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Music Department Scheme of WorkYear 7: Autumn Term – Opera (Singing School)

Unit Aims Link to Component 2 of the GCSE Music Specification Compose music that develops musical ideas, uses conventions, and explores the potential of musical structures and resources. Perform music with control, making expressive use of phrasing and dynamics appropriate to the style and mood of the music. Make use of musical elements, techniques and resources to interpret and communicate musical ideas with technical control and

expression by singing music. Structure; organisation of musical material including simple structure The effect of purpose and intention (e.g. of the composer, performer, commissioner) on how music is created, developed and

performed in different historical, social and cultural contexts. Texture; how musical lines (parts) fit together including simple textural combinations e.g. unison, chordal and solo. Analyse and evaluate music in aural and/or written form, using knowledge and understanding of musical elements, musical contexts

and musical language to make critical judgements about repertoire Make critical judgements about music, using appropriate musical vocabulary.

Transferable Skills Development- linked AOs/Specification

OCR GCSE 9-1 MusicThis unit links particularly with Area of Study 1 – My Music: Development of the resource which requires learners to practically apply knowledge and understanding, including musical vocabulary and notation as appropriate to the context, through the skills of:

• performing

• composing

• appraising

Link with Prior Learning

N/A

What is the next unit? How does it build on/extend this unit?

Linked to Component 03/04 of the GCSE Music Exam – Practical Portfolio Ensemble and Composing To A Set Brief. The skills learned in the Autumn term will be of significant importance in the Spring and Summer Term. The variation being that instead of devising from a set brief, students will be composing to a self-set brief.

Timing (Number of weeks/length of unit)

This scheme will take place over 14 weeks, remembering that students of Music only have one lesson a fortnight, so they will in reality have 7 lessons in the entire Autumn Term.

Resources (where are they/What are they?) Include hyperlinks where possible

Skills: Composing to a brief / performing using voice in a large ensemble / performing using voice as a small ensemble / storyboarding / using expression – both facial and vocal / singing in harmony / team-building / self-evaluation

PowerPoint / Lyric sheets / CD’s / YouTube / Evaluation sheet / Theory homework booklet / Recording devices / Portfolio’s / Large paper / Storyboard / Recitative text / Linking SheetsLiteracy Skills Reading and writing lyrics. / Use of music elements and language in questioning, general use and

evaluation. / Remembering larger passages of text. / Self-evaluation sheet.

Numeracy Skills Counting to keep time. / Division of bars and beats into fractions. / Use of repeated multiplication. / Use of equation and partitioning. / Understanding time within tempo.Recognising and utilising patterns.

SPaG (key words and vocabulary)

Dynamics / Harmony / Structure / Repetition / Sequence / Lyrics / Aria / Recitative / Melody / Pitch / Major / Minor / Rhythm / Tempo / Dynamics / Timbre

Promoting British Values

It is intrinsic within music that during the course of the lesson students must demonstrate mutual respect throughout the lesson. The notion of individual liberty and the promotion of the rule of law is again intrinsic within the student exploration

Key Key Assessment Activities Key Questions /Success Criteria

Learning OutcomesHighest ability students should be able to:

Some students will be able to demonstrate A performance which is confident, accurate and fluent with good technical control appropriate to the demand of the music.

There may be minor blemishes but they do not significantly affect the overall performance. Intonation (where relevant) and tone production are good.

A performance which is communicated musically and stylishly using conventions that are appropriate to the genre. A high level of ensemble awareness is evident and is in keeping with the context of the music.

A more complex piece involving sustained control with more intricate technical demands in terms of an extended range and control of tempo, dynamics, articulation and phrasing.

A highly musical, stylish and effective piece.There is a wide variety and/or advanced use of musical elements which demonstrate a high level of musical understanding.Excellent development of ideas using compositional techniques applied in an entirely appropriate way.The piece demonstrates excellent understanding of stylistic and structural conventions.

The composition relates imaginatively to the given brief.

Students will be able to successfully identify, apply and evaluate the following music skills:

active engagement in the process of music study

development of performing skills in groups to communicate musically with fluency and control of the resources used

development of composing skills to organise musical ideas and make use of appropriate resources

broadening of musical experience and interests, development of imagination and fostering creativity

development of an awareness of a variety of styles and approaches to performing and composing

development of an awareness of music technologies and their use in the creation and presentation of music

recognition of contrasting genres, styles and traditions of music, and development of some awareness of musical chronology

development as effective and independent learners with enquiring minds

reflection upon and evaluation of their own and others’ music

engagement with and appreciation of the diverse heritage of music, in order to promote personal, social, intellectual and cultural development.

Students will evaluate their final analysing areas of success and considering strategies for improvement

Middle Ability students should be able to:

Most Students will be able to demonstrate A performance that is predominantly fluent, with technical control adequate to the demand of the music. There could be

some errors but these do not disrupt the overall flow of the music. Intonation (where relevant) and tone production are generally secure.

The performance communicates some appropriate dynamics and articulation and there is clear co-ordination with the other performers.

A piece which requires a range of rhythmic and/or melodic change with some technical demands in terms of phrasing, dynamics, articulation and key.

A musically coherent composition with a sense of style.There is a range of musical elements used in combinations which show musical understanding.There is development using a range of appropriate compositional techniques. The structure is well defined and appropriate to the musical style.

There is some success in relating the composition to the given brief. Lower ability students should be able to:

All students will be able to demonstrate A performance which has very limited accuracy and fluency. Intonation (where relevant) may be poor. A performance which attempts to communicate the piece in a simple way but there is limited awareness of the

other performer(s). A simple piece which uses a limited rhythmic and/or melodic range with easy movement between notes and

where relevant, in an easy key. A composition of limited musical shape with little coherence.The use of musical elements is very basic.Basic

use of a few compositional techniques.Limited structural consideration and limited understanding of style. An attempt to relate the composition to the given brief.

Lesson By Lesson OutlineLesson Number

Learning outcome Teaching and Learning Activities

Assessment for Learning opportunities (Summative/Formative/diagnostic)

Resources

(including homework and differentiated tasks)

1

To be able to develop story by manipulating sound and words. To be able to identify different characters through use of sound and expression.

Activity: Characterisation Workshop using emotion and sound. Storyboard and brainstorming.

Homework: Google classroom Theory 1

Formative: Peer and Teacher feedback Students will share their work towards the end of the lesson, evaluate the success of the use of voice, movement and body language. They will set/be set targets for future development.

PowerPointPianoStoryboards

2

To be able to compose a song (Aria) for a character and to perform it as an ensemble of voices. Activity: Vocal backing tracks using building sound motifs, recorded as a whole class. Small group work to produce melody over vocal backing.

