Music

Course Overview

The Key Stage 3 Music curriculum aims to foster a deep appreciation for music while developing essential musical skills. Engaging with music nurtures creativity, enhances cognitive abilities, and promotes emotional expression, making it a vital component of a well-rounded education.

Throughout this stage, students will explore various musical genres and cultures, learning to perform, compose, and critically evaluate music. They will develop skills in instrumental and proficiency, musical theory and music technology, fostering both individual and collaborative work.

Pupils will engage in hands-on activities, including the creation of original compositions and participation in group performances. By the end of Key Stage 3, students will have a solid foundation in music theory, an expanded musical vocabulary, and enhanced listening skills. Ultimately, the curriculum aims to instil a lifelong passion for music while equipping students with the tools necessary for further study or leisure pursuits.

What can I do to support my child?

You do not have to be a specialist in music to be able to help develop your child’s musicality. One of the best things you can do to support is expose your child to as many different styles of music as possible. This can be

either recorded music, music used in TV and film or even live music. Discussing music is also very beneficial – particularly in the context of media e.g. if watching a film as a family, be aware of how music is used in the background.

Supporting your child through musical performance (if this is possible) would also be greatly beneficial. This can be either through accessing individual tuition on an instrument or voice (through school or externally) and/or joining a choir or musical ensemble. There are many local groups and organisations which offer music making opportunities around the Lancaster area. Some of these are Lanacaster Community Music Centre and More Music (in Morecambe), as well as numerous music groups at LGGS.

If your child is learning a specialist instrument (or voice), then encouraging a regular practice routine and communicating with their tutor will really help to accelerate your child’s development as a musician.

Finally, there are many online resources available to help develop music theory and aural skills. These include:

Music TheoryFocus on Sound (all LGGS students have access to this via a school license) Music theory - GCSE Music - BBC Bitesize Aural Skills, Ear Training, and Musicianship

The students also have MuseScore music notation software on their devices, which is a fantastic resource for developing composing and notation skills

How will students be assessed?

Students are assessed in music in THREE different ways. This continues through to KS5 music:

1. PERFORMING: Regular assessment of performance skills. This can be individually or in a group, incorporating various different types of performance – keyboard, singing, percussion, recording on music technology and either individually or as part of a group.

2. COMPOSING: Creating their own music either individually or as a collaboration features heavily throughout KS3. This can be through written notation, music technology or as a performance-based composition

3. APPRAISING and THEORY: Students will have a music vocabulary and theory test at the end of each unit. They will also be assessed on their ability to write about music

Exam Board and details

Exam Board: Edexcel GCSE Music

Course Overview

Music is an incredibly diverse course, encompassing a variety of practical and academic approaches to its study, its varied nature enables students to develop highly-desirable skills in areas such as self-management, teamwork, problem-solving, and communication; all of which makes them an attractive prospective for potential employers. Music opens doors to a wide range of careers both within and outside the arts and the social aspect of the course allows you to build on these social skills alongside the technical aspects. From critical thinking to administration, those who study Music gain a wide range of skills - the skills learnt can be applied to many different professions including performing, teaching, composing, working with film, TV or radio.

How will students be assessed?

COMPONENT 1: PERFORMING MUSIC

30% of the qualification Performing forms a major part of the course and as well as being assessed in its own right, it underpins many of the skills covered in Units 2 and 3. Students will record a solo or ensemble piece (in any style/genre) every half term and select your strongest from each category (lasting a combined minimum of 4 min.) to be sent off for assessment. To gain the highest marks in this unit you need to be able to perform music equivalent to at least Grade 4-5 standard (though no formal qualifications are necessary to be accepted on the course). It is also an option to study this unit through Music Technology (i.e. creating a studio recording) or by directing/rehearsing an ensemble or choir.

COMPONENT 2: COMPOSING MUSIC

30% of the qualification. The first term will focus on music theory and compositional technique, through a variety of stimuli. This is not just traditional harmony and notation, but also looking at music technology and songwriting skills. Candidates are to compose TWO pieces of music over the two years, lasting a minimum of 3 MINUTES combined duration. The first composing brief will be set by the exam board and the second is a free choice made by the student. Compositions can be written in a variety of styles and incorporate Music Technology if the student wishes. They may be completed in a traditional score format or submitted as a recording with a written commentary.

