Year 7 Music Curriculum Map

Transcription

1 Christmas Break OCTOBER HALF TERM Year 7 Music Curriculum Map Autumn Sept Oct Nov Dec W/C 4th 11th 18th 25th 2nd 9th 16th 23rd 30th 6th 13th 20th 27th 4th 11th 18th 25th Topic Baseline Exploring Sounds Exploring the Elements of Music Exploring Dynamics & Exploring Morning Music Graphic Scores L7 Exploring Lullabies Exploring Morning Recap on Day and Exploring Half Exploring Note Exploring Exploring Exploring Pulse Exploring Rests & Night Music & Night Songs Night Beats into Durations & Marches, Waltzes Underground and Accents and Rhythm Grids Rhythms Musical Maths & Time Signatures Music Rhythm and Pulse - Exploring Rhythm and Note Values Working towards Grade F1 (All Pupils will): Night and Day - Exploring Sounds and the Elements of Music Working towards Grade F1 (All Pupils will): Be able to describe sound and silence identifying sounds around them performing sounds on a variety of classroom instruments Identify some of the elements of music composing and perform musical demonstrations to illustrate these following suggestions Recognise dynamics as volume in music using basic musical vocabulary (loud, soft, getting louder, getting softer) Follow and perform from a graphic score as part of a group Listen to and identify some of the elements in music in different pieces of music describing the morning and the night Compose a piece of descriptive music as part of a group describing morning and sunrise with some awareness of how the elements of music are used to create an intended effect Perform a simple melodic part such as the bass line within a group lullaby performance and sing unison songs with a morning theme as part of the class Understand the word pulse and the importance of being on the beat Clap a regular pulse as part of a class/group clapping and improvising short rhythm patterns over a regular pulse Follow a graphic score of a rhythm piece and perform rhythms from graphic scores as part of a group with support Perform and compose simple rhythms and ostinati using rhythm grid notation including rests and half-beats Aurally identify pulse in a wide variety of music from different times and different places Understand a crotchet and minim in terms of shape, name and duration/note value Distinguish between a march and a waltz when moving, listening, singing and performing Rehearse, refine and perform group composition to the rest of the class with some assistance Working at Grade 1 (Most Pupils will): Working at Grade 1 (Most Pupils will): Be able to identify musical and non-musical sounds, performing sounds with awareness of sound quality and effect Identify the elements of music using correct musical vocabulary, composing and performing effective demonstrations with instrument specific techniques Use correct musical vocabulary to describe dynamics (piano, forte, mezzo) Follow and perform from a graphic score using dynamics Listen to and identify the expressive use of elements in a variety of programme music describing the morning and night Compose a piece of descriptive music in three separate sections showing clear awareness of how the elements of music have been used to create musical contrasts between each section Accurately perform a melodic part such as the ostinato or melody part within a group lullaby performance with an awareness of how their part fits with others as a whole in a group and sing and perform morning songs with accuracy of pitch and rhythm Working beyond Grade 2 (Some Pupils will): Perform sounds in a number of different ways on instruments talking confidently about sounds using technical musical vocabulary Know correct musical vocabulary for expressive contrasts between the elements of music Use correct musical vocabulary (crescendo, diminuendo) to describe gradations of dynamics Describe how composers have manipulated the elements of music to create an intended effect in a variety of music describing the morning and night Take on a leading role in group compositions using ideas from listening activity in own morning mood compositions selecting appropriate sound sources and manipulating the elements of music to create an intended effect Take on a leading role in a group performance of a lullaby performing more complex parts such as the descant melody or piano accompaniment or performing on their own instrument and in singing morning songs Clap a regular pulse individually, identify the pulse in different pieces of music and distinguish and demonstrate between rhythm and pulse Compose and perform rhythms using rhythm grid notation confidently including half-beats, rests and accents Recognise silent beats as musical rests Perform simple rhythmic ostinati patterns following a listening map Respond to the pulse in a wide variety of music from different times and different places Understand a semibreve and quaver in terms of shape, name and duration Beat time using 2, 3 and 4 beats in a bar using the correct conducting movements Identify different time signatures and beat time appropriately when listening to a variety of music from different times and places Match rhythms and words together producing a graphic score of rhythm piece with correct note values and perform with confidence to the rest of the class Working beyond Grade 2 (Some Pupils will): Compose and perform rhythmically accurate and more complex pieces, performing own rhythmic lines and use rhythm grid notation to record ideas with an awareness of pulse and how parts fit together independently and interdependently Understand a pair of quavers and a breve in terms of shape, name and duration Discriminate clearly between 2, 3 and 4 beat time signatures when moving, listening, singing and performing and be able to identify how many beats there are in a bar from the time signature given at the beginning of a piece of music Produce a fully accurate graphic score with rhythms correctly notated and a rhythm composition that is interesting rhythmically and performed with confidence and flair s before week beginning the 16th of October ; Composition of a piece of descriptive music Completed Graphic Score Performance of a piece of morning or night music s before week beginning the 4th of December: Composition and performance of their own piece of Underground Music Spiritual reflection activities on a range of styles, eras and types of music Social - working as a duet or larger groups to perform music Moral - reflection on how music can deliver messages to unite or divide groups Social Peer assessment of group work and solo work, giving feedback taking into account how to give feedback along with developing confidence Cultural reflection on how cultures have produced different types of music (jazz, dance, rock etc) Some pupils could use computer software or a sequencer to compose and record their morning mood pieces experimenting with layering and looping. - A backing track on a CD or sequencer could be used in clapping games to help keep pupils in time to a regular pulse Elements of Music and Graphic Scores revision/activity sheets. Watch The Time and Rhythm Search activity/revision sheets. Literacy Pupils should be able to spell correctly words relating to PULSE, BEAT and RHYTHM; keywords relating to Literacy Descriptive words and adjectives could be used when listening and identifying different sounds; reading a graphic score from left to right like reading a book; Nocturne as a type of night music in relation to other words e.g. noctural Numeracy Shapes and Symbols to represent sound rhythm and pulse can be reinforced throughout this unit; following a listening map from left to right also has links with literacy; correct musical names for notes of different duration; the names of some underground stations in lessons 5 & 6 can be quite obscure and some pupils may need help with pronunciation. Numeracy Most of this unit has strong links with Numeracy pulse, patterns, grouping of beats etc.; division of musical beats into groupings and introduction of half-beats links well with numeracy work on Fractions and Division.