Formative: Peer and Teacher feedback Students will share their work towards the end of the lesson, evaluate the success of the backing tracks and ensemble singing. They will set/be set targets for future development.

PowerPointRecording Equipment

3

To understand what recitative is and to be able to reproduce recitative using story and speech. Activity: Song-speak activities using vocal manipulation through a story.

Formative: Peer and Teacher feedback Students will share their work towards the end of the lesson, evaluate the success of their recitative. They will set/be set targets for future development.

PowerPointYouTube Demonstration

4

To be able to consolidate the different parts of opera into a linear form. Activity: Rehearsal and re-evaluation of Aria and Recitative.

Homework: Reflection on Aria and Recitative

Formative: Peer and Teacher feedback Students will share their work throughout the lesson, evaluate the success of their aria’s and recitatives. They will set/be set targets for future development.

PowerPointRecording Equipment

5

To be able to sing as a chorus in harmony. Activity: Choral singing in 2 part / 3 part & 4 part harmony.

Diagnostic: Teacher feedback Students will share their work through the lesson, evaluate how much they have understood about opera and ensemble performing and consider areas for improvement

PianoPowerPoint

6

Assessment Lesson: Rehearsal skills, self-evaluation and peer-evaluation. Activity Final Examination Performance using rehearsal and group singing.

Summative: Teacher MarkedTeacher will assess and grade final performances using OCR comparative Assessment Objectives

PowerPointPiano

7

Assessment Lesson: Performance, recording and evaluation Activity: Recorded Performance and Evaluative controlled Assessment on Google Classroom (30 Minutes). Students may use notes made during homework activities.

Homework: Reflection on Opera

Summative: Teacher MarkedTeacher will use Flubaroo to assess and grade final evaluations using OCR comparative Assessment Objectives

PowerPointRecording EquipmentIMACs

Music Department Scheme of WorkYear 7: Spring Term – Soundscape

Unit Aims Link to Component 2 of the GCSE Music Specification

Learners should study how composers create music to support, express, complement and enhance: a mood or emotion being

conveyed on the screen a significant character(s) or

place


OCR GCSE 9-1 MusicThis unit links particularly with Area of Study 1 – My Music and

specific actions or dramatic effects.

develop their understanding of rhythm, melody, harmony, structure and compositional devices through a variety of individual composition exercises throughout the course

demonstrate an understanding of how to compose appropriately to a defined brief

understand how to extend and manipulate musical ideas and devices in order to develop a composition

be able to combine and develop various musical elements successfully within the composition using an appropriate structure to create a coherent piece

compose a composition that shows an understanding of the style, audience and/or occasion

Learners should study and understand how composers use music dramatically and expressively through a variety of musical elements and

compositional devices

Area of Study 4 – Film Music: Development of the resource which requires learners to practically apply knowledge and understanding, including musical vocabulary and notation as appropriate to the context, through the skills of:

• performing

• composing

• appraising

Link with Prior Learning Linked to Year 7 Opera scheme of work, which develops composing using ostinato.

What is the next unit? How does it build on/extend this unit? Linked to Component 03/04 of the GCSE Music Exam – Practical Portfolio Ensemble and Composing To A Set Brief. The skills learned in the Spring term will be of significant importance in the Summer Term and Year 8. The variation being that instead of devising from a set brief, students will be composing to a self-set brief and using music technology skills to develop harmony and polyphony.

Timing (Number of weeks/length of unit) This scheme will take place

over 11 weeks, remembering that students of Music only have one lesson a fortnight, so they will in reality have 5 or 6 lessons in the entire Spring Term.


Skills: Composing to a brief / directed listening / team-building / self-evaluation / composing using ostinato / improvisation / using music technology / combine, develop, extend and manipulate sound and imagery.

PowerPoint / Logic Pro X sheets / Modelling File / YouTube / Evaluation sheet / Recording devices / Portfolio’s / IMACs

Hyperlinks are within the PowerPoint:“Soundscape Year 7 Spring”

Literacy Skills Reading and writing notation / Use of music elements and language in questioning, general use and evaluation. / Self-evaluation sheet.

Numeracy Skills Counting to keep time. / Division of bars and beats into fractions. / Use of repeated multiplication. / Use of equation and partitioning. / Understanding time within tempo. / Recognising and utilising patterns.

SPaG (key words and vocabulary) Instruments and timbre / pitch and melody / rhythm and metre / tempo / dynamics, expression and articulation / texture / structure and phrasing / harmony and tonality / dynamics / repetition / ostinato /

composition. Promoting British Values It is intrinsic within music that

during the course of the lesson students must demonstrate mutual respect throughout the lesson. The

notion of individual liberty and the promotion of the rule of law is again intrinsic within the student exploration

Key Learning Outcomes

Key Assessment Activities Key Questions /Success Criteria

Highest ability students should be able to:

Some students will be able to demonstrate

The composers intentions are wholly clear throughout the piece. A highly musical, stylish and effective piece. There is a wide variety and/or advanced use of musical elements which demonstrate a high level of musical understanding. Excellent development of ideas using compositional techniques applied in an entirely appropriate way. The piece demonstrates excellent understanding of stylistic and structural conventions. The composition relates imaginatively to the given brief. Perform a more complex piece involving sustained control with more intricate technical demands in terms of an extended

range and control of tempo, dynamics, articulation and phrasing.






development of an awareness of a variety of styles and approaches to


Most Students will be able to demonstrate

The composer’s intentions are mostly clear. Musically coherent with a sense of style. There is a range of musical elements, which show musical understanding. There is development using a range of appropriate compositional techniques. The structure is well defined and appropriate to the musical style. Perform a piece which requires a range of rhythmic and/or melodic change with some technical demands in terms of phrasing,

dynamics, articulation and key

Lower ability students should be able to:

All students will be able to demonstrate

Lack of clear intention for the piece. Limited musical shape with little coherence. The use of musical elements is very basic. Basic use of a few compositional techniques. Limited structural consideration and limited understanding of style. A simple piece which uses a limited rhythmic and/or melodic range with easy movement between notes and where relevant, in

an easy key.

performing and composing






develop

knowledge, understanding and skills needed to communicate effectively as musicians



Learning outcome Teaching and Learning Activities (including homework and differentiated tasks)


Resources

1

To be able to identify and explain different harmonic devices.

Activity: Produce different ostinato using keyboard and Logic Pro X to layer into a composition based on an image.


Formative: Peer and Teacher feedback Students will share their work through the lesson, evaluate how much they have understood about harmony, ostinato and technology, and consider areas for improvement.

