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Buxton Community School

Buxton Community School

Music

Head of Department Mrs Steph Reddy (stephanie.reddy@buxton.derbyshire.sch.uk)


Key Stage 3

Year 7

Course outline:

Elements of Music

During the Autumn term students learn about Timbre, Dynamics, Texture, Melody, Rhythm, Metre, Tonality and Structure. They begin to compose music fit for particular occasions and start to develop crucial performance skills.

Rock and Roll

Students learn about the history and evolution of popular music. They study Elvis Presley and get to know some of his most famous tunes.

Aeleatoric/Experimental Music

Students gain an understanding of graphic notation and develop composition skills to reflect images rather than conventional staff notation.

Singing

During this project students work as a small ensemble to cover a song of their choice for a fictional X Factor audition.

Music from the Baroque period

Bach, Vivaldi and Pachelbel are among some of the composers introduced to students in this unit. They explore famous works from Baroque composers and learn about music from 1600-1750.

Forms of assessment:

Students will be assessed every half term either by performing to their peers, composing original material or by a formal listening assessment.

Year 8

Course outine:

Music from the Classical Period

Students are introduced to Haydn and work on the keyboards to perform one of his famous melodies. They are introduced to time signatures and compose a piece in ¾ time.

World Music

During this topic students explore music from Jamaica, Indonesia and India.

Singing

During this project students work as a small ensemble to cover a song of their choice for a fictional X Factor audition.

TV Themes

Students gain an understanding of the power that music has in creating characters and atmospheres. They compose music for characters that they have created and have a go at playing some famous TV themes.

Music Technology

Over a 6-week block of lessons students compose music using software called Cubase Elements 8. They explore loops and counter-melody in order to create a piece for computer voices. This also launches them on the software that we use at Key Stage 4 to compose GCSE composition coursework.

Forms of assessment:

Students will be assessed every half term either by performing to their peers, composing original material or by a formal listening assessment.

Year 9

Course outine:

Music from the Romantic Period

Building on from the work done on the Baroque and Classical music periods in Year 7 and Year 8 students learn about music from 1810-1900.

Britpop

Students learn about the battle of the bands in the 90s and the impact that has had on today’s music. They develop their chord playing and understanding of harmony.

Film Music

Students analyse different film clips gain an understanding of the importance of music in a film. They have a go at playing James Bond and Mission Impossible themes before composing a theme of their own for a chosen genre of film.

Musical Theatre

During this topic students learn about the evolution of musical theatre from opera to present day West End shows.

Singing

During this project students work as a small ensemble to cover a song of their choice for a fictional X Factor audition.

Music Technology

Over a 6 week block of lessons students compose music using software called Cubase Elements 8. They explore loops and counter-melody in order to create a piece for computer voices. This also launches them on the software that we use at Key Stage 4 to compose GCSE composition coursework.

Forms of assessment:

Students will be assessed every half term either by performing to their peers, composing original material or by a formal listening assessment.

How parents can support learning:

Encourage your child to listen to a wide variety of musical genres.

Please encourage your child to get involved in musical clubs/activities that are organised by the department.

Peripatetic instrumental lessons are also available during the school day (please contact Mr Wall (during Mrs Reddy's maternity leave) or Mrs Hayes for more information).

Key Stage 4

At KS4 we offer the BTEC Level 2 Technical in Music Practice.  This qualification provides a vocationally relevant course in music, which allows for progression into a higher level of study and/or the industry. It is equivalent to 1 GCSE. 

This course would suit students who; have a passion for music and/or music production, enjoy working creatively with others, enjoy music from a multitude of genres. 

The students will learn to understand theoretical and contextual issues relating to music style, audience and the music industry, to perform effectively on their instrument/voice (if the performance element is chosen), to rehearse and display musicianship skills, to initiate and develop repertoire, to rehearse effectively and perform music live and to understand relevant aspects of music technology. 

The course consists of 3 Components- 

Component 1: Exploring Music Products and Styles 

Learning outcomes 

A: Demonstrate an understanding of styles of music.

Through focused listening and music-making activities, learners will explore a variety of musical styles and understand the key features of different styles of music and their use of musical elements. They should apply stylistic features to performance, composition and music production activities. 

B: Apply understanding of the use of techniques to create music. 

This learning outcome is designed to be taught through a combination of practical and taught sessions that will allow learners to investigate and experiment with how music from a variety of styles is performed, created and produced in order to produce their own products. 

Pearson sets the assignments for the assessment of this component. 

The assignment for Component 1 consists of two tasks. 

  • In response to Task 1, learners will compile a portfolio of evidence that demonstrates their understanding of four different styles of music using musical examples related to a theme. 
  • In response to Task 2, learners will create three 30–60-second examples of ideas for music products related to a theme, using a range of realisation techniques. 
  •  

Component 2: Music Skills Development

Learning outcomes

A: Demonstrate professional and commercial skills for the music industry

Learners will explore professional techniques for musicians and look at how musicians share their music with others.  They will learn to use a  variety of methods of evidencing processes and outcomes and communicating skills development.

B: Apply development processes for music skills and techniques.

Learners will participate in workshops and sessions to identify and develop musical skills and techniques in the following three disciplines: 

1. Music performance 

2. Creating original music 

3. Music production. 

They will then select and develop their individual musical and professional techniques appropriate to context and style and demonstrate the application of these skills and techniques in the creation of musical outcomes across two of the three disciplines. 

Pearson sets the assignments for the assessment of this component. 

The assignment for Component 2 consists of one task. 

  • In response to the task, learners will plan and create 2 musical outcomes in different musical areas in response to a theme that will develop professional and musical skills. 

The assignment will take approximately 15 supervised hours to complete. 

Component 3: Responding to a Music Brief 

Learners will be given the opportunity to develop and present music in response to a given music brief. 

Features explored: 

  • Performing stylistically accurate cover versions. 
  • Creating original music using existing stylistic frameworks and traits. 
  • Stylistic use of a DAW and associated hardware to create an original piece of music from a given starting point. 

A task worth 60 marks will be completed under supervised conditions and externally marked by Pearson.  

Progression routes for this course could include; Level 3 Music courses including A Level, BTEC and RSL Level 3 qualification for Music Practitioners or college/university courses in music or associated performing arts. Typical employment progression is to areas such as performing/recording artist, music producer, composer, music entrepreneur or industry professional.