2 Feb Half Term Spring Jan Feb March W/C 8th 15th 22nd 29th 5th 12th 19th 26th 5th 12th 19th 26th 2nd Topic Exploring Question & Answer Phrases Exploring Binary Form Exploring Musical Contrasts Exploring Melody, Drone & Ostinato Exploring Ternary Form Exploring the Sections of the Orchestra Exploring Timbre & YPGO Exploring the String Section Exploring the Brass Section Exploring the Woodwind Section Exploring the Percussion Section Form & Structure - Exploring Musical Structures Working towards Grade F1 (All Pupils will): Identify how structures can make it easier for the listener to both make sense of what is heard and remember musical material Understand Binary Form as a musical structure in two separate sections and using the letters A and B Sing a Call and Response song as part of the class Perform a drone part as part of a class piece and compose a drone part within a group textured piece in Binary Form Understand Ternary Form as a musical structure in three separate sections and using the letters A B A with the A section being repeated at the end. Perform pieces in Ternary Form with help and support Understand that Rondo Form has a recurring A section between other contrasting sections Perform both the ostinato accompaniment and melody of the A section based on the Pentatonic Scale of a piece in Rondo Form Instruments of the Orchestra - Exploring Timbre Be able to identify basic orchestral instruments visually and aurally Understand that an orchestra is made up of different sections and many individual instruments Be able to name some of the instruments found in the strings, brass, woodwind and percussion sections of the orchestra Be able to perform an easy melodic part, with support, as part of a class orchestra piece Classify a range of percussion instruments according to whether they are tuned or untuned Working at Grade 1 (Most Pupils will): Understand question and answer phrases as a simple type of musical structure. Compose and perform simple rhythmic and melodic Q&A phrases Understand that musical contrast in important in Binary Form to determine the two separate sections A and B. Compose a B section with some sense of musical contrast to the A section recording ideas in appropriate notation Perform an ostinato part of a class piece and compose an ostinato part within a group textured piece in Binary Form Understand that musical contrast in important in Ternary Form to determine the two separate sections A and B and the effect that the return of the A section has on the overall structure. Perform pieces in Ternary Form independently with accuracy of pitch and rhythm Identify aurally music as being in Binary or Ternary form and indicate where the change in sections occur Understand that the sections between the recurring A section in Rondo Form are called Episodes, referred to using letters such as B, C, D, E, etc. Identify Binary, Ternary and Rondo Forms when listening to a variety of music from different times and places Improvise episode sections between the recurring A section using the Pentatonic Scale in a piece in Rondo Form Working beyond 2 (Some Pupils will): Use notes from the scale of C to notate Q&A phrases accurately Compose and perform a B section with a clear musical contrast to A providing suitable musical variety recording ideas using staff notation Understand that phrases and sections of a song in Binary form can be repeated identifying musical contrast between sections. Perform a melody part of a class piece and compose a melody part within a group textured piece in Binary Form recording ideas using staff notation Understand the musical relationship between the different sections of a piece of music in Ternary Form Comment on the effect of the elements of music in pieces of music with different musical structures Improvise episode sections that are contrasted, yet in keeping with the A section using the Pentatonic Scale in a piece in Rondo Form. Working at Grade 1+ (Most Pupils will): Be able to correctly identify all orchestral instruments both visually and aurally Know the correct seating position of an orchestral instrument in a modern day symphony orchestra Be able to recognise orchestral instruments according to their timbre Be able to aurally identify and name the instruments found in the strings, brass, woodwind and percussion sections of the orchestra Perform a more complex part as part of a class orchestra piece Classify a range of percussion instruments according to timbre using heading such as wood, metal, scrape, shake etc Working beyond Grade 2 (Some Pupils will): Be able to identify the timbres of all of the instruments found in an orchestra, including more unusual and rare ones and can describe their timbre. Be able to correctly identify all instruments of the orchestra in listening tasks Be able to describe how different instruments are constructed, how the sound is produced and how some instruments are capable of producing special instrumental affects Be able to perform their own independent melodic part on an orchestral instrument taking on a leading role as part of a class orchestra performance and showing awareness of how the other parts of the class orchestra fit together to form the overall texture s before week beginning the 5th of February: Composition and performance of their own piece of ternary music s before week beginning the 19th March: Ensemble performance of "Minature Marchr Social - working as a duet or larger groups to perform music Social - working as a duet or larger groups to perform musi pupils could work with ICT where a pre-recorded melody in Binary Form has already been given and asked to compose a suitable ostinato and drone pupils could work with ICT to help arrange their parts in the final performance of "Ode to Joy" Staves, Clefs and Notes and Pitch activity/revision sheets. Instrument of the Orchestra - Research Task Literacy Q&A phrases tie in with literacy and question and responses; contrasting A and B structures in literature and poetry Numeracy Staff notation and lines and spaces has links to numeracy (5 x lines; 4 x spaces); symmetry; structures Numeracy Grouping and Setting Literacy Introduces pupils to subject specific words regarding instruments of the orchestra Science/Technology methods of construction and sound production on different orchestral instruments/families of instruments including instrumental effects

