The authors objective has been to provide every material support to the teacher, to leave you free to teach your subject.

Size: px
Start display at page:

Download "The authors objective has been to provide every material support to the teacher, to leave you free to teach your subject."

Transcription

1 Introduction This series will help both specialist and non-specialist teachers deliver the Key Stage 3 curriculum for Music effectively. The books follow the Scheme of Work objectives, providing: on left-hand pages, lesson plans divided into starter, main activity, extension and plenary, with cross-references to the National Curriculum and periodic suggestions for homework on right-hand pages, photocopiable student activity sheets which offer technical guidance and self-assessment outcomes prelim notes for teachers on extra resources required, and a class-based assessment grid linked to the National Curriculum levels of achievement an appendix of a photocopiable scale for classroom support The authors objective has been to provide every material support to the teacher, to leave you free to teach your subject. 26 Wedgwood Way, Pin Green Industrial Estate, Stevenage, Hertfordshire SG1 4QF Telephone: Fax: enquiries@badger-publishing.co.uk Badger Music for Key Stage 3 Teacher Book 3 with Copymasters for Year 9 ISBN X Text David Stanley, Sarah Croot and John Foxwell 2004 Complete work Badger Publishing Limited 2004 The right of David Stanley, Sarah Croot and John Foxwell to be identified as authors of this Work have been asserted by them in accordance with the Copyright, Designs and Patents Act Publisher: David Jamieson Editor: Paul Martin Design: Lodestone Publishing Limited Printed in the UK.

2 Contents Resource list 4 Class record sheet 5 Unit 12: Bhajan/qawwali 6 Unit 13: Music and Media 22 Unit 14: The Concerto 40 Unit 15: Popular Song 58 Appendix 78

3 Bhajan/qawwali LESSON PLAN Learning outcomes Assessment Resources Plenary Extension Main activity Starter activity HW All students will Most students will Some students will QCA/NC ref. To identify, explore and perform bhajan/qawwali with understanding of its conventions and context Develop an understanding of the importance of music for the Indian culture Understand the term Sangeet and explain the main differences between the Carnatic and Hindustani traditions Understand the primacy of song in the music of different cultures and state their views confidently in class discussion 4c, 4d, 5a, 5b, 5c geography, culture, Sangeet, Hindustani music, Carnatic music, song, voice Hand out some atlases so that the students can see a map of the world. Students to find India on the map. General discussion about the culture in India. Give students the chance to share previous knowledge of the culture / music of India. An introduction to and exploration of the geographical and cultural context of Indian music. Write up findings from discussion into a mini report in preparation for feeding back to the class. Class discussion Atlases Keywords How will these be assessed? Assessment of this lesson is by outcome and discussion. Students complete the I can do grid on their Student Activity Sheet. 6 The unit will be assessed by outcome of each task, completion of homework tasks, completion of the self-assessment grid on the Student Activity Sheet, and musical performance.

4 Name... Form Bhajan/qawwali STUDENT ACTIVITY SHEET Activity Activity support The map on the right shows the geographical position of India. Copy the map into your exercise book. Your heading is The Geographical and Cultural Context of Indian Music. Pakistan Arabian Sea India Answer the following questions in your exercise book in complete sentences: 1. What term, used to describe Indian music, represents a combination of vocal music, instrumental music and dance? 2. Which of these three art forms is considered to be superior? 3. What name is given to the north Indian musical tradition? 4. What name is given to the south Indian musical tradition? 5. Apart from their location, how do these two types of Indian tradition differ? In pairs, consider why song is given such an important status in Indian music. Do you think that the voice is one of the most expressive musical instruments? Why? Do you think that the genre of popular song is important for your generation in today s society? Feedback your findings from your discussion to the class. Self-assessment I can: (Tick how you feel about each statement.) Describe the geographical location of India Write about the meaning of the term Sangeet Understand the main differences between Carnatic and Hindustani music Consider the importance of song in Indian music and the music of our culture Speak confidently to the class, feeding back ideas from the discussion This page may be photocopied by schools purchasing this book. China Nepal Bay of Bengal In order to find out more about the music and culture of other countries, it is important that we are aware of their geographical location. Since the earliest times, India has had a very diverse ethnic population. This diversity has led music to develop within a complex context. Music has historically had a fundamental role in defining the Indian culture. The term Sangeet in Indian music represents a combination of three art forms: vocal music, instrumental music and dance. Many Indian scholars believe that vocal music is the most superior art form in Indian music. Much Indian instrumental music has therefore developed by imitating vocal style. There are two major traditions of classical music in India: north India (Hindustani) and south India (Carnatic). Carnatic music and Hindustani music have clear differences. Carnatic music has maintained its original form, whereas Hindustani music has been altered by outside influences. Carnatic music places an emphasis on song structures. It follows that the voice is given primary importance. Carnatic music is also generally more theoretical than Hindustani music. This has led to the implication of certain rules which have to be closely followed. We have already seen that the voice is of supreme importance in Indian music. Song form, the main vehicle for the voice, is arguably the oldest form of music. The voice was used as a means of expression before instruments were even invented. Date Badger Publishing

5 Bhajan/qawwali LESSON PLAN Learning outcomes All students will Most students will Some students will Assessment Resources Plenary Extension Main activity Starter activity HW QCA/NC ref. Keywords To identify, explore and perform bhajan/qawwali with understanding of its conventions and context Understand the main characteristics of Indian music Listen to Indian music and identify its main characteristics Fully understand the use of rag, tal and drone in Indian music and accurately identify examples of these 3a, 3b, 4a, 4b, 4c, 4d, 5a, 5b, 5c, 5e saptak, swar, rag, tal, theka, drone, tala, sitar, tabla Prepare a mini project on the traditional instruments of India. Include pictures. Take care not to overuse one source. Also set students the challenge of discovering the definition of sympathetic strings! Listen to Indian music. Students to identify key features and characteristics. Discussion of the elements of music (to include rhythm, timbre and texture). Encourage students to recognise that there is no key and no sense of harmony in Indian music (atonal). An exploration of some key compositional devices in traditional music of India. Write about the timbre, texture, rhythm and harmony of Indian music. Learn Indian music theory keywords and definitions. Quiz. CD player, recordings of traditional Indian music How will these be assessed? Assessment of this lesson is by outcome and completion of homework. Students complete the I can do grid on their Student Activity Sheet. 8 The unit will be assessed by outcome of each task, completion of homework tasks, completion of the self-assessment grid on the Student Activity Sheet, and musical performance.

