One approach to Delivering a Music Specialism at Key Stages 4 and 5

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1 One approach to Delivering a Music Specialism at Key Stages 4 and 5 Conor Doherty The BRIT School Music Department

2 The BRIT School for performing arts and technology croydon Independent state funded City College with additional donations from The BRIT Trust Vocational training for the performing arts and technology year olds Subjects offered: Dance, Music, Musical Theatre, Theatre, Visual Art and Design, Interactive Media, CDT, CAP, BDC, Academic Studies and Foundation Degree (BU) Entry by meeting and selection based on aptitude/ability and evidence of dedication. No fees Students study for the Edexcel BTEC Level 2 or 3 Diplomas plus GCSEs, AS and A Level and ABRSM Music Theory Grades

3 The Music Department 178 students (48 KS KS non-strand GCSE) 6 Teaching Staff + 2 Music Technicians 4 equipped rehearsal rooms/5 teaching rooms/recording studio 2 points of entry - Year 10 and Year 12 Selection procedure: shortlist from application forms and then invitation for interview

4 Gaining a place for music study Selection procedure: Application form Invitation for interview Performance for other candidates and staff Aural test Music theory and listening test Interview with staff We offer 24 places in Year 10 and 50 in Year 12 We accept approximately 1 in 10 applicants

5 Our aims for STUDENT Development OVER THE btec COURSE We aim to produce a well-rounded practical and academic musician who is suitable for employment or further study. Development should include: Significant, quantifiable progress in solo performance level The ability to work professionally with an ensemble Extensive experience of live performance, including the technical aspects A good working knowledge of industry standard music technology packages (Pro Tools, Logic and Sibelius) Significant, quantifiable progress in music theory

6 CONTINUED The ability to part-sing from notation Experience of community music-making An academic understanding of a broad range of musical subjects including Western Art Music, Ethnomusicology and the History of Popular Music Basic songwriting ability in a variety of genres At least basic keyboard skills The ability to aurally analyse music and dictate/explain melody, rhythm, harmony and tonality A professional attitude to music-making

7 OUR APPROACH Decide what sort of musician we are aiming to produce and then choose BTEC units around that. Not based only on their skills. Increases employability and produces well rounded musicians The overall general approach is that all learning is a progression towards working as a professional musician Practical and academic activities are always couched in vocational terms. This is a requirement of Edexcel but is also applied outside that. So department ethos is vocational rather than just teaching to a qualification. We have a holistic approach, encouraging achievement in practical and academic music study but also promoting literacy, numeracy and building social skills VIDEO: The BRIT School Music Department Student Experience

8 KS4 CURRENT Music Offer Year 10 and 11 study the BTEC Level 2 Diploma in Music Requires 6 units chosen from a possible 16: Working in the Music Industry Professional Development in the Music Industry Planning and Creating a Music Product Solo Musical Performance Exploring Musical Composition Working as a Musical Ensemble Developing as a Musical Performer We cover 7 and take the best 6 grades

9 Ks4 delivery 5 Hours a week Classroom teaching covering written assignments. Single teacher Practical work in preparation for shows. Team taught Music technology taught in our computer suite using GarageBand for the composition unit. Team taught Summer community project. Team taught

10 Ks4 delivery: written work Classroom teaching divided between staff who design assignments and oversee a number of criteria each A fixed number of weeks teaching, then assignment is set with a hand in date Some written assignments linked to practical projects e.g. Style and Image and FMP

11 Ks4 delivery: Practical music-making 6 Concerts over 2 years School Obie Theatre Show x2 Christmas Show x2 Style and Image Show on a theme Final Major Project 4 Solo performances over 2 years Students research and choose much of the material with guidance. Reinforces a sense of real world music making

12 Year 10/11 obie theatre concert

13 year 11/11 obie concert

14 Ks4 New btec specification We will deliver the BTEC First Extended Certificate for the next Year 10 intake This now has: 9 Units instead of 6 Includes 2 externally assessed exams (Industry, and Music and Production Analysis) Researching a Music Topic (Double Unit)

15 KS5 Music OFFER 4 CORE UNITS Aural Perception Skills Major Music Project ( Double Unit) Music and Society The Sound and Music Industry 13 OTHER COMPULSORY Classical Music in Practice Music Performance Techniques Music Production Techniques Music Theory and Harmony Pop Music in Practice Sequencing Systems and Techniques Studying Music from Around the World Composing Music Music Performance Session Styles