3 May Half Term Summer April May June July W/C 10th 16th 23rd 30th 7th 14th 21st 28th 4th 11th 18th 25th 2nd 9th 16th 23rd Topic Exploring Folk Music Exploring Sea Shanty Arrangements Exploring Class Folk Song Arrangements Exploring how Chords are used in a Folk Song Exploring how Chords can be performed to a traditional English Folk Song Performing how a Folk Song can be arranged Exploring Chinese Musical Instruments Exploring The Black Notes Pentatonic Scale Chinese Music - Exploring the Pentatonic Scale Exploring Pentatonic Improvisation Composing a Chinese Pentatonic Piece Exploring the influence of Chinese Music on Music from other times and places Performing a Group Arrangement of a Chineseinfluenced Pentatonic Song L7 Unit recap and review Be able to recognise Chinese music as an Eastern genre Folk Music - Exploring Musical Arrangements Recognise folk music as a genre distinct from other styles of music Perform and sing simple melody lines from a variety of folk songs as a class and in groups Perform the chords of Em and D on keyboards using these to accompany class and group arrangements Show awareness and be able to describe that much Folk Music has been handed down from generation to generation using the oral tradition Create, as part of a group, basic arrangements of folk songs using features learned about in the unit Correctly match some musical features and identify some instrumentation correctly in Folk Music from different countries, times and places Sing as part of a class pentatonic Chinese song Perform percussion/backing parts as part of a small group in a class performance Be able to locate the correct black notes on a keyboard using the 1-5 numbering system Perform percussion parts and ostinati as part of a group in a class performance of China Town Improvise using the black note pentatonic scale Match sound to symbol with assistance Attempt to use Chinese timbres in group compositions Sing traditional Chinese and Chinese-inspired pentatonic songs as part of the class Comment on whether own and other s Chinese pentatonic compositions have the intended effect. Perform one of the percussion parts or the drone/ostinato part of The Siamese Cat Song as part of a group arrangement Working at Grade 1+ (Most Pupils will): Working at Grade 1+ (Most Pupils will): Be able to identify, describe and aurally distinguish instruments used in Folk Music Perform a vocal riff part of a Sea Shanty Appreciate and describe possible changes that may occur to folk melodies and lyrics as they are handed down from generation to generation and the affects that this has on the music Perform and sing melody lines from a variety of folk songs with awareness of phrasing and a sense of the Folk style Create basic arrangements of folk songs with an awareness of style and how different parts fit together Make connections between Folk Music and Folk Dance Accompany Folk Songs with chords, bass line parts and create percussion parts to add to the arrangement Working beyond Grade 2 (Some Pupils will): Be able to recognise Chinese music as distinct from other types of world music Be able to describe and recognise different Chinese musical instruments Perform drone part as part of a small group in a class performance Be able to give alternative enharmonic names for the black notes on a keyboard Provide a simple drone accompaniment by performing Player 3 part in a group and class performance of China Town Perform stylistic improvisations using the black note pentatonic scale Correctly match sound to symbol Use black note pentatonic scale as a basis for a melody in group compositions Record ideas using graphic notation Sing traditional Chinese and Chinese-inspired pentatonic songs with accuracy of pitch, rhythm, phrasing and style Respond and review own and other s work in terms of instrumentation and other Chinese musical features Perform either the melody or harmony parts of The Siamese Cat Song as part of a group arrangement Summer Accurately perform the chords of Em and D on keyboards and guitars changing between the chords smoothly and using these to accompany group arrangements Sing a variety of folk songs showing accuracy of rhythm, pitch and diction Take on a lead role in creating and arranging folk songs with a sense of effect and awareness of how different parts make up the ensemble Recognise the importance of the characteristics of folk music e.g. rhythm, in accompanying activities such as dancing Working beyond Grade 2 (Some Pupils will): Be able to recognise the different types and styles of Chinese music Be able to describe similarities and differences between Chinese and Western musical instruments Sing or perform melody parts as part of a small group in a class performance Be able to perform Player 1 and/or Player 2 parts of China Town in a group and class performance Improvise fluently and for the correct number of beats using the black note pentatonic scale Aurally recognise and name certain Chinese musical instruments Use elements of structure and contrast within compositions s before the week beginning the 14th of May: Arrangement and performance of "Drunken Sailor s before the week beginning the 9th of July: Arrangement and performance of "China Town" Social - working as a duet or larger groups to perform music Social - working as a duet or larger groups to perform music pupils could work with ICT to help arrange their sea shanties and use the computers to research other examples of work songs in Folk music Some pupils could use computer software or a sequencer to compose and record their Chinese song. English Folk Music and Guitar Relatives activity/revision sheets. Chinese Music activity/revision sheet. Citizenship Festivals, belonging to a group/community; legacy and passing things down through generations History Folk Music revival in the 1960 s; Sea Shanties and works songs as a form of Folk Music; Soldiers and military associations; muskets Science Sound Production of instruments used in Folk Music e.g. Accordion/Concertina, Acoustic Guitar Literacy repeating stanza/refrain as in poetry; the Oral Tradition Textiles Fashion shoes, boots, hats etc. Geography international trading and commerce (Scarborough Fair was held annually until 1788); Folk Music from around the world Tunisia, Turkey and Texas Drama Chinese Whispers game Dance Morris Dancing RE Festivals and Traditions Numeracy The five note scale has links with numeracy and mathematical patterns. Citizenship - Traditions and festivals of another country Geography - Life and culture in China Media Studies Use of Chinese-sounding music in animated films to portray characters

