Music Core Knowledge
Music Quizlet https://quizlet.com/subject/AHS_Music
Key Stage 3
The national curriculum program of study for music seeks to enable the development of students’ understanding and enjoyment of music, through the following areas: -
- Performing and composing - which will include: individual and group performance through instrument or voice, interpretation of musical mood and effect, musical structures, texture, melody, harmony, rhythm, style, notation(s) and, where appropriate, information technology to explore, develop and revise musical ideas. Assessment of composition and performance will take place as appropriate following the successful completion of tasks and will be based on criteria specified by the national curriculum.
- Listening and appraising - which will include informed response to music of mixed style and origin, analysis of character and mood, evaluation of musical effect, and critical appraisal of their own work, using an appropriate musical vocabulary. In both specific areas of study, formal teaching methods will be deployed, alongside less-formal project work. Assessment will be continual by question and answer and periodically by written answers in response to recorded musical extracts. Students will also be expected to express musical opinions in writing, using a suitable vocabulary.
Key Stage 4
At this level, we offer both GCSE and BTEC music (EDEXCEL syllabus). The course is a natural continuation from key stage 3 and is intended for those students who wish to develop their musical skills and knowledge to a considerably deeper level.
Students will learn about various styles and eras of music across four areas of study. These areas of study will be learnt across the course and assessed in the listening exam at the end of the course. The four areas of study covered are:
- Instrumental music 1700-1820
- Vocal music
- Music for stage and screen
- Fusion music
Performance on instrument(s) or voice, to a competent level, is an essential starting point for those seeking high grades. There are three sections to the course:
Paper 1: Performing - Solo (15%) + Ensemble (15%)
All candidates must offer both solo performing and performing with others. Candidates may choose the music they play, but should be guided by their teachers.
Paper 2: Composing (30%)
Each candidate will be required to submit two compositions over the course. Both of these must be written according to a brief, each being from a different area of study. These pieces are both recorded and written down. Whilst there will be time allocated to teaching and encouraging composition in school, a large proportion of the developmental work will need to take place away from the classroom.
Paper 3: Listening and Appraising (40%)
This will be assessed at the end of the course, through a 1 hour 45 minute written paper with listening and extended writing questions based on the eight set works from the four areas of study.
This certificate is predominantly coursework based and aimed at students who are considering a career in an aspect of the music industry. Marking will be done via video and audio recordings as well as testimonials by teachers and student research/coursework. The course is based on four units with a one hour written exam based on one unit.
Unit 1: Working in the music industry - students will research the various job roles and organisations within the music industry and how they are all linked together to make the industry run as a whole. This will involve finding out about sound and light engineers and recording companies as well as performers. This unit will be assessed via a one hour written exam.
Unit 2: Managing a music product – students will take different roles within the group to produce and oversee a concert at the school. Students will need to promote, organise, set up and deal with issues such as health and safety. This unit is coursework based and students will need to ensure that they have a prominent role within organising the concert to complete this unit.
Unit 3: Introducing musical performance - practice and perform a selection of pieces individually on chosen instrument (including voice). Students will have to justify their choices and create a programme with background detail about the pieces alongside performing them. They will have to create practice diaries and show they understand the skills required to improve upon their chosen instrument.
Unit 4: Introducing live sound – students will learn about the back stage side of music including setting up mics, speakers and connecting equipment to a mixing desk. This unit will link in with units 1 and 2. This unit will be assessed via coursework tasks set in class.
On Tuesday the 19th of November the GCSE Music class was invited to visit Aylsham Parish Church to witness the organ playing of Henry Macey, the church organist. The trip started with an introduction to the organ and we were given information on the history of the particular organ that the church owned. After this, we were able to further look into how the organ functions by hearing about the different pipes and the sounds created by them. To help us understand this, we were allowed to go around the back of the organ and look inside at the workings. Once we had all had a look, Mr Macey played us some extracts from the works of Bach and Henry Purcell, who we will be studying later on in the year. Some of us were even allowed to have a go at playing the organ. It was an unforgettable experience and Reverend Jack was kind enough to donate some hot chocolate and biscuits to us in the middle. Many thanks to Henry Macey and all at Aylsham Church for the visit.
Emily Cushion – Music Captain.