The KING’S Medium Term Plan - Music

Y11 LC1 Programme – out-going GCSE

Module

Area of Study 2

Analysing three additional set works. Learners will be required to focus their skills on new styles of notated music

and adapt to following much larger scores. Learners will learn about the characteristics of modern/20th century

music, specialising in musical theatre, minimalism and expressionism. Learners will use this knowledge and

apply their knowledge of Western Classical Music to composition.

AoS1 set works

Bernstein: Something’s Coming

Reich: Electric Counterpoint

Schoenberg: Peripetie

Building on

prior learning Learners have now learnt how to follow reduced music scores, larger orchestral and vocal scores. They will

continue to follow similar musical scores. Their understanding of the Western Classical Traditions will be reaffirmed

and extended to modern practices. Learners will be introduced to a broad historical understanding of the historical

Western periods will be learnt. This module specifically looks at 20th century “isms”.

Key

vocabulary

Second Viennese School Atonal

Expressionism Hauptstimme

Nebenstimme

Divisi Pizzicato

Arco

Bell up Sextuplet

Tutti

Tremolo Hexachord

Interval

Semitone Motif

Dissonance

Rondo Diminution

Contrary Motion

Glissando

Imitation Counterpoint

Inversion Augmented chord

Whole tone scale

Octave displacement Canon

Retrograde

Inversion Prime

Tritone

Ad lib Marcato

Subito

Sempre Tenor

Syllabic

Syncopation Riff

Bridge

Tonal

Metre Cross rhythm

Harmonics Blue note

Neapolitan

Postmodernism Minimalism

Register

Ostinato Hexatonic

Note Addition

Metrical displacement Resultant Melody

Cells

Phasing Note subtraction

Loop

Modal Tonal ambiguity

Overarching

Challenge

question

‘What is “modern/20th century” music?

Lines of

Enquiry Week 1: Revision of Something’s Coming

Week 2: What are “isms”? What is Expressionism?

Week 3: What are the Expressionist features of Peripetie?

Week 4: What is a hexachord?

Week 5: Can motifs have different orchestral colours and moods?

Week 6: Assessment

Week 7: GAP week

LC2 Questions

Week 1: What evolved in music to create the different “isms” in the 20th century?

Week 2: What is Minimalism?

Week 3: How can you identify Minimalist techniques in analysis?

Week 4: What is a resultant melody?

Week 5:

Exam board

links:

Topic

Progress

Statement

AOS2

In this unit students develop their listening and appraising skills through the study of music across a variety of styles and genres. In their responses to the questions in both sections, students will need to demonstrate an understanding of the following in relation to the set works within the Areas of Study:

the musical elements (pitch, duration, dynamics, tempo, timbre, texture, structure)

identifying how resources are used in different combinations (identifying instruments and groups of instruments)

identifying key musical features

identifying musical and melodic devices (ornamentation, ostinati, riffs, use of imitation, pedal point and sequence)

identifying rhythmic devices (syncopation, note addition, )

identifying and discriminating between major, minor, modal, atonal, dissonant, concordant, hexatonic, atonality

tonalities and modulating relationships

relating music to the development of 20th century music

identifying conventions used in different times and places

using appropriate musical vocabulary expressing and justifying opinions and preferences.

Knowledge and Skills

LO1 - To learn compositional/arranging techniques and learn to apply these independently to complete

Unit 5MU02

LO2 - To understand music theory and apply it showing knowledge and understanding for use in Unit

5MU02/03

LO3 - To perform in front of an audience with an increasing level of technical ability and perfection in

regards to pitch and rhythm for Unit 5MU01

LO4 - To analyse performances using an increasing level of performance interpretation (technical and

expressive control) 5MU01/03

LO5 - To understand structural devices within appraised music 5MU03

LO6 - To analyse music aurally/visually (using a score) and to demonstrate with increasing independence

knowledge and understanding of: musical elements; structural devices; expressive features; contextual

issues; resources and technology. 5MU03

LO7 - Understand features/characteristics belonging to different periods/genres of music. 5MU01/2/3

Week 1

Lesson 1 Enquiry: Revision of Something’s Coming

(AoS 2)

Lesson 1:

Revising the first piece of AoS2.

Outlining the timeline of Year 11 to the students: March 2017 final solo and ensemble performance day. April 1st 2017 Composition Coursework deadline.

Lesson 2:

Revisiting old composition tasks. Deciding upon material to keep or change. Logging one piece as a submission.

Home Learning:

Revise all AoS1, 3 and Something’s Coming for an informal test in week 2. To be marked on July 2017 grade boundaries.

Hypothesis:

There can be no lose ends!

Success Criteria:

KGPs according to Edexcel grade boundaries

scores available in the Edexcel GCSE Anthology of Music ed. Julia Winterson (Pearson Education, 2009)

Audio available on the Edexcel Anthology of Music CD (2009) — CD2

Analysis of the set work and a selection of listening questions available in the Edexcel GCSE Music: Student Book by John Arkell and Jonny Martin (Pearson Education, 2009)

Composition tasks available in Edexcel GCSE Music: Teacher Resource Pack by John Arkell and Jonny Martin (Edexcel, 2009) and Edexcel GCSE Music: Student Book

Week 2

Week 2

(AoS 2)

Schoenberg

Line of enquiry: What are “isms”? What is Expressionism?

