Music
BackMusic at Aylesford School, Warwick focuses on the three main disciplines: Performing, Composing and Appraising. These three areas are the pillars in music education that creates the rounded musician.
| Year 7 | Term 1 | Term 2 | Term 3 |
|---|---|---|---|
| Key Topic: | Time flies and Rhythms of Africa | Pitch notation and Gamelan | English folk and Programme music |
| New Knowledge: | Students will learn how to compose using rhythmic notation. They will learn the basic music elements of music and will use these to develop appraisal, composition, performance and ensemble based skills. They will apply this knowledge to develop pieces of music on the djembes using the African drumming technique. | Students will learn the definition of pitch and how to read and write musical notation. They will develop keyboard skills and an understanding of scales. This knowledge will be applied to understand the religious, cultural and musical features of Indonesian Gamelan music. |
Students will continue to develop their keyboard skills through an understanding of more complex musical notation reading. They will develop their understanding of the musical elements to understand how music can match visual stimuli. They will learn how to compose music which can tell a narrative. |
| Previous Knowledge Required: | Students will bring with them the musical knowledge learnt from primary school. | Students will use the rhythm knowledge learnt from last term to aid their learning of pitch in the treble and bass clef. They will develop their existing, composition, performance, solo and ensemble based skills. | Students will require their understanding of musical notation and instrumental technique to aid the learning of more complex pieces of music. They will further apply their understanding of the musical elements to further analyse and compose music which has meaning. |
| New Skills | Students will develop their instrumental skills and therefore fine motor skills such as hand eye co-ordination. Students will develop their composition skills by composing rhythmic patterns in grid form and using musical notation. Students will also learn ensemble and performance related skills including how to rehearse and perform effectively in a group based setting. | Students will learn keyboard skills through performing and composing melodies using a new understanding of musical notation. Students will develop their performance, composition and ensemble skills through working both solo and in pairs. | Students will develop competency in reading and writing using musical notation, instrumental skills using the keyboard alongside analytical and appraisal based skills. |
| Links to the School Curriculum: |
English Maths Geography MFL |
English Maths R.E Geography MFL |
English Maths Geography History MFL |
| Independent Activities: | Students could continue working on the rhythms learn in lessons at home by clapping them. They could also teach other members of their family the different rhythms and create a family based rhythmic performance. Students could also visit the websites below to further deepen/consolidate their learning of rhythms. Some of these links provide opportunities to use online software to create your own rhythms. | Students can continue developing this knowledge by accessing the websites below. Students can also find pieces of music and annotate them by writing the pitch letter underneath each note, deepening their understanding of pitch and reading music. These pieces can be practised using the virtual keyboard online. | Students can continue composing short melodic ideas at home using the virtual keyboard online. They could write this music using a website called “noteflight”. Students can also deepen their knowledge of melody writing by watching the video links below. |
| Web Links: | www.mymusictheory.comhttps://www.youtube.com/watch?v=6zyv0O7kfcchttps://www.youtube.com/watch?v=7l9X-K1_pNshttps://www.youtube.com/watch?v=rTKTpY6PJL8
https://www.youtube.com/watch?v=bY-GXTxNa4o
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www.mymusictheory.comhttps://www.youtube.com/watch?v=7l9X-K1_pNshttps://www.youtube.com/watch?v=Iya1kIw7FREhttps://www.youtube.com/watch?v=hJHePlu9zoUhttps://www.youtube.com/watch?v=7Bv-JiFnoJ4https://www.youtube.com/watch?v=Z40fcNNvu0E | www.mymusictheory.comhttps://www.youtube.com/watch?v=yrL6f2M2aFchttps://www.youtube.com/watch?v=m7xLWByiKMMhttps://www.youtube.com/watch?v=75S51R7s2R8https://www.youtube.com/watch?v=skeQak7jsNg |
| Year 8 | Term 1 | Term 2 | Term 3 |
|---|---|---|---|
| Key Topic: | Ostinatos and Duets | Melody writing and Music in the media | Pop music and Areas of Pop music |
| New Knowledge: | Students will develop their understanding of rhythm through the exploration of complex rhythms, they will explore tonality through the use of composition and will compose for both treble and bass clef. They will also develop their ensemble ability through performing in duets. | Students will learn the considerations for composing an effective melody which can fit over an existing harmony. They will develop their understanding of a range of different musical elements to appraise, analyse and compose music which adheres to a visual stimulus. They will develop an understanding of the psychology behind composing music for the media. |
Students develop their harmony, rhythm and structure knowledge by performing and composing in a pop song structure. Students will continue to develop their understanding of Pop music through appraising, composing and performing styles of Pop music such as Reggae, Hip-hop and RnB. |
| Previous Knowledge Required: | Students will require knowledge learnt in year 7 such as rhythm, pitch and scales to further develop performance skills and instrumental control. | Students will use their knowledge of rhythm, pitch, musical notation, melody and scales from last term to support their new learning. They will continue to develop ensemble and solo skills. | Students will use their knowledge of harmony and rhythm to further develop their ability to understand pop music and compose using pop stylistic conventions. |