4 Christmas Break OCTOBER HALF TERM Y8 Music Curriculum Map Autumn Sept Oct Nov Dec W/C 4th 11th 18 25th 2nd 9th 16th 23rd 30th 6th 13th 20th 27th 4th 11th 18th 26th Topic Skills L7 Exploring Holst Exploring Mars Exploring the Exploring Ground Exploring a class Exploring Pluto Recap on The Planets Unit and The Planets and the Mars theme from Electronic Planets Suite The Missing Exploring the Exploring Composing a class Performing a class Exploring Pictures Exploring The Old Ostinato Jupiter Soundscapes Planet Promenade Gnomus and Pictures at an Pictures at an and Music Castle The Missing Theme Baba Yaga Exhibition Exhibition Moon The Planets - Exploring Sounds, Dynamics and Instrumentation Music and Stories - Exploring Music & Art Be able to express moods created by music through visual art, identifying basic orchestral instruments Perform an ostinato as part of a group Contribute ideas as part of a group, perform and evaluate Mars compositions using some features used by Holst Identify basic orchestral instruments when listening to contrasting pieces of music Sing I vow to Thee, My Country as part of a class with good vocal control and perform part of the melody line of the song EITHER: identify basic orchestral instruments when listening to contrasting pieces of music describing the moon Use Audacity software to import pre-recorded sounds and to structure these to form an electronic soundscape describing the moon OR: identify some basic orchestral instruments when listening to three movements from Holst s The Planets Contribute some ideas towards a group Planet soundscape following most of the ideas given on the composing brief with some sense of intended effect Evaluate own and others soundscape compositions identifying basic musical features Improvise, as part of a group, a soundscape to describe the planet Pluto selecting appropriate sounds to create an intended mood Working at Grade 2 (Most Pupils will): Take on the role of a conductor in leading a group performance of a repeated ostinato pattern including contrasting dynamics Know some basic facts about the composer holst and the planets Adapt and refine own and others ideas to form a musically balanced composition incorporating most of the compositional features required by the composing brief Identify correctly words relating to tempo, dynamics and instrumentation when listening to different pieces of music Sing i vow to thee, my country as part of a class, and perform most of the melody line using different dynamics including a crescendo Either: use correct musical vocabulary relating to tempo, dynamics and instrumentation when listening to different pieces of music describing the moon Use audacity software to create and record sounds, manipulating these with some of the effects available to form an electronic soundscape describing the moon Or: identify features of tempo, dynamics and instrumentation when listening to three movements from holst s the planets Carefully select sounds and sound sources, closely following the composing brief to produce an effect planet soundscape clearly showing some ideas used by holst in his corresponding piece. Improvise, as part of a group, a soundscape to describe the planet pluto, combining sounds effectively and using dynamics to create an intended mood Know some basic facts about the composer Mussorgsky and his work Pictures at an Exhibition Understand how art has been used as a stimulus for composers Understand the role of the Promenade theme in Mussorgsky s Pictures at an Exhibition Attempt basic rhythm dictation with assistance Perform the promenade rhythm and melody with support Identify some of the musical features and devices used by Mussorgsky in some of his pieces from Pictures at an Exhibition Compose and perform a piece of descriptive music, as part of a group, using a chosen image as a stimulus, showing some sense of awareness between linking the picture to music, as part of a class Pictures at an Exhibition Working at Grade 2 (Most Pupils will): Be able to explain how and why Mussorgsky reacted to visual stimuli through music Use a picture as a stimuli for a short composition of descriptive music using the elements of music to create an intended effect Understand how rhythm and the elements of music are used in the Promenade theme Distinguish between crotchets and quavers in rhythm dictation Perform the promenade rhythm and melody individually Describe how the elements of music and instrumentation is used to create different moods in Pictures at an Exhibition Compose and perform an effective piece of descriptive music, as part of a group, using a chosen image as a stimulus and using the elements of music and choosing sounds and timbres to match the picture closely to the music, as part of a class Pictures at an Exhibition Working beyond Grade 3 (Some Pupils will): Working beyond Grade 3 (Some Pupils will): Be able to give musical opinions on Holst s use of instrumentation and may take this further to comment on orchestration Confidently perform in 5/4 time with flair and accuracy Take on a lead role in the organisation and refinement of musical ideas to produce a composition that contains all of the required compositional features used by Holst. Be able to give musical opinions on Holst s use of instrumentation using the word orchestration Take on a lead