Lesson 1

Introduction to impressionism, expressionism, serialism, minimalism, atonalism, nationalism, aleatoric scores etc. Using the art to relate music to visually. Lesson 2 & 3 Composition coursework. All learners will be at different stages in their work and receiving advice that is personal to each of them. Home learning Research Schoenberg and produce an A4 sheet of your work. You should also include a paragraph on expressionism in art. Hypothesis Expressionism is pain Success criteria

KGP4: Learners can aurally identify the differences between genres but may not be able to identify the “ism” they can hear.

KGP5: In addition to GP4, learners are able to identify impressionism by making links to romanticism. They will be able to identify expressionism and serialism by “dischordant” sounds, but may not be able to distinguish between the two.

KGP6: In addition to GP 4 & 5, learners will be able to identify nationalistic music.

KGP7: In addition to GP4, 5 & 6, learners will be able to justify how different movements “gave birth” to one another.

Week 3

KGP8: In addition to GP4, 5, 6 & 7, learners will be able to distinguish between all “isms”.

Week 3

(AoS 2)

Schoenberg: Peripetie

Line of enquiry: What are the Expressionist features of Peripetie?

Lesson 1

Who Schoenberg was

The second Viennese School

The expressionist movement

Schoenberg’s five orchestral pieces

Beginning to analyse Peripetie

Lesson 2

Composition coursework

Home Learning

Research Schoenberg’s Five Orchestral Pieces

Hypothesis

Schoenberg described Expressionism as "a vivid, uninterrupted succession of colours and moods". He was wrong.

Week 4

Success criteria

KGP4: Learners will use musical vocabulary when describing this piece, but will need guidance in applying words correctly.

KGP5: In addition to GP 4, learners will make attempt to identify mood.

KGP6: In addition to GP3, 4 & 5, learners will notice the absence of firm tonality without guidance.

KGP7: In addition to GP4, 5 & 6, learners will make observations to how the orchestral sections are employed in the work and identify changes of timbre.

KGP8: In addition to GP4, 5, 6 & 7, learners will clearly identify motifs

Week 4

(AoS 2)

Schoenberg: Peripetie

Line of enquiry: What is a hexachord?

Lesson 1&2

Introduction to a tone row Composing a tone row Further analysis of the work identifying the use of hexachords in the motifs Lesson 3 Composition coursework Home Learning Draw out motif A, B and C and annotate the analysis points. Prepare for your performance assessment. Success criteria

KGP4: Learners will understand the hexachord principal and be able to write out a tone row with checking.

KGP5: In addition to GP4, learners will be able to write out a tone row without help.

Week 5

KGP6: In addition to GP4 & 5, learners will be able to identify the hexachord pitches in the three motifs.

KGP7: In addition to GP4, 5 & 6, learners will make links to serialism.

KGP8: In addition to GP4, 5, 6 & 7, learners will confidently and correctly apply all expressionist terms.

Hypothesis

Tone rows are easy composition tools

Week 5

(AoS 2)

Schoenberg: Peripetie

Line of enquiry: Can motifs have different orchestral colours and moods?

Lesson 1

Completing the analysis of the set work – focus on the timbral effects chosen by the composer

How to write an extended answer for this set work

Marking example essays (top, middle, low examples) – becoming familiar with the mark scheme.

Answering aural questions on the set work Lesson 2 Composition coursework/performance assessment Home Learning Revision Hypothesis Colour is a choice, not something that happens by chance.

Week 6

Week 7

Success criteria

KGP4: learners will associate particular motifs to different sounds, but may not apply timbre terms correctly.

KGP5: In addition to GP4, learners will apply timbre terms as and when they can hear them being played.

KGP6: In addition to GP4 & 5, learners will correctly apply timbre terms to motifs.

KGP7: In addition to GP4, 5 & 6, learners will offer opinions to the effect of timbre choices for each motif.

KGP8: In addition to GP 4, 5, 6 & 7, learners will offer opinions as to what the effect might have been if the composer had chosen different timbres.

Week 6: Assessment week Questions on the set work, plus a solo performance and submission of their composition coursework.

Week 7

Gap teaching

Extended learning opportunities

Intervention will be given bi-weekly to underperforming students and to gifted and talented to allow a more personalised approach to help our students. Choir and band are also available to our students. Each student receives a 1-2-1 lesson each week on their instrument/voice.

Schoenberg When was the piece composed? Name the composer and title? Is the music tonal or atonal? What is the basic form of the piece? What is a hexachord? What does sehr rasch mean? Describe one feature of the dynamics? Describe a feature of the texture? What is the name for the ensemble that performs it? What is a tremolo and which family play it? List four feature in the piece which reflect the 20th century music What style of music is this? Define Klangfarbenmelodie? Name two comtepories (composers during the time) of Schoenberg’s What key is it in? What is a tritone?

Motif A

Motif B

Motif C

Reich What is the style of this music? Give four facts about the music Give four techniques used in this music How many guitars does the piece use in total? Who composed the piece? What is the starting time signature? What is looping? Who was it written for? How many movements does it have and which are we studying? What is the melody made up of? What’s the texture? The Key changes between… What are canons?

Opening

Guitar 3 note addition

Bass guitar note addition

Something’s coming What type of voice is used? What style is it from? When was it composed? Who is the composer? Comment on the orchestra in west side story What types of music are in musicals? What is the key of the song Name other musicals and their composers? What does diatonic mean? What is Tony singing about? What is the effect of the pianissimo at the beginning? What key is it in? What is a tritone?

Theme A

Theme B

Theme C