| New Skills | Students will develop knowledge of new tonalities, rhythmic note values and ostinato. They will develop ensemble and solo skills and gain confidence and control with the keyboard. | Students will develop new musical thinking skills to be able to write an effective melody. They will continue to develop ensemble skills, performance skills and composition skills. | Students will develop their understanding music technology to compose contemporary styles of Pop music. They will develop ensemble skills and composition skills using stylistic conventions of contemporary music. |
| Links to the School Curriculum: |
English Maths Spanish |
English Maths History Geography |
English Maths IT |
| Independent Activities: | Students can continue composing ostinatos at home using their new knowledge of musical notation. Students can continue developing their keyboard skills by access an online keyboard (link below). | Students can use online music making software such as noteflight and flat to effectively compose short effective melodies with an underlying harmony. They can listen to examples of jingles used in the media for analysis. | Students can continue composing styles of pop music for any instrument they have at home or write lyrics to be sang. Students can also access a free online keyboard, which they can use to help them compose more rhythmic ideas for harmony. Students can use online sites such as Bandlab to develop their understanding of music technology. |
| Web Links: | https://www.youtube.com/watch?v=TKU2sYP4DKEhttps://www.onlinepianist.com/virtual-pianowww.mymusictheory.com | https://www.youtube.com/watch?v=3ukUFH_D1_Ywww.mymusictheory.comhttps://www.youtube.com/watch?v=-y1cEwaQK0s | https://www.onlinepianist.com/virtual-pianowww.mymusictheory.comhttps://www.youtube.com/watch?v=gAScCO3Mb-whttps://www.youtube.com/watch?v=vUp_2mIwM5Y |
| Year 9 | Term 1 | Term 2 | Term 3 |
|---|---|---|---|
| Key Topic: | World Music and Ukulele skills | Blues Music and Ragtime | Film and game music and Music project |
| New Knowledge: | Students will learn about a range of different cultures including Indian Music and African Music. They will learn about the Ukulele and will develop an understanding of how to play pitched notes on this instrument. | In this term, students will develop their understanding of the Blues music through performing in different keys. Students will also learn the history of Ragtime music and how Ragtime developed from Blues music. Students will perform Ragtime pieces and compose a Ragtime melody using the new knowledge learnt. |
In this term students will understand how film composers effectively compose for cinema and how game programmers consider musicality into game programming. Students will learn how to manage a project effectively to drive to clear and successful end goals. |
| Previous Knowledge Required: | Students will require knowledge of the musical elements including rhythm. They will need to carry forward their musical understanding of African music. | Students will use their existing knowledge of chords, rhythm and tonality to perform Blues and Ragtime music. They will draw upon their keyboard skills to further develop instrumental control. | Students will need to take forward their understanding of the musical elements to analyse and compose film music using a wide range of compositional techniques. They will draw upon their instrumental techniques to compose using chord sequences, rhythms and scales. |
| New Skills | Students will develop instrumental technique using the African djembe, they will continue to develop ensemble and composition skills. They will develop instrumental skills through learning how to play the ukulele. | Students will learn how to transpose key musical ideas and will learn compositional devices used in Ragtime and Blues music such as question and answer. Students will develop their composition skills and understanding of rhythm and scales to create more complicated melodies. | Students will develop compositional skills to successfully compose for a brief. They will develop instrumental skills and ability to analyse music in depth using key music terminology. |
| Links to the School Curriculum: |
English Maths Geography History
|
English Maths History Geography |
English Maths Psychology Media studies IT |
| Independent Activities: | Students can continue developing their sheet music skills by using the links below. They can listen to music within a range of different cultures using the Youtube links below. | Students can continue developing their keyboard skills by access an online keyboard (link below). They can learn about the in depth history of the Blues music using the Youtube link below. | Students can continue analysing music at home using the musical elements. Online software such as noteflight and Bandlab can be used to compose music to suit films or games. |
| Web Links: | https://www.youtube.com/watch?v=TKU2sYP4DKE www.mymusictheory.com |
www.mymusictheory.comhttps://www.youtube.com/watch?v=_OXgWmPCC1Uhttps://www.onlinepianist.com/virtual-piano |
https://www.onlinepianist.com/virtual-pianowww.mymusictheory.comhttps://www.youtube.com/watch?v=_OXgWmPCC1Uhttps://www.youtube.com/watch?v=sWcfdKTLn2c |
| Year 10 | Term 1 | Term 2 | Term 3 |
|---|---|---|---|
| Key Topic: |
Performance: Solo & Ensemble Skills Composition: Composing a Song Listening: MAD T-SHIRT |
Performance: Solo & Ensemble Skills Composition: Composing in different styles Listening: MAD T-SHIRT & Bach Set Work |
Performance: Solo & Ensemble Skills Composition: Free Composition Listening: Bach and Toto Set Works |
| New Knowledge: | In performing, students will learn how to practise, perform and evaluate their role as a soloist and as part of an ensemble against the GCSE assessment criteria. In composition, students learn how to compose a song from writing a catchy hook, bass line, chord pattern, beats and memorable melody. In listening, students start studying the elements of music, the theory and how to identify them by ear. | In performing, students will learn about the Music Technology pathway for both performance and composition, broadening their options for their NEA work. In listening, students will learn how to analyse a piece of classical music in relation to their set work section of their exam. |