6 Name... Form Bhajan/qawwali STUDENT ACTIVITY SHEET Activity Activity support The table below shows a number of keywords used to explain Indian music theory. To help learn their definitions, they are listed with their English musical equivalent. Copy the table into your exercise book under the heading Indian Compositional Devices. Indian Theory English Theory Indian Theory English Theory Saptak Octave Rag Scale Swar Note/Pitch Tal Rhythm RAG and TAL are very important to understand because they form the basis of Indian music. In your exercise book write a definition of RAG. Now write a definition of TAL. Include an explanation of theka in your answer. Another common compositional feature of Indian music is the presence of a drone. Can you guess what a drone might be? Maybe you think your teacher drones on and on! Listen as you are played an example of a drone in Indian Music. What effect does the drone have? Draw a picture of a sitar and tabla. Write a definition of them in your exercise book underneath the pictures. Listen to the sound of the sitar and tabla. Try to describe their timbre. tabla sitar Self-assessment I can: (Tick how you feel about each statement.) Listen to Indian music and describe its basic characteristics Understand the terms saptak and swar Understand the definitions of rag and tal and why they are so important to the Indian musical tradition Listen to Indian music and identify the drone Listen to common Indian instruments and describe their timbre There are a number of important keywords that we will encounter during our study of Indian music. Some of the most important of these are listed in the table to the left. Indian Classical music covers two traditions the north (Hindustani) and the south (Carnatic). Both traditions interpret the rag and tal slightly differently. Generally speaking, the Rag is similar to a western scale and is normally an arrangement of 7 notes (swars). There are very strict rules governing the formation of a rag. Each rag belongs to a particular season or time of day, and evokes a particular mood when performed. Tal simply represents the rhythmic patterns on which Indian music is based. Theka is the term given to a drumming pattern used for keeping time in music. This is normally played on the tabla. Almost all Indian music features a drone which forms the background of the piece. A drone is two notes that are played constantly throughout the piece of music. Listen carefully to the music you are played. It should be quite easy to identify the drone which is heard constantly in the background of the music. Indian music is commonly associated with 2 main instruments the sitar and tabla. The sitar is a string instrument which has 7 main strings and 12 sympathetic strings. The strings are tuned to the swars of the rag. A tabla is a pair of drums used for accompaniment. One drum is larger than the other. The larger drum can change pitch. To describe their timbre accurately, you will need to listen to the extract of music carefully. Date This page may be photocopied by schools purchasing this book. Badger Publishing

7 Bhajan/qawwali LESSON PLAN Learning outcomes Assessment Resources Plenary Extension Main activity Starter activity HW All students will Most students will Some students will QCA/NC ref. Keywords To identify, explore and perform bhajan/qawwali with understanding of its conventions and context Compose a piece of music based on Indian conventions Compose a piece of music which accurately follows the traditional Indian structure Accurately compose and confidently perform music based on Indian conventions showing stylistic awareness and accuracy 1b, 1c, 2a, 2b, 3c, 4d, 5a, 5b, 5c, 5e Alap, Jhor, Gat, Jhala, improvisation, the aural tradition Introduce the strict structural rules governing much Indian music. Listen to some examples. Can students equate these structural music rules to any other cultures? Composition of music based on compositional techniques and structures of Indian music. Definition of keywords written into exercise book. Performance of select students work. CD player, extracts of Indian music, all available classroom instruments How will these be assessed? Assessment of this lesson is by outcome and performance. Students complete the I can do grid on their Student Activity Sheet. 10 The unit will be assessed by outcome of each task, completion of homework tasks, completion of the self-assessment grid on the Student Activity Sheet, and musical performance.

8 Name... Form Bhajan/qawwali STUDENT ACTIVITY SHEET Activity Activity support Your task is to compose a piece of music using Indian conventions as your stimulus. You will each have to take one of the roles in the table below. When you have decided who is going to play each part, write your names in the appropriate space. Part Role Name 1 Main melody 2 Percussionist 3 Percussionist 4 Drone Your composition must be based on the notes of the following rag: C E F G B C For this particular composition you will be following a very fixed structure. At the very start of your composition, the person playing part 4 will need to play the drone. Try using the notes C and G to form the drone. The first section you need to prepare is the ALAP. The next section that needs composing is the JHOR. During the next section (GAT), it is the turn of the drum player to improvise. This is traditionally structured over a cycle of 4 16 beats. Finally, your composition needs to finish with a fast, rhythmic climax called the JHALA. Practice performing your composition. Self-assessment I can: (Tick how you feel about each statement.) Work collaboratively in a group deciding who will play which part Understand the definition and role of the different sections of Indian music Compose the Alap and Jhor Compose the Gat and Jhala Perform confidently to the class This page may be photocopied by schools purchasing this book. A typical Indian music ensemble consists of the 4 parts listed in the table. Don t forget, you can only use notes of the rag to form the melodic aspect of your composition. The people playing the melody and the drone will be using keyboards. Make sure that you use an appropriate tone! Try the tone of the sitar to start with. Remember, the drone should be heard in the background throughout the entire composition. The Alap will be performed by the person playing part 1 (main melody). This person needs to improvise using the notes (swars) of the rag. There is no steady rhythm or pulse at this stage. The section titled Jhor is where a steady pulse should start. This is when the percussionists begin to play. At least one of you will need to be playing a drum in order to represent the sound of the tabla. You will need to practice moving from the Alap to the Jhor so that the transition is seamless! The person improvising the notes of the rag should continue. This time, however, they improvise at the same time as the drummer. Don t forget, the drone is still going on at this stage together with the second percussionist whose job it is to maintain the pulse. Experiment with different ways that you can bring your composition to an exciting conclusion! You have not notated your composition for two main reasons: 1. Most of the composition is improvised, hence it will always be slightly different each time it is performed. 2. The music of India together with that of Africa tends not to be notated. Rather, it is passed down through generations of families. This is called the aural tradition. Date Badger Publishing

9 Bhajan/qawwali LESSON PLAN Learning outcomes All students will Most students will Some students will Assessment Resources Plenary Extension Main activity Starter activity HW QCA/NC ref. Keywords To identify, explore and perform bhajan/qawwali with understanding of its conventions and context Understand the definition of a bhajan Listen critically to a bhajan identifying its main characteristics Prepare a short report on the role of bhajans in the Indian culture using the Internet as a resource 3a, 3b, 4a, 4b, 4c, 4d, 5a, 5b, 5c, 5e devotion, religion, bhajan, song, asthayi, swar, antara, culture Students to consider the difference between religion and devotion (Devotion generally symbolises a higher state of worship where soul becomes submerged in worship. Devotion lies at the very heart of the Indian musical tradition.) Introduce today s topic; the Indian bhajan. Illustration and exploration of the history, context and characteristics of the bhajan. Using keyboard, investigate the different tones that imitate Indian musical instruments. Students to feedback the results of their Internet research. CD player, recorded examples of bhajans, computers with Internet access, keyboards How will these be assessed? Assessment of this lesson is by outcome and disussion. Students complete the I can do grid on their Student Activity Sheet. 12 The unit will be assessed by outcome of each task, completion of homework tasks, completion of the self-assessment grid on the Student Activity Sheet, and musical performance.

10 Name... Form Bhajan/qawwali STUDENT ACTIVITY SHEET Activity Activity support Your title is Bhajans. Answer the following questions in your exercise book in complete sentences: 1. What is a bhajan? 2. During what period were they commonly written? 3. Why are bhajans normally simple? 4. What sentiments do bhajans express? Write about the typical structure of a bhajan. Listen as you are played some examples of bhajans. What musical features can you identify? Listen out for the musical features listed below. When you can hear each one, tick the box next to the feature. 1. Repetition 2. Simplicity of musical material 3. Asthayi 4. Antara 5. Percussion instruments 6. Harmonium 7. Voice Using the Internet as a resource, investigate the role that bhajans play in the Indian culture. Prepare a small presentation from the research that you find. Self-assessment I can: (Tick how you feel about each statement.) Understand some of the differences between religion and devotion Write about the typical structure of a bhajan Listen critically to bhajans and identify the main musical characteristics Use the internet as a resource Prepare a presentation on the role of bhajans in the Indian culture This page may be photocopied by schools purchasing this book. A bhajan is a Hindu devotional song popular in the North Indian tradition and written between the 14th and 17th centuries. The music of bhajans is usually simple and straightforward because they have to be learnt and sung by congregations. Bhajans express a pure and selfless love of God. A typical bhajan begins with an asthayi. During this section, the swars (notes) are from the middle and low registers. The asthayi is followed by a number of antara. The swars in these sections come from the higher ranges. Listen very carefully to the bhajans. Work through each feature listed to the left and try to identify it in the music. Some are harder than others! Only tick the box when you are really confident that you can hear the musical feature. Bhajans play a central role in Indian culture. See how much information you can find out about this. Can you think of anything equivalent to this in our or any other cultures? Different cultures, for example, share similar purposes for music (devotional, religious, special occasions, rituals and so on). It is important to realise that most cultures enjoy a diverse mix of classical, pop and folk music. Date Badger Publishing

