Music – Key Stage 3

Key Stage Three

In the past, this course has been delivered over three years with a total of approximately 120 lessons. As from September 2015, that has been reduced to a two year course, with lessons once a fortnight – a maximum total of 40 lessons. This has meant a major re-structuring of the course, which is still under review.

Key Stage 3 – Pupils will be taught and assessed through a variety of skills – Listening, Performing, Creating and Evaluating. This is based on the National Curriculum Programme of Study:

  • Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression.

  • Improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions.

  • Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions.

  • Identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices.

  • Listen with increasing discrimination to a wide range of music from great composers and musicians.

  • Develop a deepening understanding of the music that they perform and to which they listen, and its history.

To date – these are the projects for year 7:

Project

Learning Objectives

Stages/Length of Time allotted to cover

Approximate placing in the school year

Baseline Assessment – although not overtly a ‘learning experience’, essential for appraising innate ability and knowledge gained at KS2

Students become more aware of the skills they already possess,, what they already know, and what they will learn in Music Lessons. Outcome will inform a starting point for both assessment and learning. The Listening test takes a total of 45 minutes, followed by time for summary statements from student regarding their experiences in Junior School. The test will be run over a number of lessons, interlaced with material from Stage 1 of Night and Day.

Parts of two to three lessons, depending on the attention span of students.

Start of Autumn term

Night and Day

Stage 1: Exploring, learning and identifying different types of sounds, identifying as Musical and Non-musical, and developing control of a range of sounds, placing them into a musical context.

Stage 2: Learn about the Elements of Music, compose and perform simple demonstrations to illustrate these.

Stage 3: Learn about Dynamics, Graphic Scores, follow and Perform from a Graphic Score.

Stage 4: Investigate how Composers have used the elements of music to create the feeling of Morning in their music.

Use the Elements of Music in a structured group composition describing Morning and Sunrise

Evaluate “Morning Mood” pieces in terms of the elements of music

Stage 5: Learn about lullabies and how composers have used the Elements of Music to create the feeling and mood of night through music

Learn about pitch by Performing a melodic part as part of a group lullaby performance

Stage 6: Sing and perform melodic parts from different songs to do with morning

Revise all learning regarding sounds and the Elements of Music.

Skills taught and assessed: Composing – Evaluating, Performing & Listening..

The work divides into 6 stages, taking a minimum of 6 lessons – one lesson per fortnight

Autumn Term –interleaving with Baseline Assessment, and suspended for Performing at Christmas.

Music for Christmas

Students prepare for and perform in one item in the School Christmas Concert.

2015 – along with School Choir and the Rock Band, they will perform items from Christmas Jazz by Kenneth Cartwright. They will also explore traditions associated with music at Christmas, Listening to two linked pieces – I believe in Father Christmas by Greg Lake, and Troika by Prokofiev.

Over Three Lessons

Autumn Term –After Half-term Break

At this stage in the course – part-way through the Spring Term – I will assess rate of progress, amount of work that can be covered in the time allotted, before completing further projects

Proposed projects

 

 

 

Rhythm and Pulse

exploring this Element of music through Composing, Evaluating, Performing and Listening, with a strong Numeracy link

 

 

BBC Ten Pieces for Secondary Schools

– following on from their very successful Ten Pieces for Junior schools, the BBC are proposing to produce a similar follow on project for Secondary schools – watch this space.

 

 

 

 

Project

Skills Taught/reinforced

Stages/Length of Time allotted to cover

Approximate placing in the school year

Jazz and Improvisation

 

Stage 1:  Listen to and respond physically (movements and hand-jive) to the 12 Bar Blues.

Perform a 1, 2 and 3 note bass riff in the 12 Bar Blues chord Sequence

Stage 2: Learn about the history, origins and development of Blues music

Perform the bass line, chords and walking bass line parts of the 12-bar blues chord sequence

Stage 3: Understand the difference between “straight” and “swing” rhythms and perform the melody of “In the Mood” in a swing-style

Improvise using the notes of the blues scale

Stage 4: Learn to combine the features of blues to create a performance of a piece of jazz with improvisation sections, using the notes of the blues scale and with a jazz feel to the music

Identify features of jazz and blues music in a popular song

Stage 5: Learn about seventh chords, how they are constructed and to perform seventh chords in a twelve bar blues chord sequence

Stage 6: Learn about the lyrics of Blues songs and write own lyrics to turn a group instrumental blues piece into a Blues song, complete with improvisation sections and different textural layers

Stage 7: Learn how chords have been used and “vamped” in Ragtime Music

Learn about the origins and features of Ragtime Music as a type of Jazz

Perform a famous Ragtime piece – “The Entertainer”

The work divides in to seven stages, with some stages taking more than one lesson.

Autumn Term into Spring Term

Soundtracks

 

Stage 1: Learn about the concept of mood and how music and soundtracks encapsulate the main mood of a film

Learn how leitmotifs are used to represent certain characters and situations in film music

Stage 2: Learn about the concept of mood and how music and soundtracks encapsulate the main mood of a film

Learn how themes are used in soundtracks and film music

Stage 3: Learn about cuesheets and how film soundtrack composers use these to assist in planning musical events with an emphasis on timings

Stage 4: To plan and compose a short soundtrack for a film using a leitmotif and themes to represent a character and suitable sound effects to create an appropriate mood and atmosphere

To plan, compose, rehearse and perform a short soundtrack along with a film clip using a leitmotif and themes to represent a character and suitable sound effects to create an appropriate mood and atmosphere

Stage 5: Learn about the concept of mood and how music and soundtracks encapsulate the main mood of a film

Learn about storyboards and how film soundtrack composers use these to help plan accompanying music to match different film genres

Stage 6: Learn about musical clichés and how these are used by soundtrack composers in silent movies and cartoons

The work divides in to six stages, with some stages taking more than one lesson.

Spring Term into Summer Term

At this stage in the course – part-way through the Spring Term – I will assess rate of progress, amount of work that can be covered in the time allotted, before completing further projects

Proposed further Project

 

 

 

Rock Song in the Making

An ICT based project on Cubase, exploring and creating riffs for Bass and Rhythm Guitar, drum kit patterns and melodic ideas for Electric Guitar

Will be modified to complete the school year

Summer Term