In performing, students will learn how to improve their performances from the beginning of year 10 and finalise their choice of performance pathway in readiness for their performance NEA. In composition, students will learn how to start their free composition NEA and develop it throughout this term. In listening, students will start analysing their second set work. |
| Previous Knowledge Required: | Students will use all knowledge gained in KS3 to help start their GCSE journey. | Students will need their Music Technology knowledge and skills from KS3 in order to access this terms learning for performance and composition. Students will also need their knowledge of composition from last term and their arrangement knowledge from year 9 to aid their learning this term. Regarding listening, students will use their knowledge from last term to continue their learning of MAD T-SHIRT. | Students will need all knowledge learnt in both performance and composition to complete their work this term. For listening, students will need their knowledge of Bach to complete their analysis of this set work. |
| New Skills | Students will develop their instrumental skills in relation to the GCSE specification requirements as well as their solo and ensemble skills. Students will also develop their composition skills by writing musical ideas for a range of instruments and ensembles including writing a song for a pop band. For listening, students will learn how to analyse elements of music and learn how to listen to specific areas of music as opposed to music as a whole. | Students will learn how to compose a piece of music using Music Technology as well as using its features to create a performance. Students will continue developing their aural and analytical skills in regarding to listening and their set works. | Students will develop their performance, composition and analytical skills in relation to their NEA and set works. |
| Links to the School Curriculum: |
English Maths History
|
English Maths History
|
English Maths History |
| Independent Activities: | Students should be practising their chosen pieces of music on their instruments on a regular basis. Students can continue practising their composition skills using the links below or from their lessons via manuscript paper or free notation software such as musescore. For listening, students should be revisiting their new knowledge regularly. | Bandlab for education can be accessed at home using their login details. Students will be then able to consolidate their learning or develop it. Students can continue practising their composition skills using the links below or from their lessons via manuscript paper or free notation software such as musescore. For listening, students should be revisiting their new knowledge regularly. | Students should be practising their chosen pieces of music on their instruments or using Music Technology on a regular basis. Students can continue practising their composition skills using the links below or from their lessons via manuscript paper or free notation software such as musescore. For listening, students should be revisiting their new knowledge regularly. |
| Web Links: | https://resources.eduqas.co.uk/Pages/ResourceSingle.aspx?rIid=1446 www.mymusictheory.com |
www.mymusictheory.com |
www.mymusictheory.com |
| Year 11 | Term 1 | Term 2 | Term 3 |
|---|---|---|---|
| Key Topic: |
Performance: GCSE Performances Composition: Composing to a brief Listening: Bach & Toto Set Work |
Performance: GCSE Performances Composition: GCSE Composition Listening: Recap of MAD T-SHIRT |
Exam preparation |
| New Knowledge: | In performance, students will be completing their solo and ensemble performances as part of their NEA. In composition, students will learn how to compose to a set brief. In listening, students will complete their analysis of Africa by Toto in readiness for their mock exam. | This term will focus on students completing their NEA work for performance and composition. In listening, students will revisit topics based on their mock exam results. |
Students will focus on being prepared for their GCSE listening exam. |
| Previous Knowledge Required: | Students will use their existing knowledge in GCSE to help develop and complete their NEA work and prepare them for their mock exam. | Students will need their current knowledge of their listening exam as well as all current knowledge. | All knowledge gained since year 10. |
| New Skills | Students will develop their composition skills by learning how to compose to a set brief. | Students will learn revision skills and how to revise effectively for their upcoming listening exam. | Students will learn revision skills and how to revise effectively for their upcoming listening exam. |
| Links to the School Curriculum: |
English Maths History
|
English Maths History
|
English Maths History |
| Independent Activities: | Students should be practising their performances at home in preparation for their recordings. Students can also compose ideas for their NEA work at home using manuscript or free notation software such as musescore. Students should be revising their listening knowledge in preparation for their mock exam. | Students should be practising their performances at home in preparation for their recordings. Students can also compose ideas for their NEA work at home using manuscript or free notation software such as musescore. Students should be revising their listening knowledge in preparation for their mock exam. | Students should be revising their listening knowledge in preparation for their mock exam. |
| Web Links: | https://www.bbc.co.uk/bitesize/examspecs/zbmct39 | https://www.bbc.co.uk/bitesize/examspecs/zbmct39 www.mymusictheory.com |
https://resources.eduqas.co.uk/Pages/ResourceSingle.aspx?rIid=1445 www.mymusictheory.com |