16 CONT The Functional Music Keyboard Working & Developing as Musical Ensemble Working with Music Notation Packages (Sibelius) Contemporary Songwriting Techniques 18 IN TOTAL OTHER OPTIONAL UNITS IF REQUIRED Marketing & Promotion in the Music Industry Solo Music Performance Skills Backline Technical Management

17 Ks5 delivery 20 hours a week with Music Strand Classroom teaching covering written assignments. Single teacher Practical work in preparation for shows. Team taught Music technology, composition and keyboards skills taught in our computer suite using Logic and Sibelius. Single teacher or team taught Recording taught in our recording studio in quarter year groups (12 students) 6 Summer term community projects. Team taught

18 Ks5 delivery: written work Most academic units last through the year e.g. History of Music, Ethnomusicology, Music and Society Assignments designed with vocational scenario and staggered throughout the course Overall departmental assignment schedule created each year to avoid overloading the students Deadlines set and handed into staff pigeon holes Students can redo work at any time to improve grades. This has changed for Level 2 and will for Level 3 soon.

19 Ks5 delivery: practical music-making Approximately 11 shows over 2 years depending on what s available on a year to year basis. A mixture of student creative control and staff-prescribed parts A good deal of this is beyond the requirements of the BTEC but develops performance skills. It will change soon with the new requirements 3 solo performances in Yr 12

20 Ks5 shows year 12 Obie Theatre Show. Year group divided into 4 bands. Short, student-led as an icebreaker in October Christmas Show (external venue). Hired function band scenario World Music Show. Performing popular music from around the globe. One of the biggest practical challenges. February in The Obie Theatre The Beatles at The BBC. Abbey Road and Sgt Pepper s performed live at Broadcasting House in May Purley Summer Festival in June National Portrait Gallery Concert in July for The BP Portrait Award Performances as part of local community projects across June and July Short Liverpool Tour to 3 Venues in July

21 Ks5 shows year 13 OBIE Show in October Screen 13: Film and TV music show with projections in The OBIE Theatre in February Final Major Project (completely student-managed in 4 external venues of their choice) in January/February Best Of Show in May. By audition featuring material from any of the shows in Yr 12/13 Over the 2 years, these cover criteria for: Music Performance Session Styles Music Performance Techniques Working & Developing as a Musical Ensemble BUT we do more shows than we need to for the qualification to provide as much practical music making as possible to develop playing and performing skills, and teamwork skills

22 Cannizaro park concert

23 Screen 13 concert

24 Sounds global concert

25 Ks5 solo work 1 st assignment in Yr 12 is a solo performance, prepared over the summer before students arrive 2 more solos in Yr 13 Working on shows develops students practical level throughout the course This covers criteria for the Music Performance Techniques unit VIDEO: BRIT School student Jasper Erkens Solo recorded for the BRIT Sessions series of films

26 Other Ways to make the btec as vocational as possible Give the students as much creative control as possible based on sound knowledge and informed research Utilise the skills of the wider school community to create performances and media. It creates a real world scenario of collaboration for the students Avoid too much language from the specification. Edexcel require a certain amount on the assignment sheets but students find it dusty. We have renamed some of our units on the timetable to suit our learning aims Take some shows out of school if possible Encourage an atmosphere of professionalism in the department. Like a community of jobbing musicians Professional respect for equipment and rehearsal rooms with booking and sanction system. Visiting speakers and networking Annual alumni talks about their experiences in the industry

27 VOCATIONAL EDUCATION points for discussion What are the challenges of vocational courses as opposed to academic ones? Do they fit a particular type of student only? How do they fit with progression to further study? Is there a BTEC image problem? Vocational education has a long-standing image problem: stereotypes about work-based training persist and many bright students still shun it in favour of academic subjects. TES

28 Cont How do we promote vocational courses? Cedefop, the European Centre for the Development of Vocational Training,Report Attractiveness of Initial Vocational Education and Training: Identifying What Matters The report recommends more energetic promotion, with students and graduates used as messengers to communicate the sector s benefits via coordinated internet and social media campaigns It is important to engage with families more effectively, as they have a huge influence on young people s decisions, the report says. And it advises that connecting with employers at an earlier stage in education could be important. It may be valuable to expose students [to vocational education] at lower secondary level, or give taster opportunities,

29 Cont How do vocational qualifications sit in the current educational climate? we need to ensure that practical, technical and vocational education is integrated with academic learning to make both more compelling for all students in our schools, and more valuable in the new labour market. Michael Gove

30 contact For any questions or to contact The BRIT School Music Department Conor Doherty at: Or telephone The BRIT School on: Post: The BRIT School for Performing Arts and Technology 60 The Crescent Croydon CR0 2HN