COMPONENT 3: APPRAISING MUSIC

40% of the qualification In this unit students develop their listening and appraising skills through the study of music across a variety of styles and genres. The content of the work is grouped into FOUR Areas of Study; each one comprising of TWO set works. The Areas of Study are:

AOS 1: Instrumental Music 1700 - 1820

3rd Movement from Brandenburg Concerto No. 5 by J. S. BACH

1st Movement from Pathetique Sonata for Piano by L. V. BEETHOVEN

AOS 2: Vocal Music

Music For A While by H. PURCELL

Killer Queen by QUEEN

AOS 3: Music for Stage and Screen

Star Wars, Episode IV: A New Hope – Main titles/Rebel Blockade Runner by JOHN WILLIAMS

Defying Gravity from Wicked by STEPHEN SCHWARTZ

AOS 4: Fusions

Release by AFRO-CELT SOUND SYSTEM

Samba em Preludio by ESPERANZA SPALDING

The unit is assessed through an exam at the end of Year 11 which is in two sections: Section A - Areas of study: dictation, and unfamiliar pieces Section B - Extended response comparison between a set work and one unfamiliar piece.

Exam Board and details

Exam Board: Equdas A Level Music

Course Overview

The course is designed to allow learners to pursue their own musical interests. Learners develop skills in the three distinct but related disciplines of performing, composing and appraising, whilst having flexibility to specialise in either performing or composing. The A-level Music specification enables students to extend their knowledge and understanding of music, to create and develop their own musical ideas and to demonstrate technical, interpretative and communication skills through performing music.

How will students be assessed?

The course is divided into three skill-based components:

• Performing (Non-examined assessment)
• Composing (Non-examined assessment)
• Appraising (Written examination)

COMPONENT 1 PERFORMANCE

Non-examined assessment - externally assessed by a visiting examiner: 25% or 35% qualification The purpose of this component is to assess students’ performing skills in a solo and/or ensemble context. They are given the opportunity to rehearse and refine performances on their chosen instrument or voice, developing technical control, expression and interpretative skills. Assessment overview • A public performance of one or more pieces, performed as a recital. • Performance can be playing or singing solo, in an ensemble, improvising, or realising music using music technology. • The total performance time across all pieces must be a minimum of 4 mins. (25% option) or 8 mins. (35% option)

COMPONENT 2 COMPOSING

Non-examined assessment: 25% or 35% qualification Students will be encouraged to explore a range of compositional starting points and investigate a variety of techniques for developing and manipulating ideas. They will then turn their ideas into completed pieces of music. They will learn about the processes involved in creating music through developing the technical and expressive skills needed by a composer. Assessment overview • 25% option - Two compositions, one of which must reflect the musical techniques and conventions associated with the Western Classical Tradition and be in response to a brief set by Eduqas. The second composition is a free composition and can be in any style or genre. • 35% option - Three compositions, one of which must reflect the musical techniques and conventions associated with the Western Classical Tradition and be in response to a brief set by Eduqas. The second must reflect musical techniques and conventions from another Area of Study - e.g. Musical Theatre. The third composition is a free composition and can be in any style or genre.

COMPONENT 3 APPRAISING

Written examination (2h 15m): 40% of the qualification The purpose of this component is for students to develop their listening and appraising skills through the study of music across a variety of styles and genre. They cover THREE areas of study:

Area of Study A (compulsory): The Western Classical Tradition (The Development of the Symphony 1750-1900)

Then ONE from each of the following groups:

GROUP 1

Area of study B: Rock and Pop

Area of study C: Musical Theatre

Area of study D: Jazz

GROUP 2

Area of study E: Into the 20th Century

Area of study F: Into the 21st Century

A written examination in which both familiar and unfamiliar extracts of music will be played Questions types include:

1. Set work analysis with a score.

2. Extended responses on wider context.

3. Unprepared extracts of music with and without a score.

4. Comparison questions.

Future Study Options and Career Pathways:

• Degree in Music at University
• Specialist Music Degree (usually performance-based) at a Music College or Conservatoire
• Degrees in Music Education
• Combining Music with another course (e.g. languages) is offered at some universities

Jobs:

• Performing: In addition to solo performance careers, there are performance opportunities in chamber music, folk, rock, and pop music, as well as free-lance concert and studio opportunities.
• Composing
• Teaching
• Music Arts and Administration
• Music Technology: i.e. Sound Engineering,
• Music Production and Sound Design
• Music Therapy