11 Bhajan/qawwali LESSON PLAN Learning outcomes All students will Most students will Some students will Assessment Resources Plenary Extension Main activity Starter activity HW QCA/NC ref. Keywords To identify, explore and perform bhajan/qawwali with understanding of its conventions and context Take part in class performance of a bhajan Confidently and accurately maintain their part in class performance of a bhajan Take a lead role in performing a bhajan with the class, assisting other students 1a, 1b, 1c, 4a, 4b, 4c, 4d, 5a, 5b, 5c, 5e bhajan, performance Play the chosen bhajan to the students. Question students as to some of the musical characteristics in order to reinforce previous knowledge. (Bhajans are available to download from Enlist the help of any Indian families represented in the school and liaise with the Religious Education Department.) Learn and perform the bhajan. Improvise a percussive accompaniment to the performance of the bhajan. Lead a complete performance of the bhajan. Sheet music for a bhajan (or a recording), piano, percussion instruments How will these be assessed? Assessment of this lesson is by outcome and performance. Students complete the I can do grid on their Student Activity Sheet. 14 The unit will be assessed by outcome of each task, completion of homework tasks, completion of the self-assessment grid on the Student Activity Sheet, and musical performance.

12 Name... Form Bhajan/qawwali STUDENT ACTIVITY SHEET Activity Activity support Look carefully at the words of the bhajan that you are going to perform. Your teacher will explain their meaning to you. Before we can learn the song, we must consider the tal that the song is in. Your teacher will demonstrate this to you. Now try to clap the tal as the bhajan is played again. Listen carefully as you are played the asthayi. What main characteristics can you identify? Write these in the space below: We will now learn to sing the asthayi and then perform it together with the tal in the following ways: 1. The whole class claps the tal. 2. The whole class sings the asthayi. 3. Half the class claps the tal while the remainder sings the asthayi. 4. Now try to sing the asthayi and clap the tal at the same time! Finally, we will learn the antara. Self-assessment I can: (Tick how you feel about each statement.) Understand the important role that the text of a bhajan has Clap the tal as the bhajan is played Identify the main characteristics of the asthayi Learn the asthayi Learn the antara This page may be photocopied by schools purchasing this book. The text of bhajans conveys the love of God in a colourful and expressive language. Just like the simplicity and repetition of the music, the words tend to be repeated in order to emphasise and restate their meaning. Remember, the tal describes the rhythm of the bhajan. This will be constructed over a number of different beats. Remember, the asthayi is the very first section of the bhajan. In order to respect the values and cultures of different ethnic groups, it is important that we are very sensible when performing the bhajan. As well as being sensible, we need to sing the bhajan with style, accuracy and enthusiasm. Date Badger Publishing

13 Bhajan/qawwali LESSON PLAN Learning outcomes All students will Most students will Some students will Assessment Resources Plenary Extension Main activity Starter activity HW QCA/NC ref. Keywords To identify, explore and perform bhajan/qawwali with understanding of its conventions and context Understand the definition of a qawwali Discuss, in pairs and as a class, the importance of qawwali to the Indian culture Listen critically to a qawwali identifying its main structural characteristics 3a, 3b, 4a, 4b, 4d, 5a, 5b, 5c, 5e Qawwali, tabla, dhol, dholak, harmonium, qawwal, alap, vel, culture, audience participation Listen to a bhajan and qawwali. Explore the differences and similarities in sound. Illustration and exploration of a qawwali. Listen to a qawwali and identify the different sections and roles. Write down ideas from discussion ready to feedback to the class. Class discussion to report findings from discussion in pairs. Listen to a qawwali identifying its main structural characteristics. CD player, recordings of bhajan and qawwali How will these be assessed? Assessment of this lesson is by outcome and performance. Students complete the I can do grid on their Student Activity Sheet. 16 The unit will be assessed by outcome of each task, completion of homework tasks, completion of the self-assessment grid on the Student Activity Sheet, and musical performance.

14 Name... Form Bhajan/qawwali STUDENT ACTIVITY SHEET Activity Activity support In your exercise book, write a detailed definition of qawwali. Write about the typical ensemble of a qawwali performance and the roles that individuals take. The chart below shows the typical structure of a qawwali performance. Copy this into your exercise book. Add to the chart a definition of the different sections. Musical Introduction Alap Different verses Main song Sudden end A typical qawwali performance will feature audience participation. The audience members, stirred by the excitement and passion of the music, sing and dance and often give money to performers (vel). Why do you think that the music has such an effect on the audience? Self-assessment I can: (Tick how you feel about each statement.) Identify some musical differences between bhajan and qawwali Write a definition of qawwali Write about the typical ensemble of a qawwali performance Understand the different sections of a typically structured qawwali Consider the role of this music in the Indian culture This page may be photocopied by schools purchasing this book. The term qawwali actually translates to mean utterance. Qawwali are North Indian and Pakistani devotional songs and have been a feature of Indian culture since the 12th Century. They set poetry to music, and are lyrical and rhythmic. Their excitement and passion encourages the audience to sing and dance! A typical qawwali performance features about 10 men who would take on the following roles: 5 men: Sing verses and clap hands 1 man: Plays dholak Lead singer: qawwal The table below provides a definition of each section of a typical qawwali: Section Introduction Alap Verses Main song Discuss your ideas with the person sitting next to you. Can you think of anything similar to this in our or any other cultures? Consider why music forms such a central part of so many cultures. 1 man: Plays the tabla and dhol 2 men: Sing and play harmonium Definition Melody played on harmonium including improvisation. Singer sings long notes related to rag of song. This section has no rhythm. First version performed by qawwal and accompanied by harmonium. Repeated versions sung by other singers featuring different improvised melodies. Rhythm starts and men clap hands. This section builds in tempo and passion, and then ends suddenly. Date Badger Publishing

15 Bhajan/qawwali LESSON PLAN Learning outcomes Assessment Resources Plenary Extension Main activity Starter activity HW All students will Most students will Some students will QCA/NC ref. Keywords To identify, explore and perform bhajan/qawwali with understanding of its conventions and context Compose and perform an original song using some features of qawwali to aid composition Take an active role in the composition and performance of an original song based on the traditions of qawwali Produce an authentic performance showing stylistic accuracy and understanding 1a, 1b, 1c, 2a, 2b, 3c, 5a, 5b, 5c lyrics, rag, composition, introduction, harmonium, alap, main verse, qawwal, main song Ask students if they can remember the typical structure of a qawwali. Write this on the whiteboard. Brainstorm the different performers and their roles. Composition of song in the style of a qawwali using the notes of a rag, following the typical qawwali structure and setting given lyrics. Written justification of composition outlining the compositional process. Performance of songs. Evaluation using criteria that the class decide. Which performance is the most successful and why? All available classroom instruments, manuscript paper How will these be assessed? Assessment of this lesson is by outcome and performance. Students complete the I can do grid on their Student Activity Sheet. 18 The unit will be assessed by outcome of each task, completion of homework tasks, completion of the self-assessment grid on the Student Activity Sheet, and musical performance.