PowerPointYouTubeLogic Pro XModelling

2

To be able to improvise using loops, layers and ostinato. Critically identify sound types for different genres.

Activity: Continue composing for an image making critical judgements about sound and genre.

Formative: Peer and Teacher feedback Students will record and evaluate the success of the piece. They will set/be set targets for future development.


3

To be able to compose using more complex melodies.

Activity: Review and refine compositions. Diagnostic: Teacher feedback Students will record and evaluate the success of the piece, review their work and review their refinements near the end of the lesson. They will set/be set targets for future development.


4

To be able to read and play Bass guitar tabs.

Activity: Read tab notation and play “Smoke on the water” to the correct tempo. Extension: “Seven Nation Army” using movement along the fretboard.

Homework: Reflection on creating sound for image.

Formative: Peer and Teacher feedback Students will share their work through the lesson, evaluate how much they have understood about vocal harmony and consider areas for improvement.

PowerPointYouTubeModellingGuitars

5 To be able to read and play Acoustic Guitar notation.

Activity: Read and define Guitar grids to play chords: A, Em, Am, E, D G & C on the acoustic guitar using differing strumming patterns.Extension: F, Bb and bar chords


PowerPointYouTubeModellingGuitars

6

Assessment Lesson: Performance, recording and evaluation

Activity: Recorded Performance and Evaluative controlled Assessment on Google Classroom (30 Minutes). Students may use notes made during homework activities.

Homework: Reflection on Soundscape.

Summative: Teacher MarkedTeacher will assess and grade final performances using OCR comparative Assessment Objectives .Teacher will use Flubaroo to assess and grade final evaluations using OCR comparative Assessment Objectives


Music Department Scheme of WorkYear 7: Summer Term – World Music Workshops

Unit Aims Link to Component 2 & 3 of the GCSE Music SpecificationLearners should study the traditional rhythmic roots from four geographical regions of the world: India and Punjab Eastern Mediterranean and Middle East Africa Central and South America. Learners should study and develop an understanding of the following for each geographical region including: characteristic rhythms and metres

the origins and cultural context of the traditional music the musical characteristics of the folk music the impact of modern technology on traditional music the names of performers and groups ways in which performers work together.


OCR GCSE 9-1 MusicThis unit links particularly with Area of Study 3 – Rhythms Of The World and Unit 3 – Listening & Appraising:

Development of the resource which requires learners to practically apply knowledge and understanding, including musical vocabulary and notation as appropriate to the context, through the skills of:

• performing

• composing

• appraising


Linked to Year 7 Opera and Soundscape schemes of work where students have studied performance, improvisation and notation.


Linked to Component 03/04/05 of the GCSE Music Exam – Practical Portfolio Ensemble and Composing To A Set Brief and Listening & Appraising. The skills learned in the Summer term will be of significant importance in Year 8. The variation being that instead of devising from a set brief, students will be composing to a self-set brief and performing as smaller groups / soloists.


This scheme will take place over 12 weeks, remembering that students of Music only have one lesson a fortnight, so they will in reality have 6 lessons in the entire Summer Term.


Skills: Composing to a brief / performing in a large ensemble / performing as a small ensemble / singing in harmony / directed listening / team-building / self-evaluation / composing in harmony and polyphony / improvisation / using music technology.

PowerPoints / Notated sheets / Modelling File / YouTube / Evaluation sheet / Recording devices / Portfolio’s / IMACs / Keyboards

Hyperlinks are within the series of PowerPoints:Literacy Skills Reading and writing notation / Use of music elements and language in questioning, general use and

evaluation. / Self-evaluation sheet.

“World Music Workshops Year 7 Summer”Numeracy Skills Counting to keep time. / Division of bars and beats into fractions. / Use of repeated multiplication. / Use of equation and partitioning. / Understanding time within tempo. / Recognising and utilising patterns.


Rhythm (regular and irregular / syncopation / cross-rhythm / texture / layers / improvisation / Bhangra / Samba / Pentatonic / Gamelan / Djembe / Taiko / rag / surdo / pandiero / agogo bell / reco reco / ganza / tambourim.







There may be minor blemishes but they do not significantly affect the overall performance. A performance which is communicated musically and stylishly using conventions that are appropriate to the genre. A high

level of ensemble awareness is evident and is in keeping with the context of the music. A highly musical, stylish and effective composition.There is a wide variety and/or advanced use of musical elements which

demonstrate a high level of musical understanding.Excellent development of ideas using compositional techniques applied in an entirely appropriate way.The piece demonstrates excellent understanding of stylistic and structural conventions.













develop knowledge, understanding and skills needed to communicate






There is some success in relating the composition to the given brief.


All students will be able to demonstrate A performance which has very limited accuracy and fluency. Intonation (where relevant) may be poor. A performance which attempts to communicate the piece in a simple way but there is limited awareness of the other

performer(s). A composition of limited musical shape with little coherence.The use of musical elements is very basic.Basic use of a few

compositional techniques.Limited structural consideration and limited understanding of style. An attempt to relate the composition to the given brief.

effectively as musicians





Resources

1

To be able to explore, analyse and perform using the conventions of Samba.

Activity: Study the history and conventions of Brasilian Samba. Perform a piece of Samba music using those conventions as a class playing on 6 different instruments.


Formative: Peer and Teacher feedback Students will share their work through the lesson, evaluate how much they have understood about Brasilian Samba and consider areas for improvement.

PowerPointYouTubeSamba Instruments

2

To be able to explore, analyse and perform using the conventions of Pentatonic Music.

Activity: Study and explore the use of the pentatonic scale in particular it’s use in the Far East. Improvise and compose a piece of pentatonic music on the keyboard.

Formative: Peer and Teacher feedback Students will share their work through the lesson, evaluate how much they have understood about Pentatonic scales and consider areas for improvement.

PowerPointYouTubeKeyboards

3

To be able to explore, analyse and perform using the conventions of African Drumming.

Activity: Study and explore the conventions of African drumming in particular the djembe of west Africa. Practice and perform a piece of African drumming based around these conventions.

Formative: Peer and Teacher feedback Students will share their work through the lesson, evaluate how much they have understood about Djembe drumming and consider areas for improvement.

PowerPointYouTubeHand Drums

4

To be able to explore, analyse and perform using the conventions of Bhangra.

Activity: Study and explore the conventions of Bhangra with particular emphasis on the use of Indian Classical Raga and western pop beats. Practice and perform a piece of bhangra.

Homework: Reflection on world music.

