them entirely, but the emphasis of a sequence of lessons will be one of these basic activities. At the SJHS we underpin these three pillars with the study of musical notation and history in order to give a sense of context and allow access to the wider musical world. The approach to actual teaching is based on the study of the musical elements through performing and aural analysis.Areas of Study
In each of the Years 7, 8 and 9 we study at least one topic of World Music, two periods of Western Music and other topics which relate to musical techniques or elements. Each major topic will involve some lessons devoted to Listening, some to Composing and some to Performing. The keyboard laboratory gives hands on experience to every student in Key Stage 3. All study is backed up by the learning of correct musical vocabulary and terminology, much of which is by necessity in Italian. The curriculum is structured so that important aspects of music are visited more than once. Each time more depth is added and a new, but related concept is introduced.
Aims
To develop:
- Musical Literacy (applied in all cases to keyboard skills)
- Vocal and instrumental skills through whole class and ensemble work
- Aural awareness
- A general knowledge of Western Music history
- Creativity through composition and use of musical techniques
- The use of technology in Music
- An awareness and respect for other musical cultures
- An enjoyment and appreciation of all kinds of music
Key Stage 4, GCSE
Much like in Year 9, the course is based on Listening, Composing and Performing. The Listening is assessed in a written examination, like French Listening, and involves some historical knowledge. In composing, the emphasis is on individual rather than group compositions, which should usually be written down and submitted as coursework. Students will be encouraged to use computers for this. For the performing element, each student must perform as a soloist and also take part in an ensemble. We would expect GCSE Music students to be members of the choir or orchestra and to be prepared to perform in assemblies or concerts as required.Do you have to play an instrument? As all students do have to perform for the exam, we do ask that everyone learns an instrument or singing, or is prepared to take one up for the duration of the course.
Do you have to have done lots of theory exams? No. Even complete beginners (but with plenty of will-power) can, and have, achieved grade A. Previous knowledge is of course desirable and helpful.
What use is it? GCSE Music is recognised as an academic subject by all UK universities and is considered of equal value to other subjects. The demands that Music makes – of performing in front of other people, of working in teams, of creativity and imagination – develop precisely the skills employers and admissions tutors are looking for. For this reason most universities consider someone with this exam if anything more favourably than someone without it.
Can I still be a doctor/engineer/lawyer if I take Music? For those who wish ultimately to take a popular subject at university, having a Music qualification can make your application stand out from the others and increase your chances of acceptance. Unless taking Music actually prevents you from taking a subject vital for your chosen career it is usually a positive advantage.
What if I don’t take it? If you don’t take GCSE Music, you are of course still welcome to be involved with the Music department’s activities. Placings in choir and orchestra will still be decided purely on merit.
Aims
The aims set out below describe the educational purposes of following a course in Music for the GCSE examination as stated in the National Criteria with one addition. Some of the aims are reflected in assessment objectives; others are not, because they cannot readily be assessed for examination purposes.
- To develop sensitivity towards music through personal experience by the exercise of imagination and the acquisition of skills and knowledge.
- To continue and develop musical activities previously undertaken in the classroom.
- To stimulate and develop an appreciation and enjoyment of music through an active involvement in the three musical activities: listening, performing and composing.
- To develop performing skills to enable candidates to participate in the wide range of musical activities which can be found at present in the school and in the community.
- To provide intellectual and aesthetic stimulation.
- To develop a perceptive, sensitive and critical response to music of different styles in a cultural and historical context.
- To encourage the understanding and expression of thoughts and feelings which may be more readily accessible through music than through other forms of communication.
- To encourage the reading of music, the development of memory and the acquisition of skills of a more general nature such as analysis, inventiveness and co-ordination.
- To provide an appropriate body of knowledge, promote understanding and develop skills as a basis for further study or leisure or both.
Assessment Objectives
- Listening
Candidates are required to:- respond to the structural and expressive elements of music using technical and/or non-technical language;
- perceive the relationship between sound and symbol using staff notation, and other systems if appropriate;
- show an awareness and recognition of musical styles in four areas of study:
- Structure in Western Classical Music 1600-1899,
- Changing directions in Western classical Music from 1900,
- Popular Music in context,
- Indian raga, African music and fusions.
- Performing
Candidates should be able to demonstrate the following skills:- singing or playing individually;
- singing or playing in an ensemble;
- Composing
Candidates will be required to create and develop ideas by using musical elements and resources appropriately to produce compositions within given or chosen briefs.
Key Stage 5,
It is expected that students will have achieved at least a B grade in GCSE Music and be able to perform on their first instrument to a standard equivalent to about Grade IV or V of Associated Board exams. It is vital to be able to read music competently and write essays in fluent English.The I.B. music course is a two year course and essentially involves three areas of study in music. These are respectively composing, performing and in-depth listening and study of music from a wide range of eras, genres and ethnic contexts. In addition students will study one set work in depth (the current work is Purcell’s “Dido and Aeneas”) and undertake a Musical Investigation (20% of the final exam). The Musical Investigation involves an independent study of two works of differing traditions and can be presented in a variety of different media. The choice of topic to be ‘investigated’ is free but guidance will be given to avoid fruitless work. Both standard and higher level students do the Listening course (30% of the total) and in preparation for this will listen to and analyse a wide variety of works. These will be essentially from the Western tradition but will also cover World music topics from all continents. To help this, students will be encouraged to listen actively to as much music as possible. Higher level students will present three compositions in any media they choose (25%) and a compilation of 20 minutes of performing recorded over the course (25%). Standard level students can choose between composition, performance or group performance and the area they choose will account for 50% of the final exam. Involvement in all the school’s musical groups is clearly a golden opportunity for musical training and exposure to a wide range of works both instrumental and choral. This is actively encouraged wherever possible.