16 Name... Form Bhajan/qawwali STUDENT ACTIVITY SHEET Activity Activity support You need to work in groups of 6. Your task is to compose a song in the style of a qawwali. Study the lyrics below. These are the words that will form the basis of your qawwali: My soul is in peace as I look up to you, The great being who comforts my every need Your composition will need to be based on the notes of the following rag: B D E G A B First, compose the introduction. Write the name of the person who is going to perform the introduction in the space below: Now compose the alap. The next section to compose is the main verse. Write the name of your chosen lead singer in the space below: Who is going to play the accompaniment? When the main verse has been performed, other versions of it need to follow which will be performed by the whole group. Now compose the main song. Remember, this section must build in tempo and passion until it reaches a sudden end! Self-assessment I can: (Tick how you feel about each statement.) Compose an introduction based on improvisation of the rag Compose the alap Compose the verses Compose the main song Maintain my part in a group performance of an original song based on qawwali This page may be photocopied by schools purchasing this book. Study the lyrics carefully. They are only short because devotional song lyrics are often based on the repetition of a single idea. This has the effect of transporting the performers and audience into a euphoric and trance like state. The introduction will feature a single melody only (monophony). This melody will be improvised around the notes of the rag. You need to choose one person in the group who will perform this section. If you are performing on keyboard, choose the tone of a harmonium to add authenticity to your performance. The alap will contain long, held notes from the rag, creating a drone effect. These notes will be sung! Choose the best singers in the group to perform this section. The lead singer (qawwal) has to perform the first version of the verse. This will be accompanied by music, traditionally played on the harmonium. Elect a lead singer in your group and someone who will play the music in this section. The following verses need to feature different improvised melodies. This is where the main rhythm should begin. Some members of the group will need to clap their hands and all members should join in singing. This section should feature drums and percussion instruments. During the compositional process consider how you can most effectively use the musical elements including tempo, dynamics and timbre. Date Badger Publishing

17 Bhajan/qawwali LESSON PLAN Learning outcomes Assessment Resources Plenary Extension Main activity Starter activity HW All students will Most students will Some students will QCA/NC ref. Keywords To identify, explore and perform bhajan/qawwali with understanding of its conventions and context Demonstrate respect for the traditions of other cultures Understand and write about the origins and development of Bollywood Exercise a deeper understanding of the effects of the popularisation of traditional music on different cultures 4a, 4b, 4c, 4d, 5a, 5b, 5c, 5e Indian film industry, Filmi sangeet, Bollywood, fusion Write an essay on the importance of a young person to be knowledgeable about their traditional music culture. Is it important for a young person to understand his/her musical roots? Why/why not? Use the example of the Indian tradition and your own culture in your essay. Watch an extract from a Bollywood movie to engage students and introduce the topic area. An exploration of the Indian film music industry. A consideration of the importance of cultural music traditions. Students to actively help other groups by encouraging them to think of issues that they may not have already considered. Class discussion to aid completion of homework. Television, video of Bollywood film How will these be assessed? Assessment of this lesson is by outcome and completion of homework. Students complete the I can do grid on their Student Activity Sheet. 20 The unit will be assessed by outcome of each task, completion of homework tasks, completion of the self-assessment grid on the Student Activity Sheet, and musical performance.

18 Name... Form Bhajan/qawwali STUDENT ACTIVITY SHEET Activity Activity support In your exercise book, write about the origins and development of the Indian film industry. Your title is Bollywood. Answer the following questions in your exercise book in complete sentences: 1. What is the music used in Bollywood similar to? 2. Can traditional Indian music elements be found in Indian film music? 3. What is fusion? 4. Can fusion be found in the Indian film music genre? You will be shown part of a Bollywood film. While you are watching make notes on the following aspects: 1. Storyline / plot 2. Musical characteristics 3. Lavish nature of production The Indian film music genre appeals mainly to the youth. Do you think the popularity of this genre encourages young people from the Indian culture to become familiar with traditional Indian music such as bhajan and qawalli? Discuss this with the person sitting next to you. Jot down some notes ready to feedback to the class. Self-assessment I can: (Tick how you feel about each statement.) Respect the traditions and cultures of other ethnic groups Understand and write about the origins and development of the Indian film industry Understand the role and characteristics of music in Bollywood films Analyse a particular scene from an Indian film I have watched Confidently outline my opinions about the importance of traditional music culture knowledge The Indian film industry is commonly referred to as Bollywood (a combination of the words Bombay and Hollywood). India s first motion sound picture was produced in Most Bollywood films are romances or comedies which present light, easy and enjoyable viewing. The films are lavish, colourful and vibrant and contain numerous song and dance sequences. Filmi sangeet is the term given to music from the Indian film industry. Filmi sangeet represents a huge commercial area which appeals mainly to the youth and lower classes. The music used in Bollywood is traditionally similar to Western pop, incorporating catchy tunes and rhythms. Traditional Indian music elements can be found to a subtle degree. Most Indian film music is actually dominated by western jazz, rap, disco and a host of other styles depending on the common styles of the time. Often, popular styles such as these are combined. This is a form of fusion in music. Watch the film carefully. Try to work out what is happening! Compare your notes to the person sitting next to you. Do you agree? Have you noticed similar characteristics? In many respects, these situations are similar in a variety of cultures, including our own. Most of the music in the charts today appeals to the youth market, and it is fair to assume that most of these young people do not share the same level of enthusiasm for traditional classical music. Our society is now witnessing an increase in attempts to popularise classical music such as by Bond, Vanessa Mae and Myleene Klass. Do you think these attempts are, or will be, successful in encouraging young people to appreciate more traditional musical forms. Date This page may be photocopied by schools purchasing this book. Badger Publishing

AoS2 set works Schoenberg: Peripetie AoS4 set works Koko: Yiri Capercaille: Skye Waulking Song Rag Desh

AoS2 set works Schoenberg: Peripetie AoS4 set works Koko: Yiri Capercaille: Skye Waulking Song Rag Desh The KING S Medium Term Plan - Music Y11 LC3 Programme Legacy GCSE Module Area of Study 2 and 4 Analysing three additional set works. Learners will be required to focus their skills on new styles of notated

More information

Music at Menston Primary School

Music at Menston Primary School Music at Menston Primary School Music is an academic subject, which involves many skills learnt over a period of time at each individual s pace. Listening and appraising, collaborative music making and

More information

Stratford School Academy Schemes of Work

Stratford School Academy Schemes of Work Number of weeks (between 6&8) Content of the unit (overall.. what do they learn in this unit?) Assumed prior learning (tested at the beginning of the unit) 16 weeks Music theory the basics: Students will

More information

Scheme of Work for Music. Year 1. Music Express Year 1 Unit 1: Sounds interesting 1 Exploring sounds

Scheme of Work for Music. Year 1. Music Express Year 1 Unit 1: Sounds interesting 1 Exploring sounds Year 1 Music Express Year 1 Unit 1: Sounds interesting 1 Exploring sounds This unit develops children's ability to identify different sounds and to change and use sounds expressively in response to a stimulus.

