Year 10 — Music

Composition: Verbal / short written feedback to identify initial needs and improvements.

solo performance

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.

• Spiritual
• Moral
• Social
• Cultural

Develop the individual:

It helps students become independent learners and it increases their confidence through the various performance opportunities.

Create a supportive community:

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.

Mini listening paper Mocks taking place weekly.

Compositional process

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.

• Spiritual
• Moral
• Social
• Cultural

Develop the individual:

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.

Create a supportive community:

Students will collectively evaluate well known compositions and discuss how the composers have approached the process, their priorities and the outcomes.

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.

Musical eras

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.

• Spiritual
• Moral
• Social
• Cultural

Develop the individual:

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.

Create a supportive community:

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.

Mini listening paper Mocks taking place fortnightly.

Concerto

a musical composition for a solo instrument or instruments accompanied by an orchestra, especially one conceived on a relatively large scale.

• Spiritual
• Moral
• Social
• Cultural

Develop the individual:

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.

Create a supportive community:

Student will share their findings and essentially teach each other about the history of music.

Composition 1 (15%).

Harmonising

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

• Spiritual
• Moral
• Social
• Cultural

Develop the individual:

It helps the students develop further analytical skills.

Create a supportive community:

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.

Mini listening paper Mocks taking place fortnightly.

Mock exams: AoS 2

& Aspects of AoS 4 & 5.

Polyrhythm

A number of percussion instruments performing different rhythms, at the same time.

• Spiritual
• Moral
• Social
• Cultural

Develop the individual:

It helps students appreciate world cultures, traditions and values.

Create a supportive community:

Students share musical skills from their own cultures and raise the profile of their own music/cultural background.