Formative: Peer and Teacher feedback Students will share their work through the lesson, evaluate how much they have understood about Bhangra and consider areas for improvement.


5

To be able to explore, analyse and perform using the conventions of Taiko Drumming.

Activity: Study and explore the conventions of Taiko drumming with particular emphasis on the use of movement, articulation and phonic notation. Practice and perform a piece of Taiko drumming.

Formative: Peer and Teacher feedback Students will share their work through the lesson, evaluate how much they have understood about Taiko drumming and consider areas for improvement.

PowerPointYouTubeBig DrumsHand Drums

6

To be able to explore, analyse and perform using the conventions of Gamelan.

Activity: Study and explore the conventions of Gamelan with particular emphasis on the use of belief and faith intertwined with cultural sound. Improvise, compose and perform a piece of Indonesian Gamelan.

Formative: Peer and Teacher feedback Students will share their work through the lesson, evaluate how much they have understood about Indonesian Gamelan and consider areas for improvement.


Exam

Summer Listening Exam Activity: Sit listening exam based around elements of the GCSE listening exam.

Summative: Teacher MarkedTeacher will assess and grade listening exam using OCR comparative Assessment Objectives .

PowerPointExam Paper

Music Department Scheme of WorkYear 8: Autumn Term – Film Music

Unit Aims Link to Component 2 of the GCSE Music Specification study and understand how composers use music dramatically and expressively through a variety of musical elements and

compositional devices Perform music with control, making expressive use of phrasing and dynamics appropriate to the style and mood of the music. study how composers create music to support, express, complement and enhance a mood or emotion being conveyed on the

screen, a significant character(s) or place or specific actions or dramatic effects. how music can develop and/or evolve during the course of a film or video game the resources that are used to create and perform film and video soundtracks, including the use of technology The effect of purpose and intention (e.g. of the composer, performer, commissioner) on how music is created, developed and

performed in different historical, social and cultural contexts. Make critical judgements about music, using appropriate musical vocabulary.


OCR GCSE 9-1 MusicThis unit links particularly with Area of Study 1 – My Music and Area of Study 4 – Film Music: Development of the resource which requires learners to practically apply knowledge and understanding, including musical vocabulary and notation as appropriate to the context, through the skills of:

• performing

• composing

• appraising


Linked to Year 7 Soundscape Scheme of work which develops composition to an image and Opera scheme of work which develops working and performing in ensembles.


Linked to Component 03/04 of the GCSE Music Exam – Practical Portfolio Ensemble and Composing To A Set Brief. The skills learned in the Autumn term will be of significant importance in the Spring and Summer Term. The variation being that instead of devising from a set brief, students will be composing to a self-set brief and playing as smaller groups / soloists.




Skills: Composing to a brief / performing in a large ensemble / performing as a small ensemble / storyboarding / reading notation / performing using a score / team-building / self-evaluation / composing motif and thematic material / improvisation.

PowerPoint / Notated sheets / Film Clips / YouTube / Evaluation sheet / Recording devices / Portfolio’s / Large paper / Instruments / Storyboards for composing / Manuscript paper / Graphic scores / Tab scores.Literacy Skills Reading and writing notation / Use of music elements and language in questioning, general use and

evaluation. / Self-evaluation sheet.


SPaG (key words and instruments and timbre / pitch and melody / rhythm and metre / tempo / dynamics, expression and

vocabulary) articulation/ texture/ structure and phrasing/ harmony and tonality / repetition, ostinato, sequence and imitation/ ornamentation / motif, leitmotif.








A performance which is communicated musically and stylishly using conventions that are appropriate to the genre. A high level of ensemble awareness is evident and is in keeping with the context of the music.

A more complex piece involving sustained control with more intricate technical demands in terms of an extended range and control of tempo, dynamics, articulation and phrasing.

A highly musical, stylish and effective piece.There is a wide variety and/or advanced use of musical elements which demonstrate a high level of musical understanding.Excellent development of ideas using compositional techniques applied in an entirely appropriate way.The piece demonstrates excellent understanding of stylistic and structural conventions.













develop knowledge, understanding and skills needed to communicate effectively as musicians









performer(s). A simple piece which uses a limited rhythmic and/or melodic range with easy movement between notes and where

relevant, in an easy key. A composition of limited musical shape with little coherence.The use of musical elements is very basic.Basic use of a few






Resources

1

To be able to rehearse Heart Of Courage as a whole class ensemble.

Activity: Choose instrument and work through Heart of Courage as a class.

Homework: Google classroom Notation 1

Formative: Peer and Teacher feedback Students will share their work towards the end of the lesson, evaluate the success of the use of their instrument. They will set/be set targets for future development.

PowerPointPianoInstruments

2

To be able to perform Heart Of Courage as a whole class ensemble.

Activity: Rehearse, perform and record Heart of Courage.


PowerPointRecording EquipmentPianoInstruments

3

To be able to read notation to rehearse Pirates Of The Caribbean as a smaller ensemble.

Activity: Split into smaller ensembles and using music notation in manuscript, tab or graphic score, learn and rehearse Pirates of the Caribbean

Formative: Peer and Teacher feedback Students will share their work towards the end of the lesson, evaluate the success of the use of their instrument and their ensemble. They will set/be set targets for future development.


4

To be able to read notation to perform Pirates Of The Caribbean as a smaller ensemble.

Activity: Rehearse, perform and record Pirates of the Caribbean.

Homework: Reflection on working as an ensemble and reading music.


PowerPointRecording EquipmentPianoInstruments

5

To be able to use theme and motif to improvise and compose a piece of music in response to a film stimulus.

Activity: Improvise and compose short melodies to a scene from a movie. In this instance Avengers Assemble.

Diagnostic: Teacher feedback Students will share their work through the lesson, evaluate how much they have understood about film music and ensemble performing and consider areas for improvement.


6

To be able to use notation to produce a composition in response to a set brief and film stimulus.

Activity Continue with composition responses and rehearse ready for performance.

Summative: Teacher MarkedStudents will share their work through the lesson, evaluate how much they have understood about film music and ensemble performing and consider areas for improvement.


7




PowerPointRecording EquipmentIMACsInstruments

Homework: Reflection on Film Music Piano

Music Department Scheme of WorkYear 8: Spring Term – 20th Century Pop Culture (Singing School)

Unit Aims Link to Component 2 of the GCSE Music SpecificationLearners should study and demonstrate an understanding of: vocal and instrumental techniques within popular music how voices and instruments interact within popular music the development of instruments in popular music over time the development and impact of technology over time the variety and development of styles within popular music over time the origins and cultural context of the named genres of popular music the typical musical characteristics, conventions and features of the specified genres.