More information

Department Curriculum Map

Department Curriculum Map Department Curriculum Map 2014-15 Department Subject specific required in Year 11 Wider key skills Critical creative thinking / Improvising Aesthetic sensitivity Emotional awareness Using s Cultural understing

More information

Stratford School Academy Schemes of Work

Stratford School Academy Schemes of Work Page 1 of 8 Number of weeks (between 6&8) Content of the unit (overall.. what do they learn in this unit?) Assumed prior learning (tested at the beginning of the unit) 6 weeks Students will revise and

More information

PERFORMING ARTS. Head of Music: Cinzia Cursaro. Year 7 MUSIC Core Component 1 Term

PERFORMING ARTS. Head of Music: Cinzia Cursaro. Year 7 MUSIC Core Component 1 Term PERFORMING ARTS Head of Music: Cinzia Cursaro Year 7 MUSIC Core Component 1 Term At Year 7, Music is taught to all students for one term as part of their core program. The main objective of Music at this

More information

Leicester-Shire Schools Music Service Unit 3 Rhythm Year 3

Leicester-Shire Schools Music Service Unit 3 Rhythm Year 3 Leicester-Shire Schools Music Service Unit 3 Rhythm Year 3 In this unit, children get to experience of a lot of creating and performing parts in small groups. They will also explore how rhythms can be

More information

Unit summary. Year 9 Unit 6 Arrangements

Unit summary. Year 9 Unit 6 Arrangements Year 9 Unit 6 Arrangements Unit summary Title Key objective Musical ingredients Features of musical elements Development of skills Outcomes Arrangements Learning how to analyse and explore common processes,

More information

YEAR 3 AUTUMN 1. Working with standard notation. Introduction Explain how the notation system works:

YEAR 3 AUTUMN 1. Working with standard notation. Introduction Explain how the notation system works: Curriculum objective To understand and explore how music is created through appropriate musical notations. To understand and explore the interrelated dimensions (duration). Lesson objectives To create

More information

WHITEHILLS PRIMARY SCHOOL. putting children first. MUSIC POLICY

WHITEHILLS PRIMARY SCHOOL. putting children first. MUSIC POLICY WHITEHILLS PRIMARY SCHOOL putting children first. MUSIC POLICY Date reviewed: May 2017 Reviewed by: Sarah Mithcell Ratified by Governors: October 2017 MUSIC POLICY is the universal language of mankind

More information

The best selling band in history they have sold over 600 million records! All in only 10 years!

The best selling band in history they have sold over 600 million records! All in only 10 years! Paul McCartney bass guitar, keys and vocals George Harrison guitar, keys and vocals John Lennon guitar and vocals Ringo Starr - drums The best selling band in history they have sold over 600 million records!

More information

End of Key Stage Expectations - KS1

End of Key Stage Expectations - KS1 End of Key Stage Expectations - KS1 The Interrelated Dimensions of Music Pulse (duration) - steady beat Rhythm (duration) - long and short sounds over a steady beat Pitch - high and low sounds Tempo -

More information

Foundation - MINIMUM EXPECTED STANDARDS By the end of the Foundation Year most pupils should be able to:

Foundation - MINIMUM EXPECTED STANDARDS By the end of the Foundation Year most pupils should be able to: Foundation - MINIMUM EXPECTED STANDARDS By the end of the Foundation Year most pupils should be able to: PERFORM (Singing / Playing) Active learning Speak and chant short phases together Find their singing

More information

Standard 1 PERFORMING MUSIC: Singing alone and with others

Standard 1 PERFORMING MUSIC: Singing alone and with others KINDERGARTEN Standard 1 PERFORMING MUSIC: Singing alone and with others Students sing melodic patterns and songs with an appropriate tone quality, matching pitch and maintaining a steady tempo. K.1.1 K.1.2

More information

Stratford School Academy Schemes of Work

Stratford School Academy Schemes of Work Number of weeks Content of the unit (overall.. what do they learn in this unit?) Assumed prior learning (tested at the beginning of the unit) 16 weeks Music theory the basics: Students will be learning

More information

Years 10 band plan Australian Curriculum: Music

Years 10 band plan Australian Curriculum: Music This band plan has been developed in consultation with the Curriculum into the Classroom (C2C) project team. School name: Australian Curriculum: The Arts Band: Years 9 10 Arts subject: Music Identify curriculum

More information

Learners will practise and learn to perform one or more piece(s) for their instrument of an appropriate level of difficulty.

Learners will practise and learn to perform one or more piece(s) for their instrument of an appropriate level of difficulty. OCR GCSE 9-1 MUSIC (J536) Examination date (Listening) 4 th June 2019 This is a checklist of topics you need to know for your Music exam. Listening exam 6 th June 2018 For each topic indicate your level

More information

Whole School Plan Music

Whole School Plan Music Whole School Plan Music Introductory Statement The staff of Scoil Bhríde have collaboratively drawn up this whole school plan in Music. This plan is for the information of teachers, others who work in

More information

Powerful knowledge What content must they know?

Powerful knowledge What content must they know? Subject Music Course/Year Group 8 Topic Jazz and Blues Threshold Concepts What big ideas must they understand? How to perform as a soloist or ensemble player with appropriate genre technique and ensemble

More information

Key stage 3 Music scheme of work

Key stage 3 Music scheme of work Key stage 3 Music scheme of work Outline Autumn term 1st half Autumn term 2nd half Spring term 1st half Spring term 2nd half Summer term 1st half Summer term 2nd half Year 7 Exploring rhythmic patterns

More information

Key Skills to be covered: Year 5 and 6 Skills

Key Skills to be covered: Year 5 and 6 Skills Key Skills to be covered: Year 5 and 6 Skills Performing Listening Creating Knowledge & Understanding Sing songs, speak chants and rhymes in unison and two parts, with clear diction, control of pitch,

More information

Progress across the Primary curriculum at Lydiate Primary School. Nursery (F1) Reception (F2) Year 1 Year 2

Progress across the Primary curriculum at Lydiate Primary School. Nursery (F1) Reception (F2) Year 1 Year 2 Performance use their voices expressively by singing songs and speaking chants and rhymes play tuned and un-tuned rehearse and perform with others (starting and finishing together, keeping a steady pulse)

More information

Music Progression Map

Music Progression Map Music Progression Map On website Subject Name: Music Vision (taken from National Curriculum) Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education

More information

Music overview. Autumn Spring Summer Explore and experiment with sounds. sound patterns Sing a few familiar songs. to songs and other music, rhymes

Music overview. Autumn Spring Summer Explore and experiment with sounds. sound patterns Sing a few familiar songs. to songs and other music, rhymes Nursery Autumn Spring Summer Explore and experiment with Listen with enjoyment and respond Recognise repeated sounds and sounds to songs and other music, rhymes sound patterns Sing a few familiar songs.