role in singing and performing I vow to Thee, My Country, with an awareness of pitch, phrasing and musical expression Take on a leading role in a short group composition based on a picture as stimuli manipulating and refining timbres and the elements of music to create an effective piece Identify distinct musical features between different musical arrangements of the Promenade theme Describe how musical features such as structure and form, rhythm, legato phrasing, texture and timbre are used in Pictures at an Exhibition s before week beginning the 16th October: Composition of an electronic sounscape s before week beginning the 4th of December: Composition and performance of their own piece of Promenade music Moral - reflection on how music can deliver messages to unite or divide groups Social Peer assessment of group work and solo work, giving feedback taking into account how to give feedback along with developing confidence Spiritual reflection activities on a range of styles, eras and types of music Moral - reflection on how music can deliver messages to unite or divide groups Social Peer assessment of group work and solo work, giving feedback taking into account how to give feedback along with developing confidence Some pupils could use computer software or a sequencer to compose and record their space pieces experimenting with layering and looping Some pupils could use computer software oto compose and record their Promenade pieces Holst and the Planets and Space Kriss Kross activity/revision sheets. Mussorgsky Biography and Pictures at an Exhibition activity/revision sheets. Numeracy Patterns & Ostinato, 5/4 time signature Science The Solar System/The Planets History The Roman pantheon of gods and connections with the planets Media use of space-like themes and soundtracks to accompany Sci-Fi films and TV programmes Literacy Words/Music vs. Pictures/Music; folklore and legends e.g. Baba Yaga; lyrics of Medieval Ballads and Troubadour songs Art photos, pictures, images, media, art gallery, exhibitions Numeracy - Crotchets/Quavers in Promenade theme; Irregular grouping of beats 5/4 and 6/4 alternating time signatures Geography Kiev, Limogés, Tuileries, Catacombs at Paris; Medieval castles History the Medieval period Troubadours and travelling musicians

5 Feb Half Term Spring Jan Feb March W/C 8th 15th 22nd 29th 5th 12th 19th 26th 5th 12th 19th 26th 3rd April Topic Exploring Blues Chords & Bass Lines Exploring Swing Rhythms and the Blues Scale The Blues - Exploring Improvisation Working towards Grdae 1 (All Pupils will): Exploring Blues Scale Improvisation Exploring Seventh Chords Exploring Blues Songs Lyrics Recognise Blues music as distinct from other genres/styles of music and identify some features of Blues and Jazz music when listening Perform a Bass line using the single notes of C, F & G to the 12-Bar Blues chord sequence Understand the difference between straight and swing rhythms clapping an example of each along with the class Improvise using some of the notes of the blues scale Perform either the bass line or chords and improvise using the notes of the blues scale in a group performance of In the Mood Understand that seventh chords are different to normal chords with an added note and a difference in sound and perform these individually Show a basic understanding of the subject matter and themes of lyrics in blues songs and contribute to writing a set of lyrics to a melody to use within a group performance of a blues song performing a simple part such as the chord part Identify and describe the main features of Ragtime music as a type of Jazz Perform a simple part in The Entertainer with some accuracy and a sense of Ragtime style Working at Grade 2 (Most Pupils will): Understand the origins of Blues music and identify most features of Blues and Jazz music when listening Perform the 12-Bar Blues chord sequence using the chords of C, F & G with accurate performance and smooth changes of chord Perform a melody in a swing-style changing the duration of the most notes in character of the jazz and blues swing style Improvise using most of the notes of the blues scale Perform the walking bass line and improvise effectively in the allocated time using the notes of the blues scale in a well-rehearsed group performance of In the Mood Understand how to construct and perform seventh chords on a keyboard and perform these in the twelve bar blues chord sequence Understand the structure of lyrics in blues songs and write more than one verse of lyrics to a melody to use within a group performance of blues song performing a vocal or instrumental part such as the walking bass line individually Describe the origins of Ragtime music Perform a more complex part in The Entertainer with a generally accurate sense of pitch and rhythm and a feeling of Ragtime style s before week beginning the 5th February: Composition and performance of their own Blues piece and "The Entertainer" African Drumming T Afrian Music - Exploring Polyrhythms Exploring Cyclic and Polyrhythms Perform one sound correctly on an African drum Perform as part of a group a simple cyclic rhythm Sing the song melody to Wimoweh in unison as part of a class or small group Exploring Syncopation Exploring Call & Response Exploring African Musical Instruments Contribute ideas towards and perform within a group arrangement showing some awareness of the effect of syncopation Sing and perform unison response patterns as part of a class or small group Improvise and compose one call pattern in relation to a given response pattern with some sense of question and answer rhythm Exploring African Musical Features Know that African music is often performed using different types of drum, but other percussion instruments (pitched and unpitched) are also used. Compose and record own rhythm performing on a suitable instrument and turning it into a cyclic rhythm Recognise and identify some features of African music such as cyclic rhythms and call and response when listening and use these features as part of a larger African-inspired group composition Working at Grade 2 (Most Pupils will): Perform