OCR GCSE 9-1 MusicThis unit links particularly with Area of Study 1 – My Music and Area of Study 5 – Conventions of Pop: Development of the resource which requires learners to practically apply knowledge and understanding, including musical vocabulary and notation as appropriate to the context, through the skills of:

• performing

• composing

• appraising


Linked to Year 7 Soundscape scheme of work, which develops different performing techniques and reading differing forms of notation.


Linked to Component 03/04 of the GCSE Music Exam – Practical Portfolio Ensemble and Composing To A Set Brief. The skills learned in the Spring term will be of significant importance in the Summer Term and Year 9. The variation being that instead of devising from a set brief, students will be composing to a self-set brief and using music technology skills to develop harmony and polyphony.


This scheme will take place over 11 weeks, remembering that students of Music only have one lesson a fortnight, so they will in reality have 5 or 6 lessons in the entire Spring Term.


Skills: Performing as a large ensemble / Performing as a small ensemble / Performing as a soloist / directed listening / team-building / self-evaluation / using a piano keyboard / improvisation / using music technology / understanding and reading different forms of notation.

PowerPoint / Logic Pro X sheets / Modelling File / YouTube / Evaluation sheet / Recording devices / Portfolio’s / IMACs

Hyperlinks are within the PowerPoint:“20th Century Pop Culture Year 8 Spring”




Rhythm / metre / tempo / pitch / melody / major / minor / timbre / dynamics / texture / chords / tonality

Promoting British It is intrinsic within music that during the course of the lesson students must demonstrate mutual respect

Values throughout the lesson. The notion of individual liberty and the promotion of the rule of law is again intrinsic within the student exploration.





A performance which is confident, accurate and fluent with good technical control appropriate to the demand of the music.

A performance which may have minor blemishes but they do not significantly affect the overall performance. Intonation (where relevant) and tone production are good.

A performance which is communicated musically and stylishly using conventions that are appropriate to the genre.

A high level of ensemble awareness which is in keeping with the context of the music. A performance of a more complex piece involving sustained control with more intricate technical demands in

terms of an extended range and control of tempo, dynamics, articulation and phrasing.
















A performance which is predominantly fluent, with technical control adequate to the demand of the music. A performance which may have some errors but these do not disrupt the overall flow of the music. Intonation

(where relevant) and tone production are generally secure. A performance which communicates some appropriate dynamics and articulation and where there is clear co-

ordination with the other performers. A piece which requires a range of rhythmic and/or melodic change with some technical demands in terms of

phrasing, dynamics, articulation and key.



A performance which has some fluency with mostly correct rhythms and pitches. A performance which has hesitance and technical errors that may sometimes disturb the flow of the music.

Intonation (where relevant) is partially secure. A performance which has limited attention to dynamics and articulation. There is some awareness of the other

performer(s) but little regard to the demands of balance and/or performing conventions. A simple piece which uses a limited rhythmic and/or melodic range with easy movement between notes and

where relevant, in an easy key.




Resources

1

To be able to identify and explain different devices used in the Blues.

Activity: Study the history of the Blues, play a walking bass line in a 12 bar blues structure and compose blues lyrics.


Formative: Peer and Teacher feedback Students will share their work through the lesson, evaluate how much they have understood about the Blues, and consider areas for improvement.


2

To be able to identify and explain different devices used in Rock n Roll.

Activity: Study the history of The Beatles. Perform a piece of Rock n Roll using acoustic instruments and voices.

Formative: Peer and Teacher feedback Students will share their work through the lesson, evaluate how much they have understood about the Beatles, and consider areas for improvement.

PowerPointYouTubeIMACsModelling

3

To be able to identify and explain different devices used in Stadium Rock.

Activity: Study the history of Queen. Perform a piece of Stadium Rock using acoustic instruments and voices.

Formative: Peer and Teacher feedback Students will share their work through the lesson, evaluate how much they have understood about Stadium Rock, and consider areas for improvement.


4

To be able to identify and explain different devices used in Pop Ballads.

Activity: Study the history of Pop Ballads. Perform a piece of Elton John using voices.

Homework: Reflection on Pop Culture and Conventions.

Formative: Peer and Teacher feedback Students will share their work through the lesson, evaluate how much they have understood about Pop Ballads, and consider areas for improvement.


5

To be able to identify and explain different devices used by Solo Artists.

Activity: Study the history of the Solo Artist. Perform a piece of Adele using voices.

Formative: Peer and Teacher feedback Students will share their work through the lesson, evaluate how much they have understood about the Solo Artist, and consider areas for improvement.


6



Homework: Reflection on 20th Century Pop Culture.



Music Department Scheme of WorkYear 8: Summer Term – Horror Music

Unit Aims Link to Component 2 & 3 of the GCSE Music Specification Transferable Skills Development- linked

Learners should study how composers create music to support, express, complement and enhance: -a mood or emotion being conveyed on the screen -a significant character(s) or place -specific actions or dramatic effects. -develop an understanding of how to compose appropriately for a range of instruments/voices/technology -understand how to extend and manipulate musical ideas and devices in order to develop a composition -be able to combine and develop various musical elements successfully within the composition using an appropriate structure to create a coherent piece.

AOs/Specification

OCR GCSE 9-1 MusicThis unit links particularly with Unit 2 Composing To A Set Brief and Unit 3 – Listening & Appraising:


• performing

• composing

• appraising


Linked to Year 7 Soundscape scheme of work which develops composing music to an image.


Linked to Component 03/04/05 of the GCSE Music Exam – Composing To A Set Brief and Listening & Appraising. The skills learned in the Summer term will be of significant importance in Year 9. The variation being that instead of devising from a set brief, students will be composing to a self-set brief and more complex conventions.




Skills: Composing to a brief / writing a script / recording using a microphone / recording using a keyboard / critically analysing sound / making critical judgements about sound and sound sources / following set conventions in composition.

PowerPoints / Contact sheets / Modelling File / YouTube / Evaluation sheet / Recording devices / Portfolio’s / IMACs / Keyboards

Hyperlinks are within the series of PowerPoint:“Horror Music Year 8 Summer”




Juxtaposition / panning / multitracking / dynamics / ostinato / pitch / melody / script / narration / sound effects / timbre / texture / microphone / harmony / octave.


It is intrinsic within music that during the course of the lesson students must demonstrate mutual respect throughout the lesson. The notion of individual liberty and the promotion of the rule of law is again intrinsic within the student exploration.