More information

Zadok the Priest by George Frideric Handel

Zadok the Priest by George Frideric Handel Zadok the Priest by George Frideric Handel PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written by Rachel

More information

YEAR 5 AUTUMN 1. Working with pentatonic scales

YEAR 5 AUTUMN 1. Working with pentatonic scales Curriculum objective To create and compose music. To understand and explore the interrelated dimensions. Lesson objectives To compose a piece based on a pentatonic scale. Resources A range of classroom

More information

Key Assessment Criteria Being a musician

Key Assessment Criteria Being a musician Key Assessment Criteria Being a musician The key assessment criteria for music have been devised in such a way that they can be applied in all settings, regardless of the agreed programme of study. These

More information

SUBJECT VISION AND DRIVERS

SUBJECT VISION AND DRIVERS MUSIC Subject Aims Music aims to ensure that all pupils: grow musically at their own level and pace; foster musical responsiveness; develop awareness and appreciation of organised sound patterns; develop

More information

Music. Curriculum Glance Cards

Music. Curriculum Glance Cards Music Curriculum Glance Cards A fundamental principle of the curriculum is that children s current understanding and knowledge should form the basis for new learning. The curriculum is designed to follow

More information

Sample assessment task. Task details. Content description. Year level 9

Sample assessment task. Task details. Content description. Year level 9 Sample assessment task Year level 9 Learning area Subject Title of task Task details Description of task Type of assessment Purpose of assessment Assessment strategy Evidence to be collected Suggested

More information

TEST SUMMARY AND FRAMEWORK TEST SUMMARY

TEST SUMMARY AND FRAMEWORK TEST SUMMARY Washington Educator Skills Tests Endorsements (WEST E) TEST SUMMARY AND FRAMEWORK TEST SUMMARY MUSIC: CHORAL Copyright 2016 by the Washington Professional Educator Standards Board 1 Washington Educator

More information

The KING S Medium Term Plan - Music. Y10 LC1 Programme. Module Area of Study 3

The KING S Medium Term Plan - Music. Y10 LC1 Programme. Module Area of Study 3 The KING S Medium Term Plan - Music Y10 LC1 Programme Module Area of Study 3 Introduction to analysing techniques. Learners will listen to the 3 set works for this Area of Study aurally first without the

More information

I mun be married on Sunday And A New Year Carol- Two Friday Afternoon Songs by Benjamin Britten

I mun be married on Sunday And A New Year Carol- Two Friday Afternoon Songs by Benjamin Britten I mun be married on Sunday And A New Year Carol- Two Friday Afternoon Songs by Benjamin Britten Assessment for Each Part of the Unit Upper KS2 and KS3 (ages 9-14) In this document, each activity is levelled

More information

Year 11 GCSE MUSIC LC3 Medium Term Plan

Year 11 GCSE MUSIC LC3 Medium Term Plan Year 11 GCSE MUSIC LC3 Medium Term Plan Overarching challenge question Exam board links Line of enquiry s Home learning Was Beethoven just another Classical composer? This topic links to component 2 composing

More information

MANOR ROAD PRIMARY SCHOOL

MANOR ROAD PRIMARY SCHOOL MANOR ROAD PRIMARY SCHOOL MUSIC POLICY May 2011 Manor Road Primary School Music Policy INTRODUCTION This policy reflects the school values and philosophy in relation to the teaching and learning of Music.

More information

Overview. Topics covered throughout the unit include:

Overview. Topics covered throughout the unit include: YEAR 9 INTEGRATED STUDIES UNIT PLAN LEARNERS: 19 Students. 2 non- music background students. YEAR LEVEL: 9 DURATION: 4 weeks (Term 2, wks 7-10) Topic: Musical Styles Designer: Henry South Overview Students

More information

MUSIC CURRICULM MAP: KEY STAGE THREE:

MUSIC CURRICULM MAP: KEY STAGE THREE: YEAR SEVEN MUSIC CURRICULM MAP: KEY STAGE THREE: 2013-2015 ONE TWO THREE FOUR FIVE Understanding the elements of music Understanding rhythm and : Performing Understanding rhythm and : Composing Understanding

More information

DUNGOG HIGH SCHOOL CREATIVE ARTS

DUNGOG HIGH SCHOOL CREATIVE ARTS DUNGOG HIGH SCHOOL CREATIVE ARTS SENIOR HANDBOOK HSC Music 1 2013 NAME: CLASS: CONTENTS 1. Assessment schedule 2. Topics / Scope and Sequence 3. Course Structure 4. Contexts 5. Objectives and Outcomes

More information

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Weather Music Toys Exploring Sounds Interesting Special Occasions pulse, rhythm, tempo Symbols

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Weather Music Toys Exploring Sounds Interesting Special Occasions pulse, rhythm, tempo Symbols Year 1 Learning Journey Use their voices Play tuned and untuned concentration and understanding to a range of high-quality live and recorded music Make and combine sounds Assessment Weather Music Toys

More information

MUSIC COURSE OF STUDY GRADES K-5 GRADE

MUSIC COURSE OF STUDY GRADES K-5 GRADE MUSIC COURSE OF STUDY GRADES K-5 GRADE 5 2009 CORE CURRICULUM CONTENT STANDARDS Core Curriculum Content Standard: The arts strengthen our appreciation of the world as well as our ability to be creative

More information

Life After Levels Meaningful Musical Assessment in a Post Level Landscape

Life After Levels Meaningful Musical Assessment in a Post Level Landscape TeachMeet: Life After Levels Meaningful Musical Assessment in a Post Level Landscape Tuesday 7 th March 2017 Preston Manor School Today s TeachMeet: 1) Welcome from Keir Crawley Head of Performing Arts

More information

GFS Music Medium Term Plan Year 8 AUTUMN

GFS Music Medium Term Plan Year 8 AUTUMN GFS Music Medium Term Plan Year 8 AUTUMN Skills/Themes/Strand: Basic ensemble performance Topics: Descriptive music Fertile question: How can the musical elements be used to alter the mood of a piece?

More information

Skill Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Controlling sounds. Sing or play from memory with confidence. through Follow

Skill Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Controlling sounds. Sing or play from memory with confidence. through Follow Borough Green Primary School Skills Progression Subject area: Music Controlling sounds Take part in singing. Sing songs in ensemble following Sing songs from memory with Sing in tune, breathe well, pronounce

More information

Curriculum Mapping Subject-VOCAL JAZZ (L)4184

Curriculum Mapping Subject-VOCAL JAZZ (L)4184 Curriculum Mapping Subject-VOCAL JAZZ (L)4184 Unit/ Days 1 st 9 weeks Standard Number H.1.1 Sing using proper vocal technique including body alignment, breath support and control, position of tongue and

More information

Drunken Sailor The Melody

Drunken Sailor The Melody Drunken Sailor The Melody Part 1 Progress report I can find all the notes on the Keyboard I can play the notes in the correct order Move on to Part 2! Part 2 Progress Report I can find all the notes on

More information

Short Ride in a Fast Machine by John Adams

Short Ride in a Fast Machine by John Adams Short Ride in a Fast Machine by John Adams PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written by Rachel

More information

Chapter 6 Bacchanal Time

Chapter 6 Bacchanal Time Chapter 6 Bacchanal Time (1) C/U Pages 87-92 Contrasting calypso and soca Based on text Chapter 6 and using Worksheet 6.1, draw a comparison chart for calypso and soca. What differences in values do each

More information

African Music Research

African Music Research Term 1 Rhythm For your homework task this term, you should complete the questionnaire task below, then choose one more of the tasks from the grid. The homework should be completed on plain or lined paper

More information

Scheme Progression Overview and Outcomes for Year 3 (Lower KS2)

Scheme Progression Overview and Outcomes for Year 3 (Lower KS2) This document includes: Scheme Progression Overview and Outcomes for Year 3 (Lower KS2) Musical learning focus explained for each Unit of Work, year group and end of Key Stage An Overview of Expected Learning

More information

Curriculum Long Term Planning Document

Curriculum Long Term Planning Document Curriculum 2017-18 Long Term Planning Document Subject: Music Year 7 Rotation 1 Rotation 2 Topic / Unit The Elements of Music and development of singing African Drumming and Singing Baseline Test and previous

More information

Curriculum Overview Music Year 9

Curriculum Overview Music Year 9 2015-2016 Curriculum Overview Music Year 9 Within each Area of Study students will be encouraged to choose their own specialisms with regard to Piano, Guitar, Vocals, ICT or any other specialism they have.