two sounds correctly on an African drum Perform as part of a group a cyclic rhythm as part of a polyrhythmic texture Understand that syncopation is an offbeat rhythm, performed on the weaker beats of the bar and describe the effect which this has on the music Sing and perform syncopated parts within smaller groups as part of a group arrangement towards a complete song arrangement showing good awareness of syncopation Improvise and compose two call patterns, using words and recording using rhythm grid notation with a good awareness of question and answer rhythms Make connections between African musical instruments and those available within the classroom Compose and accurately record own rhythm, with some syncopation, performing it individually and as part of a group polyrhythmic texture Recognise and identify more complex features of African music such as syncopation and polyrhythm when listening and use these features as part of a larger African-inspired group composition Working beyond Grade 3 (Some Pupils will): Perform all sounds correctly on an African drum Take on a lead role and perform confidently showing an awareness of how different textural and rhythmic parts fit together within a complex polyrhythmic texture Understand syncopation in terms of a half beat followed by a full beat and in relation to musical ties emphasising weaker beats Take on a leading role in organising a group arrangement performing syncopated rhythmic and melodic/sung parts with accuracy of pitch and rhythm. Take on the role of soloist in singing or performing call patterns Improvise confidently and stylistically and compose syncopated call patterns notating ideas accurately and performing with confidence in rhythm Identify and correctly name a range of African musical instruments s before week beginning the 19th March: Ensemble performance of a classsroom drumming piece Social - working as a duet or larger groups to perform music pupils could work with ICT where a pre-recorded 12 bar sequence has already been given and asked to imrpovise their own music Blues Musicians and The Development of Blues activity/revision sheets. Numeracy 12-Bar blues chord sequence can be related to repeating patterns and sequences Literacy subject matter of blues songs; AAB structure of lyrics in blues songs; storytelling Citizenship slavery, oppression etc. Geography Africa, America History Slavery, Slave Routes and Slave Traders Social - working as a duet or larger groups to perform musi pupils could work with ICT to research different Aficianj instruments Drums around the World research activity. Numeracy rhythm grids and patterns Geography world music India, China, Caribbean, Japan, Indonesia & Africa; countries of Africa Literacy syllables; regular and irregular metres; effect of emphasised off beats; rhythmic chants, offbeat syllables, question and answer Citizenship The role of master drummer; leader of a tribe; communication

6 May Half Term Summer April May June July W/C 10th 16th 23rd 30th 7th 14th 21st 28th 4th 11th 18th 25th 2nd 9th 16th 23rd Topic Exploring Exploring how Caribbean Music Exploring Bass Chords are used in and the origins of Lines in Reggae Reggae Reggae Exploring Hooks, Exploring Textures Exploring Lyrics in Riffs and Textures in Reggae Reggae Songs in Reggae Exploring Leitmo Exploring Themes Exploring Action/Thriller Soundtracks Exploring Western Soundtracks Exploring Horror Movie Soundtracks Exploring Famous Film Leitmotifs L7 Unit recap and review Soundtracks - Exploring Film Music Offbeat! - Exploring Reggae and Syncopation Identify some film music to different types of films Perform the Jaws Leitmotif correctly and with some sense of mood and how this relates to the moving image. Understand that reggae music developed from a blend of other styles of Caribbean music Understand that a Leitmotif is a memorable, short musical snippet used to represent characters or situations in films Sing a part and perform the bass line part of a Caribbean song Perform the James Bond Leitmotif smoothly with one hand on keyboard/tuned percussion as part of a performance and with an Know and understand the importance of the weaker or offbeats in reggae music awareness of other themes Perform a rhythmic backing on the weak or offbeats Visualise, record and create a piece of music using appropriate sound effects as a backing for a video clip using a pre-prepared Aurally identify the bass line in reggae music and perform reggae bass lines with support cuesheet Understand that a riff, or a hook, is a short repeated melodic phrase and how this contributes to the overall texture Evaluate soundtrack compositions commenting on effective features and how soundtracks could be improved of reggae music perform reggae hooks with support along with a beat Can identify some basic musical features such as the use of specific instruments to create particular effects in Westerns performing Create, rehearse, refine and perform an arrangement of a reggae song with awareness of the different textural parts of a Western theme with some sense of style layers Perform one of the parts of a musical discord Identify the main themes and subject matter of reggae lyrics Create a basic horror movie soundtrack using appropriate sounds and sound effects ordering and sequencing sounds with some sense of effect and timing Answer some questions correctly in a Film Music Listening including identifying instruments and basic musical devices Working at Grade 2 (Most Pupils will): used by film music composers Identify musical features in a variety of different Caribbean music Perform the chords part of a Caribbean song accurately changing between chords smoothly Perform repeated chords offbeat in a reggae style Perform some simple famous Leitmotifs from films with a sense of style with assistance Working at Grade 2 (Most Pupils will): Understand how the bass line is the fundamental textural layer upon which a piece of reggae is based on and the Correctly match different pieces of film music to different film genres harmonic foundation which is the basis for the chords and Perform the Jaws and James