Highest ability students should be

Some students will be able to demonstrate A highly musical, stylish and effective piece. A wide variety and/or advanced use of musical elements which demonstrate a high level of musical


active engagement in the process of

able to: understanding. Excellent development of ideas using compositional techniques applied in an entirely appropriate way. A piece which demonstrates excellent understanding of stylistic and structural conventions. A composition that relates imaginatively to the given brief. A technological production that is accurate, and shows confident application of a range of appropriate MIDI

controllers to reflect the demands of the music. Minor blemishes will not significantly affect the overall outcome A more complex production with an extended structure that requires advanced application of the sequencing

software. There will be significant technical demands in terms of the control of dynamics, articulation, phrasing and the stereo field.

music study development of performing skills in

groups to communicate musically with fluency and control of the resources used












Most Students will be able to demonstrate A musically coherent with a sense of style. A range of musical elements used in combinations which show musical understanding. Development using a range of appropriate compositional techniques. A structure that is well defined and appropriate to the musical style. Success in relating the composition to the given brief. A technological production that has mainly accurate rhythms and pitches. A longer length production that provides a range of independent rhythmic demands between each of the four

tracks (syncopation, drum fills, etc.). There will be some technical demand in terms of the application of track balance, dynamics and articulation.


All students will be able to demonstrate A musically simple composition with a little coherence. A small range of musical elements used in simple combinations. Simple development using some appropriate compositional techniques. A piece that is extended within a simple structure mostly appropriate to the style. Some evidence of the relationship to the given brief A production that has limited accuracy. There is some correct placement of notes in easier rhythmic passages. A short rhythmically simple production. Each track is rhythmically similar.




Resources

1

To be able to write a narration / script in response to a series of imagery.

Activity: Explore how words and narration can be used to create mood and imagery.

Homework: Complete script.

Formative: Peer and Teacher feedback Students will share their work towards the end of the lesson, evaluate the success of the scripts. They will set/be set targets for future development.

PowerPointYouTubeIMACs

2

To be able to record spoken word using a microphone.

Activity: Record, review and extend narration by recording into Logic Pro X using a microphone.

Formative: Peer and Teacher feedback Students will share their work towards the end of the lesson, evaluate the success of the narrative recording. They will set/be set targets for future development.


3

To be able to explore, analyse and compose in response to a narrative.

Activity: Explore how music affects imagery in the form of different effect techniques used in Horror music. In particular dynamic contrast, use of well known tunes, chromatic movement, juxtaposition and instrumental sound.

Formative: Peer and Teacher feedback Students will share their work towards the end of the lesson, evaluate the success of the horror compositions. They will set/be set targets for future development.


4

To be able to review, extend and re-imagine their own composition.

Activity: Evaluate and improve composition.


Diagnostic: Teacher feedback Students will share their work with the teacher through the lesson, evaluate how much they have understood about horror music and consider areas for improvement.


5

To be able to explore different technological devices to create FX.

Activity: Explore, evaluate and use different loops and instrumental devices within their compositions to create more complex structures.

Formative: Peer and Teacher feedback Students will share their work towards the end of the lesson, evaluate the success of the FX within their compositions. They will set/be set targets for future development.


6

To be able to understand and use panning, volume control and mixing in response to composition.

Activity: Explore, evaluate and use different controllers within the mixing process, in particular panning, dynamic controllers, FX controllers and wave form generators.

Formative: Peer and Teacher feedback Students will share their work towards the end of the lesson, evaluate the success of the backing tracks and ensemble singing. They will set/be set targets for future development.Teacher will assess and grade final compositions using OCR comparative Assessment Objectives .

PowerPointYouTubeIMACsPortfolios

Exam


Summative: Teacher MarkedTeacher will assess and grade listening exam using OCR comparative Assessment Objectives .


Music Department Scheme of WorkYear 9: Autumn Term – Find Your Voice (Singing School)

Unit Aims Link to Component 2 of the GCSE Music SpecificationLearners should study and demonstrate an understanding of: vocal techniques within popular music


how voices interact within popular music the development of the four chord song in popular music over time the development and impact of technology over time the variety and development of styles within popular music over time the origins and cultural context of genres in popular music the typical musical characteristics, conventions and features of specified genres.

OCR GCSE 9-1 MusicThis unit links particularly with Area of Study 1 – My Music and Area of Study 5 – Conventions of Pop: Development of the resource which requires learners to practically apply knowledge and understanding, including musical vocabulary and notation as appropriate to the context, through the skills of:

• performing

• composing

• appraising


Linked to Year 7 Opera scheme of work which develops working and performing in vocal ensembles and composing using ostinato, Year 8 20th Century Pop Culture which develops vocal techniques and singing in a range of genres.


Linked to Component 03/04 of the GCSE Music Exam – Practical Portfolio Ensemble and Composing To A Set Brief. The skills learned in the Autumn term will be of significant importance in the Spring and Summer Term. The variation being that instead of devising from a set brief, students will be composing to a self-set brief and singing as smaller groups / soloists.




Skills: Composing to a brief / performing in a large ensemble / performing as a small ensemble / singing in harmony / directed listening / team-building / self-evaluation / composing in harmony and polyphony / improvisation / using music technology.

PowerPoint / Notated sheets / Modelling File / YouTube / Evaluation sheet / Recording devices / Portfolio’s / IMACs

Hyperlinks are within the PowerPoint:“Vocal Music and Technology Year 9 Autumn 1”




Instruments and timbre (acoustic and electric) / pitch and melody (including bass lines and riffs) / rhythm and metre / tempo / dynamics, expression and articulation / texture / structure and phrasing / harmony and tonality / dynamics, expression and articulation / ornamentation / repetition, ostinato and sequence / technology including amplification

and recording techniques. Promoting British Values







A performance which is communicated musically and stylishly using conventions that are appropriate to the genre. A high



level of ensemble awareness is evident and is in keeping with the context of the music. A more complex piece involving sustained control with more intricate technical demands in terms of an extended range and

control of tempo, dynamics, articulation and phrasing. A highly musical, stylish and effective piece.There is a wide variety and/or advanced use of musical elements which

demonstrate a high level of musical understanding.Excellent development of ideas using compositional techniques applied in an entirely appropriate way.The piece demonstrates excellent understanding of stylistic and structural conventions.





















performer(s). A simple piece which uses a limited rhythmic and/or melodic range with easy movement between notes and where

relevant, in an easy key. A composition of limited musical shape with little coherence.The use of musical elements is very basic.Basic use of a few





Resources

1

To be able to creatively analyse the four chord song and follow its structure.

Activity: Analyse and dissect the four chord song. Understand chords and how they fit together.