More information

Key Skills to be covered: Year 5 and 6 Skills

Key Skills to be covered: Year 5 and 6 Skills Key Skills to be covered: Year 5 and 6 Skills Performing Listening Creating Knowledge & Understanding Sing songs, speak chants and rhymes in unison and two parts, with clear diction, control of pitch,

More information

Indiana Music Standards

Indiana Music Standards A Correlation of to the Indiana Music Standards Grade One This document shows how, 2008 Edition, meets the objectives of the Indiana Music Standards. Page references are to the Big Book (BB), Electronic

More information

Grade Level Expectations for the Sunshine State Standards

Grade Level Expectations for the Sunshine State Standards for the Sunshine State Standards F L O R I D A D E P A R T M E N T O F E D U C A T I O N w w w. m y f l o r i d a e d u c a t i o n. c o m Strand A: Standard 1: Skills and Techniques The student sings,

More information

LEVELS IN NATIONAL CURRICULUM MUSIC

LEVELS IN NATIONAL CURRICULUM MUSIC LEVELS IN NATIONAL CURRICULUM MUSIC Pupils recognise and explore how sounds can be made and changed. They use their voice in different ways such as speaking, singing and chanting. They perform with awareness

More information

LEVELS IN NATIONAL CURRICULUM MUSIC

LEVELS IN NATIONAL CURRICULUM MUSIC LEVELS IN NATIONAL CURRICULUM MUSIC Pupils recognise and explore how sounds can be made and changed. They use their voice in different ways such as speaking, singing and chanting. They perform with awareness

More information

Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.

Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will develop a technical vocabulary of music. 2. The student

More information

Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.

Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will analyze the uses of elements of music. A. Can the student

More information

EDEXCEL GCSE REVISION PACK INTRODUCTION

EDEXCEL GCSE REVISION PACK INTRODUCTION EDEXCEL GCSE REVISION PACK INTRODUCTION The resources are intended to support Edexcel teachers of Year 11 students in the first year of a mock exam in the new specification. There are 4 revision worksheets

More information

Key stage 2 Music scheme of work

Key stage 2 Music scheme of work Key stage 2 Music scheme of work Outline Autumn term 1st half Autumn term 2nd half Spring term 1st half Spring term 2nd half Summer term 1st half Summer term 2nd half Junior music Jack and the Beanstalk

More information

Sample assessment task. Task details. Content description. Year level 7

Sample assessment task. Task details. Content description. Year level 7 Sample assessment task Year level 7 Learning area Subject Title of task Task details of task Type of assessment Purpose of assessment Assessment strategy Evidence to be collected Suggested time Content

More information

Central Valley School District Music 1 st Grade August September Standards August September Standards

Central Valley School District Music 1 st Grade August September Standards August September Standards Central Valley School District Music 1 st Grade August September Standards August September Standards Classroom expectations Echo songs Differentiating between speaking and singing voices Using singing

More information

KNES Primary School Course Outline Year 2 Term 1

KNES Primary School Course Outline Year 2 Term 1 KNES Primary School Course Outline Year 2 Term 1 Music Term Overview Feel the pulse: Exploring pulse and rhythm This Unit develops children s ability to recognize the difference between pulse and rhythm

More information

Primary Music Objectives (Prepared by Sheila Linville and Julie Troum)

Primary Music Objectives (Prepared by Sheila Linville and Julie Troum) Primary Music Objectives (Prepared by Sheila Linville and Julie Troum) Primary Music Description: As Montessori teachers we believe that the musical experience for the young child should be organic and

More information

GCSE Music First teaching: 2016 First assessment: 2018

GCSE Music First teaching: 2016 First assessment: 2018 GCSE Music First teaching: 2016 First assessment: 2018 Specification overview Unit 1: Performing (35% of qualification) Internally assessed, externally moderated. Minimum of 4 minutes for all performances

More information

Cambridge TECHNICALS. OCR Level 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN PERFORMING ARTS T/600/6908. Level 3 Unit 55 GUIDED LEARNING HOURS: 60

Cambridge TECHNICALS. OCR Level 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN PERFORMING ARTS T/600/6908. Level 3 Unit 55 GUIDED LEARNING HOURS: 60 Cambridge TECHNICALS OCR Level 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN PERFORMING ARTS Composing Music T/600/6908 Level 3 Unit 55 GUIDED LEARNING HOURS: 60 UNIT CREDIT VALUE: 10 Composing music ASSESSMENT

More information

A Framework for Progression in Musical Learning. for Classroom, Instrument/Vocal and Ensemble

A Framework for Progression in Musical Learning. for Classroom, Instrument/Vocal and Ensemble A Framework for Progression in Musical Learning for Classroom, Instrument/Vocal and Ensemble Creating, Populating and Using a Framework for Progression in Musical Learning for Classroom, Instrumental /

More information

Music Self Assessment Tracker

Music Self Assessment Tracker Music Self Assessment Tracker Purpose of study Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop

More information

Music Skills Progression. Eden Park Primary School Academy

Music Skills Progression. Eden Park Primary School Academy Music Skills Progression Eden Park Primary School Academy In order to ensure broad and balanced coverage, we follow these principles: Within each phase, music is a driver for at least 3 Learning Experiences

More information

Music Model Cornerstone Assessment. Composition/theory: Advanced

Music Model Cornerstone Assessment. Composition/theory: Advanced Music Model Cornerstone Assessment Composition/theory: Advanced Intent The Model Cornerstone Assessment (MCA) consists of a series of standards-based assessments that provide music teachers with formative

More information

Stratford School Academy Schemes of Work

Stratford School Academy Schemes of Work Number of weeks Content of the unit (overall.. what do they learn in this unit?) Assumed prior learning (tested at the beginning of the unit) 16 weeks Music theory the basics continued and set work analysis:

More information

Archdiocese of Washington Catholic Schools Academic Standards Music

Archdiocese of Washington Catholic Schools Academic Standards Music 6 th GRADE Archdiocese of Washington Catholic Schools Standard 1 - PERFORMING MUSIC: Singing alone and with others Students sing a variety of repertoire expressively with attention to breath control, pitch,

More information

Music Learning Expectations

Music Learning Expectations Music Learning Expectations Pre K 3 practice listening skills sing songs from memory experiment with rhythm and beat echo So Mi melodies incorporate movements to correspond to specific music use classroom

More information

MTP Music Year 3 The Environment (3 weeks) Humans (3 weeks)

MTP Music Year 3 The Environment (3 weeks) Humans (3 weeks) Music National Curriculum Key Stage 2 Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising

More information

KNES Primary School Course Outline Year 4 Term 1

KNES Primary School Course Outline Year 4 Term 1 KNES Primary School Course Outline Year 4 Term 1 Music Term Overview During this term Year 4 students will learn about the different places and ways Tudors made music. This unit takes a historical starting

More information

Planning for a World Class Curriculum Areas of Learning

Planning for a World Class Curriculum Areas of Learning Planning for a World Class Curriculum Areas of Learning Languages English and MFL Mathematics Mathematics Science and Technology Science, Design Technology and Computing Humanities RE, History and Geography

More information

Shrewsbury Borough School Visual and Performing Arts Curriculum 2012 Music Grade 1

Shrewsbury Borough School Visual and Performing Arts Curriculum 2012 Music Grade 1 Shrewsbury Borough School Visual and Performing Arts Curriculum 2012 Music Grade 1 Marking Period 1: Marking Period 2: Marking Period 3: Marking Period 4: Melody Use movements to illustrate high and low.

