dominant, dominant 7th, chromatic movement. Introduction to area of study 4: Popular Music, with terminology as appropriate: rock and pop styles (revisiting Blues from KS3) strophic form, 32 bar song form, verse, chorus, middle 8, riffs, bridge, fill, break, intros and outros, backing tracks, improvisation Appraising - more challenging theoretical and aural work: primary and secondary chords, cadences, standard chord progressions, power chords, rhythmic devices such as syncopation, driving rhythms the relationship between melody and chords How to ‘describe’ a piece using the elements of musical language Introduction to prepared extract – Since You've been Gone: instrumentation, lead and backing vocals, strophic form, repetitive chord sequences, cadences (chordal analysis), solo, rhythmic features (triplets, syncopation, driving rhythms), walking bass, key change Class performance of Since You've Been Gone (available from WJEC Eduqas website: free GCSE resources) Incorporating synthesized sounds with vocal work and accompaniment Composing with chords (and melody); also relevant rhythmic ideas Include all relevant ideas in composing ‘sketch book’ Improvisation tasks, both in groups, twos (for ‘call and answer’ technique) and individually Listening exercises to develop notation skills; aural recognition of the difference between major and minor, and ‘perfect’ intervals i.e. 4th, 5th, 8ve Listening exercises to develop the ability to identify musical elements AO3 and appraising skills AO4 Ensemble performance and peer assessment of group work Assessment of chordal work and ideas in composing sketch book Short listening tests, interspersed throughout the project Holiday homework – choose a pop or rock song to analyse/appraise and give a short presentation after the holiday.
Year 1: Term 2 Introduction to area of study 2: Music for Ensemble Performing in smaller ensembles; (e.g. chamber music, jazz, musical theatre etc.) as suited to learner interests (cover other topics in year 11). Composing using texture and sonority (chords and melody) including: Monophonic, homophonic, unison, chordal, melody and accompaniment, countermelody Introducing additional concepts of melody, harmony and tonality: inversions, dissonance, range, intervals, pentatonic, blue notes, modulations to relative major/minor Compose a short piece (homophonic texture) Extension work: compose a contrasting section which demonstrates imitation between the parts of an ensemble Perform a piece in one of the styles associated with the area of study as a member of an ensemble Listening exercises to develop notation skills and aural awareness Ongoing listening exercises to develop the ability to identify musical elements AO3 and appraising skills AO4 ‘Own choice’ Ensemble performance Assessment of compositional ideas Short listening tests and activities, interspersed throughout SoW Half term homework - Listening: Writing an extended answer on a piece of chamber music/jazz or music theatre Introduction to area of study 3: Film Music, with devices and terminology: Layering, further examples of imitation, chromatic movement and dissonance in harmonic work, leitmotifs, thematic transformation of ideas The relationship between the story and the music: choosing appropriate elements of music to represent characters and plot The effect of audience, time and place, and how to achieve this through use of the musical elements Use of sonority, texture and dynamics to create a mood How to achieve contrasts and develop initial ideas when composing Ensemble / Solo performing Composing to a brief (i.e. a piece of film music): - creating the situation - achieving contrasts - composing the ‘main’ theme(s) - developing the material Use music technology to achieve best effect Producing a score / leadsheet Listening exercises to further develop notation skills Listening exercises to develop the ability to identify musical elements AO3 and appraising skills AO4 Ensemble / Solo performance: show back in front of class, or invited audience Assessment of film music composition, with clear targets set for further development and refinement Short listening tests Holiday homework – Choose a piece of film music to analyse/appraise and write an extended answer describing how the composer uses the musical elements to achieve the desired effect.
Year 1: Term 3 Revisit all topics from year 10 using different pieces as listening and performing examples Complete free composition project (of choice) and submit Continue to build aural skills through frequent practice. Free composition Work on year 10 performance pieces Listening exercises to further develop notation skills Listening exercises to develop the ability to identify musical elements AO3 and appraising skills AO4 Mock Performance Assessment – two pieces, with at least one ensemble (times should be noted, and feedback given) Assessment of composition to WJEC Eduqas criteria. Discussion should follow with learners re. targets, refinement etc. Mock listening exam based on all areas of study Year 2 Content Activities Assessment Revisit area of study 1: Forms and Devices (with more advanced topics and practical content) Variation form and strophic form in classical music Recognition of features of baroque, classical and romantic periods Revisit: imitation, pedal, canon, alberti bass and all harmonic features Revisit and revision: Eine Kleine Nachtmusik Exam techniques: hints and tips Building a vocabulary revision list Clarifying theoretical points Select final choice of pieces for the practical examination Work and rehearse all performances Begin work on the piece for the WJEC Eduqas Composition set brief Continued regular practice on appraising questions in the style of the examination, including comparisons of extracts Assess performances to WJEC Eduqas criteria when ready Monitor composition, processes, progress and composition log Regular listening tests and homework exercises. Build department resources bank for learners to access according to ability and musical understanding. Revisit area of study 4: Popular Music (with more advanced topic/class/practical content) Class project - Bhangra Continued work on performance (ensemble and/or Assess composition to brief using WJEC Eduqas criteria. Ensure that all authentication procedures have been