Homework: Google classroom Listening 1

Formative: Peer and Teacher feedback Students will share their work through the lesson, evaluate how much they have understood about vocal music and four chord harmony and consider areas for improvement.


2

To be able to sing in chordal homophonic and polyphonic harmony.

Activity: Rehearse and record a four chord homophonic backing track. As a whole class and in groups.



3

To be able to sing in polyphony over a homophonic harmony.

Activity: Rehearse and record the mash-up melodies to go over the harmony backing.

Formative: Peer and Teacher feedback Students will share their work towards the end of the lesson, evaluate the success of their melodies over their harmonies. They will set/be set targets for future development.


4

To be able to critically analyse, review and refine vocal work.

Activity: Appraise four chord song recordings, refine and review refinements.

Homework: Reflection on chords and harmony

Diagnostic: Teacher feedback Students will record and evaluate the success of the piece, review their work and review their refinements near the end of the lesson. They will set/be set targets for future development.


5

To be able to compose and record a vocal homophonic harmony in pairs.

Activity: Define four chords and record in single layers to create a vocal backing track.



6

To be able to compose and record a vocal melody over a homophonic chordal harmony.

Activity: Compose and record voices as a single or polyphonic melody to go over the already recorded harmony lines.

Formative: Peer and Teacher feedback Students will share their work through the lesson, evaluate how much they have understood about vocal harmony and consider areas for improvement..


7



Homework: Reflection on Vocal Music and Technology



Music Department Scheme of WorkYear 9: Spring Term – 20th Century Classical Culture

Unit Aims Link to Component 2 of the GCSE Music Specification identify and describe musical features draw conclusions about a piece/ extracts of music draw comparisons between extracts of music


appraise and make evaluative and critical judgements which demonstrate knowledge and understanding of repertoire in terms of: how music is created, developed and performed in different historical, social and cultural contexts / the effect of purpose and intention (e.g. of the composer or performer) / the effect of audience, time and place (e.g. venue, occasion)/ performing conventions/ stylistic detail / origins and cultural context of traditional music / ways in which styles and genres evolve and develop / the impact of modern technology.

demonstrate and apply knowledge and understanding of contextual influences that affect the way music is created, performed and heard by: recognising contrasting genres, styles and traditions/ defining characteristics of genres, styles and traditions/ demonstrating awareness of musical chronology and stylistic features

OCR GCSE 9-1 MusicThis unit links particularly with Area of Study 1 – My Music and Unit 3 Listening and Appraising: Development of the resource which requires learners to practically apply knowledge and understanding, including musical vocabulary and notation as appropriate to the context, through the skills of:

• performing

• composing

• appraising


Linked to Year 7 Soundscape scheme of work, which develops different composing and technology techniques and reading differing forms of notation; and Year 8 20th Century Pop Culture scheme of work which develops understanding of the devices used in different genres.


Linked to Component 03/04 of the GCSE Music Exam – Practical Portfolio Ensemble and Composing To A Set Brief. The skills learned in the Spring term will be of significant importance in the Summer Term and for GCSE. The variation being that instead of devising from a set brief, students will be composing to a self-set brief and using music technology skills to develop harmony and polyphony.


This scheme will take place over 11 weeks, remembering that students of Music only have one lesson a fortnight, so they will in reality have 5 or 6 lessons in the entire Spring Term.


Skills: Performing as a large ensemble / performing as a small ensemble / performing as a soloist / directed listening / team-building / self-evaluation / using a piano keyboard / improvisation / using music technology / understanding and reading different forms of notation / composing to a brief / analysing genre

PowerPoint / Logic Pro X sheets / Modelling File / YouTube / Evaluation sheet / Recording devices / Portfolio’s / IMACs / Paper for graphic score.

Hyperlinks are within the PowerPoint:“20th Century Classical Culture Year 9 Spring”




Repetition / sequence / imitation / ostinato / inversion / riff / improvisation / layering / phase shift / articulation / syncopation / cross-rhythm / polyrhythm / multitracking / overdubbing / sampling / panning.







The production is accurate, and shows confident application of a range of appropriate MIDI controllers to reflect the demands of the music. Minor blemishes do not significantly affect the overall outcome

The production is communicated musically and stylishly using conventions that are appropriate to the genre. A high level of musical detail is evident.

A more complex production with an extended structure that requires advanced application of the sequencing software. There will be



development of performing skills in groups to communicate musically with

significant technical demands in terms of the control of dynamics, articulation, phrasing and the stereo field. The composition relates imaginatively to the given brief. A highly musical, stylish and effective piece.There is a wide variety and/or advanced use of musical elements which demonstrate a

high level of musical understanding.Excellent development of ideas using compositional techniques applied in an entirely appropriate way.The piece demonstrates excellent understanding of stylistic and structural conventions.

fluency and control of the resources used













The production is accurate, and there is adequate application and control of a small range of MIDI controllers to control the musical data.

The production communicates some appropriate dynamics, articulation, and timbres. There is an attempt to shape the music and attention to the balance of parts.

A longer production that provides a range of independent rhythmic demands between each of the four tracks (syncopation, drum fills, etc.). There will be some technical demand in terms of the application of track balance, dynamics and articulation.

There is success in relating the composition to the given brief. Musically coherent with a sense of style.There is a range of musical elements used in combinations which show musical

understanding.There is development using a range of appropriate compositional techniques. The structure is well defined and

appropriate to the musical style.



The production has mainly accurate rhythms and pitches. There is little or no additional manipulation of the musical data and MIDI controllers.

The production sounds mechanical, with limited attention to dynamics, articulation, balance and timbre. A short rhythmically simple production. There will be a minimum of three separate tracks, but each will be rhythmically similar. There is an attempt to relate the composition to the given brief. Musically simple with a little coherence.There is a small range of musical elements used in simple combinations. Simple development

using some appropriate compositional techniques. The piece is extended within a simple structure mostly appropriate to the style.




Resources

1

To be able to identify and explain different devices used in Musical Collage and to compose using these devices.

Activity: Study a piece of musical collage, rehearse and perform clapping music.


Formative: Peer and Teacher feedback Students will share their work through the lesson, evaluate how much they have understood about Musical Collage, and consider areas for improvement.

PowerPointYouTubeModelling

2

To be able to identify, explain and use different devices found in graphic score.

Activity: Study Stripsody and the conventions of graphic score. Produce and perform an original piece using graphic score.

Formative: Peer and Teacher feedback Students will share their work through the lesson, evaluate how much they have understood about Graphic Score, and consider areas for improvement.

PowerPointYouTubeLarge PaperModelling

3

To be able to identify, explain and use different devices found in Minimalism.