More information

Agreed key principles, observation questions and Ofsted grade descriptors for formal learning

Agreed key principles, observation questions and Ofsted grade descriptors for formal learning Barnsley Music Education Hub Quality Assurance Framework Agreed key principles, observation questions and Ofsted grade descriptors for formal learning Formal Learning opportunities includes: KS1 Musicianship

More information

Walworth Primary School

Walworth Primary School Walworth Primary School Music Policy 2017-2018 Date: REVIEWED April 2017 Revision Due: March 2018 Ref: Mr Cooke Approved By: The Governing Body Why do we teach Music at Walworth School? 2 Music Policy

More information

Ainthorpe Primary School. Music Long Term Plan (in line with National Curriculum 2014).

Ainthorpe Primary School. Music Long Term Plan (in line with National Curriculum 2014). Ainthorpe Primary School Music Long Term Plan (in line with National Curriculum 2014). Ainthorpe Primary School - National Curriculum 2014 for Music Long Term Plan. An overview of Music Ainthorpe Primary

More information

Music Assessment Key Stage 3. Moving towards next step: A (creating and evaluating) Developing at that step: C (remembering and understanding)

Music Assessment Key Stage 3. Moving towards next step: A (creating and evaluating) Developing at that step: C (remembering and understanding) Music Assessment Key Stage 3 Moving towards next step: A (creating and evaluating) Secure at that step: B (applying and analysing) Developing at that step: C (remembering and understanding) Step 1 You

More information

ILLINOIS LICENSURE TESTING SYSTEM

ILLINOIS LICENSURE TESTING SYSTEM ILLINOIS LICENSURE TESTING SYSTEM FIELD 143: MUSIC November 2003 Illinois Licensure Testing System FIELD 143: MUSIC November 2003 Subarea Range of Objectives I. Listening Skills 01 05 II. Music Theory

More information

Sample Page Badger Learning. Preface

Sample Page Badger Learning. Preface Preface This new series has been developed to respond to teachers demands for a series that follows the style of Badger Comprehension, but with simpler questions, and an interactive whiteboard component.

More information

BEGINNING INSTRUMENTAL MUSIC CURRICULUM MAP

BEGINNING INSTRUMENTAL MUSIC CURRICULUM MAP Teacher: Kristine Crandall TARGET DATES First 4 weeks of the trimester COURSE: Music - Beginning Instrumental ESSENTIAL QUESTIONS How can we improve our individual music skills on our instrument? What

More information

Curriculum and Assessment in Music at KS3

Curriculum and Assessment in Music at KS3 Curriculum and Assessment in Music at KS3 Curriculum Statement: Music Music is a more potent instrument than any other for education. - Plato Powerful Knowledge in Music Music can be separated into three

More information

Achievement Standard v2 Demonstrate Knowledge of Music Works New Zealand Popular Music

Achievement Standard v2 Demonstrate Knowledge of Music Works New Zealand Popular Music Standard 90017 v2 Demonstrate Knowledge of Music Works New Zealand Popular Music with Merit with Excellence of elements and features of music works. of a range of elements and features of music works.

More information

Sample assessment task. Task details. Content description. Year level 10

Sample assessment task. Task details. Content description. Year level 10 Sample assessment task Year level Learning area Subject Title of task Task details Description of task Type of assessment Purpose of assessment Assessment strategy Evidence to be collected Suggested time

More information

TEST SUMMARY AND FRAMEWORK TEST SUMMARY

TEST SUMMARY AND FRAMEWORK TEST SUMMARY Washington Educator Skills Tests Endorsements (WEST E) TEST SUMMARY AND FRAMEWORK TEST SUMMARY MUSIC: INSTRUMENTAL Copyright 2016 by the Washington Professional Educator Standards Board 1 Washington Educator

More information

Improvising with The Blues Lesson 3

Improvising with The Blues Lesson 3 Improvising with The Blues Lesson 3 Critical Learning What improvisation is. How improvisation is used in music. Grade 7 Music Guiding Questions Do you feel the same way about improvisation when you re

More information

2nd Grade Music Music

2nd Grade Music Music Course The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge and

More information

Appreciating Carnatic Music Dr. Lakshmi Sreeram Indian Institute of Technology, Madras. Lecture -02 Music Everywhere: Finding the Classical

Appreciating Carnatic Music Dr. Lakshmi Sreeram Indian Institute of Technology, Madras. Lecture -02 Music Everywhere: Finding the Classical Appreciating Carnatic Music Dr. Lakshmi Sreeram Indian Institute of Technology, Madras Lecture -02 Music Everywhere: Finding the Classical Music is all around us, beginning with toddlers ditties like Twinkle

More information

Music Department. Handbook

Music Department. Handbook Department Handbook Index: Introduction Page 3 Section 1: Curriculum Overview Page 3 Section 2: Assessment Procedures Page 8 Section 3: School Development Plan and SMART Targets Page 8 Section 4: schedule

More information

PRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide January 2016

PRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide January 2016 Grade Level: 9 12 Subject: Jazz Ensemble Time: School Year as listed Core Text: Time Unit/Topic Standards Assessments 1st Quarter Arrange a melody Creating #2A Select and develop arrangements, sections,

More information

Music Scope and Sequence

Music Scope and Sequence Kuwait Bilingual School Music Scope and Sequence Last updated on March 2, 2015 Introduction At Kuwait Bilingual School (KBS) we provide an inquiry based music curriculum that offers students the opportunity

More information

Grade Level 5-12 Subject Area: Vocal and Instrumental Music

Grade Level 5-12 Subject Area: Vocal and Instrumental Music 1 Grade Level 5-12 Subject Area: Vocal and Instrumental Music Standard 1 - Sings alone and with others, a varied repertoire of music The student will be able to. 1. Sings ostinatos (repetition of a short

More information

First Steps. Music Scope & Sequence

First Steps. Music Scope & Sequence Performing: Singing and Playing The use of a range of instruments to perform individually and as part of an ensemble for an audience in formal and informal settings; the voice is the most immediately available

More information

Bohunt Worthing Grade Descriptors Subject: Music

Bohunt Worthing Grade Descriptors Subject: Music Grade 1 The student is beginning to use musical vocabulary and can recognise musical changes aurally.. They can describe their work recognising strengths and areas in need of improvement. The student is

More information

Leicester-Shire Schools Music Service Unit 4 Pitch Year 5

Leicester-Shire Schools Music Service Unit 4 Pitch Year 5 Leicester-Shire Schools Music Service Unit 4 Pitch Year 5 In this unit, children listen to a wide range of music, including some pieces which are from the genre minimalism. These pieces act as inspiration

More information

Scheme Progression Overview and Outcomes for Year 4 (Lower KS2)

Scheme Progression Overview and Outcomes for Year 4 (Lower KS2) This document includes: Scheme Progression Overview and Outcomes for Year 4 (Lower KS2) Musical learning focus explained for each Unit of Work, year group and end of Key Stage An Overview of Expected Learning

More information