Bond Leitmotifs at a suitable pitch, tempo and using effective dynamics and timbres Perform reggae bass line riffs changing between riffs fluently and in time with an awareness of syncopation Understand and identify the different textural layers which make up reggae music performing reggae hooks in time Perform the James Bond Theme 1 and/or 2 using one or two hands and playing the correct black notes and remembering the repeat marks as part of a performance with an awareness of how other themes fit together and with the leitmotif Summer with awareness of syncopation Visualise, record and create a piece of music using appropriate sound effects with a leitmotif and themes as a backing for a video clip Create, rehearse, refine and perform an arrangement of a reggae song with a clear plan of the roles of different using pre-prepared cuesheet and some sense of mood and effects created by the visual media group members and the texture Evaluate soundtrack compositions including identifying how groups have used Leitmotifs and themes Compose lyrics in a reggae style with awareness of the Jamaican nation-language Can identify more complex musical devices used by film composers of Western film soundtracks such as Q&A phrases, syncopation, use of ostinato and the use of motifs and themes performing the melody part of a Western theme with a sense of style appropriate to Working beyond Grade 3 (Some Pupils will): the mood of the film genre Describe the musical difference between the sound of a concord and discord Aurally discriminate between different types of Caribbean music in terms of key musical features Calypso, Soca, Create a more effective horror movie soundtrack using a pre-rehearsed given discord at some point, combining this with other Salsa, Merengue and Reggae sounds and sound sources and recording ideas appropriately Take on a leading role in a class performance of a Caribbean song with awareness of texture and how parts fit Answer most questions correctly in a Film Music Listening using correct musical vocabulary together Perform most famous Leitmotifs from films choosing an appropriate voice/tone/timbre to create an intended effect Take on a leading role in group reggae arrangements performing solo parts in time and in tune with awareness of how the parts fit together to form the overall texture. Working beyond Grade 3 (Some Pupils will): Recognise the effect syncopation has on reggae music Perform reggae bass riffs along to a keyboard rhythm adding offbeat chords and/or solo improvisations s before week beginning the 15th of May: Explain why different pieces of film music particularly match certain films commenting on the use of the elements of music and s before week beginning the 10th of July: Arrangement and performance of "Three Little Birds" Composition and performance of a soundtrack to a James Bond film trailer Social - working as a duet or larger groups to perform music Social - working as a duet or larger groups to perform music pupils could work with ICT to help arrange their regaae song and also use the computers to research the development of Reggae music and its famous performers Some pupils could use computer software or a sequencer to compose and record their James Bond soundtracks How Reggae Developed activity sheet. Great Film Composers research task. Literacy Jamaican nation-language and pronunciation of accent; themes in song lyrics; rhyming schemes Literacy Role of the media in society Geography the Caribbean Media Studies Film & Cinema; the role of music to support and enhance the moving image; silent movies; film genres R.E./Citizenship Rastafarianism Technology sound systems and amplification Action/Thrillers, Westerns and Horror Movies Numeracy Timing skills are important when composing film music and are used on the cuesheet and video sequences Dance associated dance moves to Reggae and other Caribbean dances Drama Storyboards Numeracy counting on-beat and off-beat; irregular beats

7 Christmas Break OCTOBER HALF TERM Y9 Music Curriculum Map Autumn Sept Oct Nov Dec W/C 4th 11th 18 25th 2nd 9th 16th 23rd 30th 6th 13th 20th 27th 4th 11th 18th 26th Topic L7 L8 L School of Rock Exploring live Performance and Event Planning Working towards level (All Pupils will): Identify the technical and organisational requirements when planning a live music event. Demonstrate some use and control of technical and interpretative music performance skills in practice and development. Demonstrate some personal management and music performance skills in rehearsal. Perform music with some technical and interpretive performance skills. Working at level (Most Pupils will): Describe the technical and organisational requirements when planning a live music event. Demonstrate competent use and control of technical and interpretive music performance skills in practice and development. Demonstrate personal management skills and competent application of music performance skills in rehearsal. Perform music using relevant technical and interpretive performance skills competently. Working beyond (Some Pupils will): Explain the technical and organisational requirements when planning a live music event. Demonstrate competent use and control of technical and interpretive music performance skills, showing consistency in focus, response and effort in practice and development. s before week beginning the 16th October: Completion of a Progress diary Recordings of rehearsals Tutor and Peer observations Spiritual reflection activities on a range of styles, eras and types of music Moral - reflection on how music can deliver messages to unite or divide groups Social Peer assessment of group work and solo work, giving feedback taking into account how to give feedback along with developing confidence s before week beginning the 4th of December: Performance of solo or ensemble piece Staging of the chosen event Some pupils could use computer software to help plan for their event and they may keep an online blog style progress log Progress Diary, Individual Practice and Musician Research Task. 0 Progress Diary, Individual Practice and Musician Research Task.