Activity: Study the conventions of Minimalism through Train Music by Steve Reich. Improvise layers, ostinato and phase shifting.

Formative: Peer and Teacher feedback Students will share their work through the lesson, evaluate how much they have understood about Minimalism, and consider areas for improvement.


4

To extend and manipulate a composition based on the devices of Minimalism.

Activity: Review and revise minimalism composition.

Homework: Reflection on Modern Classical Culture and Conventions.

Diagnostic: Teacher feedback Students will record and evaluate the success of the piece, review their work and review their refinements near the end of the lesson. They will set/be set targets for future development.


5

To be able to identify and explain different devices used in electronic music and follow these conventions to create a piece of electronic music.

Activity: Study the conventions of electronic music and compose a piece of electronic music by manipulating loops and riffs.

Formative: Peer and Teacher feedback Students will share their work through the lesson, evaluate how much they have understood about Electronic Music, and consider areas for improvement.


6



Homework: Reflection on 20th Century Classical Culture.



Music Department Scheme of WorkYear 9: Summer Term – Songwriting (Singing School)

Unit Aims Link to Component 2 & 3 of the GCSE Music SpecificationLearners should: develop their understanding of rhythm, melody, harmony, structure and compositional devices through individual composition develop an understanding of how to compose appropriately for a range of instruments/voices/technology understand how to extend and manipulate musical ideas and devices in order to develop a composition create a composition that shows an understanding of the techniques and capabilities of the chosen instrument(s)/voice(s) or

technology be able to combine and develop various musical elements successfully within the composition using an appropriate structure to

create a coherent piece.


OCR GCSE 9-1 MusicThis unit links particularly with Unit 1 Composing To A Self-Set Brief and Unit 3 – Listening & Appraising:


• performing

• composing

• appraising


Linked to all previous schemes of work. This is an amalgamation of all the skills students have built in Key Stage 3.


Linked to Component 01/02/05 of the GCSE Music Exam – Composing To A Self-Set Brief and Listening & Appraising. The skills learned in the Summer term will be of significant importance in GCSE. The variation being that in addition to composing from a set brief, students will be composing to a self-set brief, performing in ensemble and on a solo instrument and studying more complex conventions and concepts.




Skills: Setting a brief / composing using acoustic instruments / composing using technology / composing using voice / understanding copyright law / recording using a microphone / recording using a keyboard / critically analysing sound / making critical judgements about sound and sound sources / following set conventions in composition.

PowerPoints / Contact sheets / Modelling File / YouTube / Evaluation sheet / Recording devices / Portfolio’s / IMACs / Keyboards

Hyperlinks are within the PowerPoint:“Songwriting Year 9 Summer”




Copyright / compose / track list / multitracking / acoustic / microphone / pitch / rhythm / dynamic contrast / syncopation / regular beat / irregular beat / harmonic device / major / minor / chord / texture / timbre / melodic device / tempo.






Some students will be able to demonstrate A highly musical, stylish and effective piece. A wide variety and/or advanced use of musical elements which demonstrate a high level of musical

understanding. Excellent development of ideas using compositional techniques applied in an entirely appropriate way. A piece which demonstrates excellent understanding of stylistic and structural conventions. A composition that relates imaginatively to the given brief. A technological production that is accurate, and shows confident application of a range of appropriate MIDI

controllers to reflect the demands of the music. Minor blemishes will not significantly affect the overall outcome




development of composing skills to organise musical ideas and make use

A more complex production with an extended structure that requires advanced application of the sequencing software. There will be significant technical demands in terms of the control of dynamics, articulation, phrasing and the stereo field.

of appropriate resources broadening of musical experience and

interests, development of imagination and fostering creativity










Most Students will be able to demonstrate A musically coherent with a sense of style. A range of musical elements used in combinations which show musical understanding. Development using a range of appropriate compositional techniques. A structure that is well defined and appropriate to the musical style. Success in relating the composition to the given brief. A technological production that has mainly accurate rhythms and pitches. A longer length production that provides a range of independent rhythmic demands between each of the four

tracks (syncopation, drum fills, etc.). There will be some technical demand in terms of the application of track balance, dynamics and articulation.


All students will be able to demonstrate A musically simple composition with a little coherence. A small range of musical elements used in simple combinations. Simple development using some appropriate compositional techniques. A piece that is extended within a simple structure mostly appropriate to the style. Some evidence of the relationship to the given brief A production that has limited accuracy. There is some correct placement of notes in easier rhythmic passages. A short rhythmically simple production. Each track is rhythmically similar.




Resources

1

To be able to write lyrics and set a brief to use as a stimulus for composition.

Activity: Brainstorming subject matter. Understanding copyright law. Writing lyrics.

Homework: Complete lyrics.

Formative: Peer and Teacher feedback Students will share their work towards the end of the lesson and evaluate the success of the lyrics. They will set/be set targets for future development.

PowerPointYouTubeIMACs Portfolios

2

To be able to compose using chords, beat, melody and harmony.

Activity: Compose melody and chords in response to lyrics.

Formative: Peer and Teacher feedback Students will share their work towards the end of the lesson and evaluate the success of the melody and chords. They will set/be set targets for future development.


3

To be able to compose using chords, beat, melody and harmony.

Activity: Compose additional tracks to develop composition.

Formative: Peer and Teacher feedback Students will share their work towards the end of the lesson and evaluate the success of their compositions. They will set/be set targets for future development.


4

To be able to review, extend and re-imagine their own composition.

Activity: Evaluate and improve composition.


Diagnostic: Teacher feedback Students will share their work with the teacher through the lesson, evaluate how much they have understood about songwriting and consider areas for improvement.


5

To be able to explore different technological devices to create FX.

Activity: Explore, evaluate and use different loops and instrumental devices within their compositions to create more complex structures.

Formative: Peer and Teacher feedback Students will share their work towards the end of the lesson and evaluate the success of the FX within their compositions. They will set/be set targets for future development.


6

To be able to understand and use panning, volume control and mixing in response to composition.

Activity: Explore, evaluate and use different controllers within the mixing process, in particular panning, dynamic controllers, FX controllers and wave form generators.

Formative: Peer and Teacher feedback Students will share their work towards the end of the lesson and evaluate the success of their songs. Teacher will assess and grade final compositions using OCR comparative Assessment Objectives.

PowerPointYouTubeIMACsPortfolios

Exam


Summative: Teacher MarkedTeacher will assess and grade listening exam using OCR comparative Assessment Objectives.


web viewa performance which is confident, accurate and fluent with good technical control...

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