Performance: Select & practise performance 1 (recording of 1st draft) piece. Piece to be agreed with HOD and music teacher.
Composition 2 prep: Composing to a set brief.
Using a music stimulus to creatively write a composition on Logic.
Listening:
Listening exercises on how music can describe emotions and how it is being used in films and games.
Composition: Verbal / short written feedback to identify initial needs and improvements.
In all musical mediums the solo performance is the most spectacular. The power of music to compel attention and to stir emotions lends to the solo performer an especially fascinating aura. This is the domain of the virtuoso, the soloist.
It helps students become independent learners and it increases their confidence through the various performance opportunities.
As each performance is analysed and judged by all the memebers of the audience, the performer received constructive feedback which will help him/her to further imporve their work.
Performance: Select & practise performance 1 (recording of 1st draft) piece.
Composition 2 prep: Composing to a set brief.
Using a music stimulus to creatively write a composition on Logic.
Listening: Listening exercises on how music can describe emotions and how it is being used in films and games.
Mini listening paper Mocks taking place weekly.
Musical composition, or simply composition, can refer to an original piece or work of music, either vocal or instrumental, the structure of a musical piece, or to the process of creating or writing a new piece of music.
It allows the individual to appreciate the sheer volume of musical possibilities in order for a single emotion or scene to be portrayed via a musical composition.
Students will collectively evaluate well known compositions and discuss how the composers have approached the process, their priorities and the outcomes.
Performance: Prepare and rehearse by showcasing the progress made with performance 1.
Composition 1: Start composition 1 by deconstructing a song relating to the AoS chosen and using its musical devices to put together their own composition.
Explore ways in which a composer can develop melodies as well as chords.
Explore areas of study relating Concerto through time, to Rhythms of the world, conventions of POP and music for Films.
Solo Performance (2) to class for peer feedback and assessment using OCR criteria. Ensure that at least 50% of the marks (15/30) have been achieved, by end of half term.
Composition 1, receive extensive feedback and suggestions to ensure that at least 50% of the marks (15/30) have been achieved, by end of half term.
Demonstrate deeper understanding of at least one of the key styles in an Area of Study.
Music historians divide the European classical music repertory into various eras based on what style was most popular as taste changed. These eras and styles include Medieval, Renaissance, Baroque, Classical, Romantic, and 20th century.
It helps the individual appreciate musical influences from across the centuries, different cultures and genres. It will help the individual approach the learning from a teacher's perspective and face the challenge of breaking the knowledge down.
It allows students to evaluate and critique the value of pop music based on group discussions about the complexity of Classical music. It allows students the opportunity to demonstrate understanding of knowledge by becoming teacher for a day.
Performance: Record performance 1 (final version).
Composition 1: Start composition 1 by deconstructing a song relating to the AoS chosen and using its musical devices to put together their own composition.
Listening: The Concerto through time:
the Baroque Solo Concerto,
the Baroque Concerto Grosso,
the Classical Concerto,
the Romantic Concerto.
Mini listening paper Mocks taking place fortnightly.
a musical composition for a solo instrument or instruments accompanied by an orchestra, especially one conceived on a relatively large scale.
Students will conduct their independent research based on an era of their interest and it help them deepen their understanding and appreciate of the value of older genres of music.
Student will share their findings and essentially teach each other about the history of music.
Performance: Recorded performance.
Composition: Completion of composition 1.
Listening: Revision of AoS 2 for yr 10 Mock.
India, Classical Indian Music & Punjabi Bhangra,
Eastern Mediterranean & Middle East, Greek, Palestinian & Israeli.
Composition 1 (15%).
In music, harmonization is the chordal accompaniment to a line or melody: Using chords and melodies together, making harmony by stacking scale tones as triads
It helps the students develop further analytical skills.
It will allow students to dissect musical compositions onto their key elements and work together on putting those elements back together in a group composition.
Performance: Recorded performance.
Composition: Completion of composition 1.
Listening: Revision of AoS 2 for yr 10 Mock.
India, Classical Indian Music & Punjabi Bhangra,
Eastern Mediterranean & Middle East, Greek, Palestinian & Israeli.
Mini listening paper Mocks taking place fortnightly.
Mock exams: AoS 2
& Aspects of AoS 4 & 5.
A number of percussion instruments performing different rhythms, at the same time.
It helps students appreciate world cultures, traditions and values.
Students share musical skills from their own cultures and raise the profile of their own music/cultural background.