Autumn Term 16 weeks
Pupils will learn about Minimalist music through performance and composition activities. They will learn about the techniques composers have used as
well as how it has been adopted by dance and electronic music.
Stimuli – DJ Chucky, Mike Oldfield (tubular bells), popcorn song AL Webber.
Assessment: creation of a simple set of loops produced on Maschine and exported to Garageband or logic
Performing in a group
Based on pupils common interests etc. pupils will form groups (2 – 6) and work towards performing as a group.
Pupils will be required to peer and self assess in order to develop their performance skills.
On-going targets and goals will be recorded into their folders lesson by lesson.
Final recording will be assessed against this, groups will assess each others performances.
Stimuli – common interests between pupils – themes, genres etc.
All pupils will be able to (level 5):
- identify and explore how and why musical devices are used in a range of music
- identify and explore how venue, occasion and purpose affect the way music is created, performed and heard
- make a significant contribution when improvising and performing in an ensemble, including as a class
- take different roles within performing activities, demonstrating a range of individual skills while doing so
- justify the musical devices selected to convey ideas in their own and others’ work
- listen for, identify and explain the use of musical devices in context
- refine and improve their work, taking account of venue, occasion and purpose
Spring Term 11 weeks
Pupils will learn about the musical conventions associated with Film Music. Pupils will develop their performance skills and composition skills, within Film contexts, using moving image as a stimulus and understanding how harmony and motif can be used to develop compositions.
Stimuli – Star Wars, Fast and furious series
Assessment: of a selection of movie themes and a composition that fits a film trailer
Most pupils will be able to (level 6):
- identify and explore how and why music is created and realised in different ways in a range of styles, genres and traditions
- Identify and explore how music reflects different cultural contexts
- make subtle adjustments to fit their own, fluently realised part within group performances to improve the overall quality
- develop and sustain musical ideas when improvising or creating music to achieve intended outcomes
- choose and use appropriate ways of creating and realising music in different styles genres and traditions
- evaluate the impacts of different styles genres and traditions in their own and others’ work
- identify, analyse and assess how the way pieces of music are created and realised reflects their contexts and origins
- improve their own and others’ work in relation to its intended purposes and functions.
Summer Term 14 weeks
NCFE music technology preparation
Introduction to music technology
Pupils will learn about how music is produced in the modern day through looking at a brief history of technology in music.
This unit will give pupils a chance to experiment and familiarise with musical software and hardware (such as synthesizers, sequencers, drum pads, DAWs).
Pupils will evaluate how music can be / has been produced using music technology.
Assessment: of use of basic functions within chosen DAW (looping, cutting, sound selection).
Listening exam based on technological advances in music.
Compositions using chosen DAW in context of design brief.
NCFE music technology
Using multi-track sequencing software.
Based on the self assessments and formative assessments carried out in the previous unit, pupils will then begin to work towards the assessment requirements of the NCFE Music Technology unit – Using multi-track sequencing software.
Pupils will start off by comparing various Digital Audio Workstations and then move on to learning about and applying various Music production techniques on Apples Garageband:
-Locating and Auditioning Audio loops
-Editing loops (looping, trimming, automation)
-Beat matching samples with audio files
-Comparing MIDI and Audio formats (advantages and disadvantages)
-Using MIDI control to make music
some pupils will be able to (level 7):
- compare and explore the different characteristics in a range of styles, genres and traditions
- compare and explore how and why specific styles, genres and traditions change over time
- perform stylistically, reflecting the distinctive character of the music
- draw on internalised sound to manipulate musical ideas and make use of relevant notations
- produce coherent, varied compositions that explore musical conventions and characteristics in a range of styles
- evaluate the use of musical conventions and how different contexts are reflected in their own and others’ music
- make critical judgements when listening to, refining and discarding their own ideas
- analyse carefully their own and others’ music and suggest appropriate refinements