Pupils start by exploring melody through composing and performing Graphic Scores, discovering musical elements. We continue melodic exploration through independent learning, learning the piano and notation, this leads to a melodic composition. Next, we look at instruments of the orchestra. We examine Prokofiev’s Peter and the Wolf, looking at musical elements. After Easter, we start our journey around the world, starting in Africa looking at drumming techniques. To finish, we transfer practical skills to technology, to compose different styles of music.
Pupils continue their journey around the world, travelling to China, looking at the pentatonic sound. Continuing, we move to the Blues. Pupils get a chance to improvise, compose and perform. Next, we develop the independent learning, pupils progress in reading and performing notation. Then to Indonesia to learn about the Gamelan, deepening knowledge of the pentatonic scale. Lastly, we enjoy the simple structure of the pop song. Pupils perform an existing song. Then, pupils compose their own using technology or instruments.
Pupils develop KS3 musical skills by practicing performance, listening and composing. Looking deeper in-depth at musical elements and key terms, structures and melodic phrasing. Achieved through studying different styles of music such as Minimalism, Music of the world, Pop music, Concertos, Musicals and Film music. We look at 4 areas of study-
•Musical forms and devices
•Music for Ensembles
Alongside the above, pupils work hard practicing their individual instruments, to improve their performance skills.
During year ten pupils deepen their composition, listening and performance skills ready to complete coursework. We explore different musical periods, musical devices and elements. We examine the set pieces, using our existing knowledge to identify forms and structure, instruments, styles and texture. We also look at music theory in more detail, covering aspects like keys, modulation, intervals and harmony. We set time aside to perform in groups, and individually so pupils have choices when they choose their ensemble and solo pieces.
Pupils complete two compositions (one to a brief, written by the exam board and one in a style of their choice). Two performances are also required (one solo and one as part of an ensemble, normally taking a harmonised or accompaniment part). Pupils draw on all their existing knowledge to create their coursework and continue to develop listening and exam skills throughout the year.