8 Feb Half Term Y9 Music Curriculum Map Spring Jan Feb March W/C 8th 15th 22nd 29th 5th 12th 19th 26th 5th 12th 19th 26th 3rd April L7 L8 L9 0 1 Topic Music is a Business Students will learn about the following different types of organisations in the music industry and the type of work each undertakes; Venues and live performance, Health, safety and security at venues, Production and promotion, Service companies and agencies and Unions. Students will learn how those organisations interrelate and why these relationships are important. Students will learn about job roles from different areas of the music industry and the responsibilities of each role. They will learn who is responsible for what activity, why and how things done and what the advantages and disadvantages of relying on individuals for individual services in relation to the key stages of the production timeline. s before week beginning the 6th February: Students will sit a Mock exam. Performance and Industry Job Roles Research Task. Revsion for Music Industry Mock Exam

9 May Half Term Y9 Music Curriculum Map Summer April May June July W/C 10th 17th 24th 1st 8th 15th 22nd 29th 5th 12th 19th 26th 3rd 10th 17th 24th L7 L8 L Topic Composing and Recording Exploring composition Working towards level (All Pupils will): Create contrasting musical ideas in response to a compositional brief that could form the basis for a composition. Identify the features of music sequencing techniques in relation to note input and editing and the use of effects. Apply some sequencing techniques in the production of a piece of music. Working at level (Most Pupils will): Create four contrasting musical ideas in response to a compositional brief that could form the basis for a composition, showing use of at least two different starting points. Describe the features of music sequencing techniques in relation to note input and editing and the use of effects. Apply sequencing techniques in the production of a piece of music. Working beyond (Some Pupils will): Summer Create four effective and contrasting musical ideas in response to a compositional brief that could form the basis for a composition, showing the appropriate application of at least two different starting points. Explain the features of music sequencing techniques in relation to note input and editing and the use of effects. Select and apply sequencing techniques in the production of a piece of music, with attention to detail. s before week beginning the 15th of May: Compostition of main song idea pupils will work with ICT to compose their different pieces Roles of a Songwriter and The Composing Activity Sheet. Review of the Composing Process.

10 Christmas Break OCTOBER HALF TERM Y10 Music Curriculum Map Autumn Sept Oct Nov Dec W/C 4th 11th 18 25th 2nd 9th 16th 23rd 30th 6th 13th 20th 27th 4th 11th 18th 26th Topic L7 L8 L Unit 2 Managing a music product Working towards level (All Pupils will): Make a positive contribution to the planning of a music product. Demonstrate a positive input into the development and delivery of a music product. Create promotional material appropriate to the product that communicates essential information to the target audience. Describe the strengths and weaknesses of the product with reference to the management process. Working at level (Most Pupils will): Make a positive and consistent contribution to the planning of a music product, making considered decisions in relation to the demands of the work. Demonstrate a positive and consistent input into the development and delivery of a music product that is integral to the success of the work. Create promotional material appropriate to the product that communicates essential information to the target audience and shows awareness of industry practice. Explain the strengths and weaknesses of the product with reference to the management process. Working beyond (Some Pupils will): s before week beginning the 16th October: Completion of a Progress diary Recordings of rehearsals Tutor and Peer observations Spiritual reflection activities on a range of styles, eras and types of music Moral - reflection on how music can deliver messages to unite or divide groups Social Peer assessment of group work and solo work, giving feedback taking into account how to give feedback along with developing confidence s before week beginning the 4th of December: Performance of solo or ensemble piece Staging of the chosen event Some pupils could use computer software to help plan for their event and they may keep an online blog style progress log PowerPoints - Managing a Music Product, Promoting a Product and Review the Management

11 Feb Half Term Y10 Music Curriculum Map Spring Jan Feb March W/C 8th 15th 22nd 29th 5th 12th 19th 26th 5th 12th 19th 26th 3rd April L7 L8 L9 0 1 Topic Unit 1 - The Music Indusrty Students will learn about the following different types of organisations in the music industry and the type of work each undertakes; Venues and live performance, Health, safety and security at venues, Production and promotion, Service companies and agencies and Unions. Students will learn how those organisations interrelate and why these relationships are important. Students will learn about job roles from different areas of the music industry and the responsibilities of each role. They will learn who is responsible for what activity, why and how things done and what the advantages and disadvantages of relying on individuals for individual services in relation to the key stages of the production timeline. s before week beginning the 5th February: Students will sit a Mock exam. The Industry Revsion and Activity Booklet and Past Papers. Literacy - expressing ideas and information clearly, precisely, accurately and appropriately in spoken and written communication, forming independent views and challenge what is heard or read on the grounds of reason, evidence or argument and choosing content and adapting style and language to a wide range of forms, media, contexts, audiences and purposes