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Music

Music

KS3

 

 

Subject Statement

The Music department works to enables Key Stage 3 students to build self-confidence and self-esteem through their engagement in a wide range of music related activities. Students are encouraged to work collaboratively as well as individually, and are given the opportunity to learn important skills and techniques so that they can put their musical ideas into a successful performance or a composition. The department is very well resourced, with a purpose built sound studio, recording equipment, Digital Audio workstations and a range of acoustic and electric instruments.

Course Outline

Students explore a range of musical genres, getting to know familiar as well as less familiar musical styles from around the world. They have the opportunity to work in groups as well working on their own, and gain skills in performance and composition in using the broad range of resources in the studio. We set up regular performances so students can showcase their talents, making Music a popular and important outlet for our student’s creativity.

  TERM  YEAR 7 YEAR 8 YEAR 9
AUTUMN 1

African Dance Students focus on Rhythm in these sessions. They look in detail at examples of African dance music as part of the range of African music as a genre.

African Dance Students focus on Rhythm in these sessions. They look in detail at examples of African dance music as part of the range of African music as a genre.

Music and the Media In this project students will look at the way music is used to influence emotions, for example in popular media and advertisements.

 

AUTUMN

2

African Dance Students focus on Rhythm in these sessions. They look in detail at examples of African dance music as part of the range of African music as a genre.

African Dance Students focus on Rhythm in these sessions. They look in detail at examples of African dance music as part of the range of African music as a genre.

Music and the Media - contInued
SPRING

1

Sound images In this project students will be introduced to working with a range of instruments, by focussing on the wide range of sounds the instruments make, and the images or emotions these sounds can evoke.

Sound images In this project students will be introduced to working with a range of instruments, by focussing on the wide range of sounds the instruments make, and the images or emotions these sounds can evoke.

Music Technology Students explore how the voice and it’s attributes can evoke abstract ideas, such as ‘a windswept hill’. They develop these ideas by replicating these sounds using a range of different musical instruments.

SPRING

2

Sound images - continued

Sound images - continued

Music Technology - continued


SUMMER 1

Music and the Media In this project students will look at the way music is used to influence emotions, for example in popular media and advertisements.

Music and the Media In this project students will look at the way music is used to influence emotions, for example in popular media and advertisements.

Creating Music - Learners will develop skills to analyse stylistic elements of music and develop a piece of music based on a specific style.
SUMMER 2

Music and the Media - continued

Music and the Media - continued

Creating Music - continued

 Assessment and Feedback

Students are given a lot of individual help and feedback on their work, enabling them to explore more personal ways forward with their own ideas. Students are also encouraged to talk about their work and to comment on the work of their classmates. Each project is assessed against a set of key skills and knowledge that is appropriate to each of the class activities, following National Curriculum guidelines.

 

How parents and carers can help

Parents can have a particularly important role in helping students understanding of music development, here are

some ideas –

  • expose student to as wide a variety of music as possible
  • attend music concerts of all types and introduce students to choirs and orchestras
  • ask student to listen to the music played while out in shops, restaurants and other public places - Do they notice any
  • differences between the types of music played in different places?
  • play music while doing homework, chores, completing a puzzle or other similar activities. Ask student to choose
  • what music they think is most appropriate for each type of activity
  • encourage to learn to play a musical instrument 
  • suggest to rewrite the lyrics to a favourite song. The process involves the same composition skills they will use at

school

Parents can have a particularly important role in helping students understanding of music development, here are

some ideas –

expose student to as wide a variety of music as possible
attend music concerts of all types and introduce students to choirs and orchestras
ask student to listen to the music played while out in shops, restaurants and other public places - Do they notice any

differences between the types of music played in different places?
play music while doing homework, chores, completing a puzzle or other similar activities. Ask student to choose

what music they think is most appropriate for each type of activity
encourage to learn to play a musical instrument 
suggest to rewrite the lyrics to a favourite song. The process involves the same composition skills they will use at school

Who to contact

Links to online resources

KS4 GCSE

 

 

General Course Information

All students take Music as an enrichment activity at Key stage 4. Students have the opportunity to build their self-confidence and self-esteem by engaging in a wide range of music related activities. Students are encouraged to work collaboratively as well as individually, and are given the opportunity to learn important skills and techniques so that they can put their musical ideas into a successful composition or performance. Students are introduced to professional working practices of recording and composing, using the excellent facilities we have at Tunmarsh, which includes a purpose built sound studio, recording equipment, Digital Audio workstations and a range of acoustic and electric instruments.

 

 

How is the course assessed?

The course covers three main areas – Music Performance, Music Knowledge and Music Composition. Students will be assessed on the outcomes produced, as well as the reviews and revisions they undertake as their individual projects progress. As such they must identify strengths and weaknesses in the process and execution of their project and suggest ways to improve. Types of evidence might include a video recording/screencast with commentary, a written report or a podcast.

Students are given a lot of individual help and feedback on their work, enabling them to explore more personal ways forward with their own ideas. Students are also encouraged to talk about their work and to comment on the work of their classmates. Each project is assessed against a set of key skills and knowledge that is appropriate to each of the class activities, following National Curriculum guidelines.

Parents can have a particularly important role in helping students understanding of music development, here are

some ideas –

expose student to as wide a variety of music as possible
attend music concerts of all types and introduce students to choirs and orchestras
ask student to listen to the music played while out in shops, restaurants and other public places - Do they notice any

differences between the types of music played in different places?
play music while doing homework, chores, completing a puzzle or other similar activities. Ask student to choose

what music they think is most appropriate for each type of activity
encourage to learn to play a musical instrument 
suggest to rewrite the lyrics to a favourite song. The process involves the same composition skills they will use at school

Course Outline

Year 10 Year 11
Autumn 1 Creating Music Learners will develop skills to analyse stylistic elements of music and develop a piece of music based on a specific style. Studio Recording Students will learn how to set up and work the recording studio. They will then plan and undertake a live recording session, and will mix down the work and review the final product.
Autumn 2 Creating Music  - continued Studio Recording  - continued

Spring

1

Creating Music  - continued Using a Digital Audio Workstation Students will be able to set up and use a Digital Audio Workstation. They will then use this knowledge to create a composition that uses Midi as well as audio recording. Students will review their work on this project.

Spring

2

Using a Digita Audio Workstation Students will be able to set up and use a Digital Audio Workstation. They will then use this knowledge to create a composition that uses Midi as well as audio recording. Students will review their work on this project. Using a Digital Audio Workstation - continued
Summer 1 Using a Digital Audio Workstation - continued Creating Music Learners will develop skills to analyse stylistic elements of music and develop a piece of music based on a specific style.
Summer 2 Using a Digital Audio Workstation - continued Creating Music  - continued

                                                      

Who to contact

andy.joseph@tunmarsh.newham.sch.uk

 

Richard.annan@tunmarsh.newham.sch.uk

 

 

Links to online resources

https://www.gov.uk/government/publications/national-curriculum-in-england-music-programmes-of-study

https://www.twinkl.co.uk/resources/keystage3-ks3/keystage3-ks3-music

https://ncfe.org.uk/blog/music-technology-level-1-and-level-2-assessment-results-now-available