THE ECCLESBOURNE SCHOOL

Learning Together For The Future

Music

Contact: Mr T. Watkins

Course Aims

All students at Key Stage 3 take Music for one hour a week. Students are encouraged to develop skills as part of listening, composing and performing musical tasks that use both live instruments as well as music technology software.

A wide range of activities are encompassed, including solo performance, ensemble work, listening, appraising and singing.

Course Content

In Year 7, students will study basic musical elements before moving onto investigating Rhythm and Notation including graphic scores, note length and pitch. Students will study musical imagery through projects including creative writing and composition. Students will study a variety of World Music, and create compositions inspired by these studies. Students will perform throughout the year through group composition and performance, ensemble bands, singing and through developing keyboard skills.

In Year 8, students study specific musical genres including Blues, Reggae, Rap and Hip-Hop. Students will extend their knowledge Notation throughout the year. Students will experience using music technology, for the purposes of sequencing and effects. Students will investigate the use of music in media, concentrating specifically on cartoon music, where they will compose and perform their work to a muted scene. Students will perform throughout the year through group composition and performance, ensemble bands, singing and through developing instumental skills.

In Year 9, students will study the concept of minimalism. Students will investigate the use of music in media, concentrating specifically on music from film and advertising during which they will compose and perform their own work. Students will study pop music, creating and performing their own work. Students will have further exposure to music technology and will use this to gain experience in simple close-mic recording, simple sequencing, and effects

Extra Curricular Activities

Various choirs; Musical Theatre club; Concert, Swing, Wind and Jazz bands; Brass, Clarinet, String and Guitar groups; Carol Service; Stars in Your Eyes; Spring Concert; House Music; School Production; Lower School Recital.

Course Assessment

Grade Assessment Detail
9 Students can perform accurately and fluently; any slips are inconsequential. Intonation is secure. You perform in a convincing or stylish way, paying detailed attention to articulation, phrasing and dynamics (approx. Grade 5+). Students make imaginative use of ideas and conventions. Students demonstrate excellent handling of instruments and technology, exploiting their potential to the full. Students can explain: musical elements (pitch, duration, dynamics, tempo, timbre, texture, structure); how resources are used, including key musical features; melodic, harmonic and rhythmic devices; tonality. Students use musical vocabulary.
8 Students can perform pieces that are mainly accurate and fluent, with only occasional small slips. Intonation is mostly secure. You can perform music with a clear sense of style. You shape the music with articulation, phrasing and dynamic contrast (approx. Grade 4). Ideas are developed within a given style. Instruments or technology are used effectively. Students can describe: musical elements (pitch, duration, dynamics, tempo, timbre, texture, structure); how resources are used, including key musical features; melodic, harmonic and rhythmic devices; tonality. Students use musical vocabulary.
7 Students can perform pieces that are mainly accurate and fluent, with only occasional small slips. Intonation is mostly secure. You can perform music with a clear sense of style. Students shape the music with articulation, phrasing and dynamic contrast (approx. Grade 3). Ideas are developed within a given style. Instruments or technology are used effectively. Students can describe: musical elements (pitch, duration, dynamics, tempo, timbre, texture, structure); how resources are used, including key musical features; melodic, harmonic and rhythmic devices; tonality. Students use musical vocabulary.
6 Students can perform music that is broadly accurate and fluent, although errors may interrupt the flow. Intonation is often secure. You can perform with an awareness of style displaying some expressive passages. Students attempt to shape music through articulation, phrasing and dynamic contrast (approx. Grade 2). Students make use of standard conventions when developing ideas. Students can make use of instruments and technology. Students can identify: musical elements (pitch, duration, dynamics, tempo, timbre, texture, structure); how resources are used, including key musical features; melodic, harmonic and rhythmic devices; tonality. Students use musical vocabulary.
5 Students can perform music that is broadly accurate and fluent, although errors may interrupt the flow. Intonation is often secure. You can perform with an awareness of style displaying some expressive passages. Students attempt to shape music through articulation, phrasing and dynamic contrast (approx. Grade 1). Students make use of standard conventions when developing ideas. Students can make use of instruments and technology. Students can identify: musical elements (pitch, duration, dynamics, tempo, timbre, texture, structure); how resources are used, including key musical features; melodic, harmonic and rhythmic devices; tonality. Students use musical vocabulary.
4 Students perform sections of music fluently, accurately and with a sense of style. An effort is made to express music differently for songs/sections/phrases. Students perform accurately and confidently in solo and groups using voice and instruments – and seek opportunities to do so. Music is performed musically, fluently, and with expression. Students are able to identify and use expressively the inter-related dimensions of music with increasing sophistication, including through extended use of tonalities, different types of scales and other musical devices. Listen with increasing discrimination to a wide range of music from great composers.
3 Students play and sing sections of music on own and in a group, mostly correctly. Students perform confidently their own, and take a lead part in groups performing an important role. Music is performed from different styles/genres.Students will compose musical ideas from different themes and styles/genres. Students adapt and control different elements in composition and performances, and can identify them in listening. Students are able to explain specific aspects in music you hear. Students understand the importance of important composers
2 Students play or sing short samples of simple music on own and in a group, with sections that are broadly correct. Students play and sing short samples of simple music on own and in a group, with sections that are mostly correct. Students will play music from simple staff notation or guitar/drum tab or chord diagrams. Students are aware of the elements and have controlled one or more of them in isolation in performances, compositions, improvisations or listening. Students have listened to music and identified elements/instruments/devices/composers specific to that style/genre.
1 Students have sung in a large group. Attempts are made to sing and play music, together or on own. Students organise sounds of any kind, towards making music. Students will make sounds from graphic scores. Students are aware of some of the elements and what they mean, and have preferences in music.