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 to a brief - of the Edexcel GCSE specification, which is a controlled assessment. Week 1: How are chords used successfully in modern Pop Ballads? Week 2: How do composers use specific techniques to create successful melodies? Week 3: How are vocal and instrumental hooks used in Pop songs. Week 4: How is texture used in pop ballads to reinforce structure and emotion? Week 5: To understand the requirements of a successful song in relation to the exam criteria? Students will continue to consolidate learning from previous topics and set works by revising specific key information given to them each week. They will then have quizzes and activities to complete at the beginning of each lesson. Lesson 1 & 2 Hypothesis: Harmony isn t as important as Melody COMPOSING Resources: 1. Analyse and evaluate how tonality, chords and chord progressions are used in successful pop ballads. Listen to two pop songs students to compare and contrast which is fed back through class discussion. Students listen to the music again identify the metre, tonality, number of chords, how often they are played. Students analysis how the chords are played in both songs and how that changes the feel of the music. To be able to evaluate the use of chords and tonality in the verse of successful songs. Keyboards, Paper, Sibelius, Audio Recordings

2. To understand how to create a stylistic chord sequence for their composition. Students are introduced to the descending bassline technique that is used within each of the songs. Students are introduced to chord maps as a tool that can be used to create strong chord sequences. Students create their own chord sequence which includes a descending bassline. Students are introduced to ways of varying the chords they have chosen. 1. To be able to plan and create a strong chord sequence for a verse which is stylistic. 2. To include a descending bass line. Lesson 3 Students use keyboards and or their instruments to begin to create a successful chord sequence for their verse. Hypothesis: Sonata is more than just a title to a piece of music SET WORK Lesson 4 1. To learn what is a Sonata. What is the Classical Period? Compare modern to Baroque instruments. Complete a card sort of musical styles, which has the key features of specific styles they have studied and those of Sonata form. Students are then able to compare and contrast the styles. Listen to the Sonata. Use page 48 to complete first impressions grid. (self-mark to develop further annotation). Get students to be able to identify the features of Sonata form with in the set work. Develop A04 opinions by discussing what the students think the story may be this could be done through pictures. Hypothesis: Melody is all in the lyrics 1. To be able to give an explanation of what a Sonata is. 2. Explain the standard classical form. 3. Be able to make connections between the set work. Booklets, Card sort, audio track, Comparison sheet, basic score, timeline.

COMPOSING 1. To learn how successful composers use specific techniques to create effective melodies. Melody Quiz Part 1 Students hear the first bar and have to name it and sing it back. Part 2 Students given the name of a song and have to be able to play it on the keyboard or their instrument. Discussion why were they able to complete that quiz? What makes these melodies memorable? Analysis melody structure and common tips look at how the lyrics of the verse can already indicate the pitch and rhythm through the way they are said. Use the Flintstones them as a way of showing how melodic ideas can be developed into a melody. 1. Will have chosen lyrics for the first verse. 2. Will have a selection of techniques that can be used to develop a memorable melody. Audio tracks of examples, google classroom tasks, sheet music of examples, copy of lyrics. Lesson 5 Develop melodic ideas over the chord sequence already created. Hypothesis: Drama is stronger than obvious emotion 3. Students will have begun to create a melody for the first verse which supports the lyrics and the emotion they are trying to create.

SET WORKS 1. To understand how Beethoven structured his Piano Sonata. Students use ipads to research what an exposition, development and recapitulation. Read pages 50/51 to recap on previous learning and to develop understanding for today s analysis. Analysis of set work in groups groups focusing on key elements and foci. Use pages 53/54 to make brief notes on the important structural aspects. H/W extended listening task comparison question. 1. To be able to name the three structural areas of a Sonata. 2. To be able to explain each of the three sections. 3. Be able to explain how pitch, dynamics, tempo and tonality are used. Booklets, Audio examples, Comparison question Lesson 6 & 7 Hypothesis: Repetition of words and short music ideas make for a dull pop song COMPOSING 1. To understand what a vocal and instrumental hook is. 2. To be able to identify a vocal or instrumental hook in the music. Do Now- students will complete the extended writing exam style question. Analysis of a variety of songs that use an instrumental or vocal hook. Watch Youtube clip- how to write a pop song by Brett Domino. Students are then to create their own definition of what a vocal or instrumental hook is and then compare with the correct definition. Students are given some short lyrics to choose from and are asked to create an example of a vocal hook. 1. Students will be able to identify vocal and instrumental hooks in the music they listen to. 2. Students will be able to give a definition of what a Vocal and Audio examples, Youtube, Brett Domino example, Ipads, Composition tracker, Sibelius Computer Package,

Lesson 8 Students are to continue to develop their compositions on Sibelius. They might want to include either type of hook in their composition. Hypothesis: Any long piece of music for solo instrument could be called a sonata. Instrumental Hook is. 3. Students will have created either a Vocal or Instrumental Hook for their piece. SET WORK 1. To learn how the Sonata by Beethoven is structured. 2. To understand the importance of form and structure and how/why Beethoven uses these elements within his Sonata. Do Now: Complete exam style question based on Beethoven and Bach. Complete Page 55/56 read through the questions and look over the music so that you are prepared to complete the listening tasks in today s lesson. Treasure Hunt task which helps students understand the structure of the piece whilst checking and consolidating their knowledge and understanding of previous lessons. This task also gets students to annotate the score as they go along. Evaluation Question Students to put into a paragraph their understanding of how Beethoven has used form and structure in this sonata. They must use bar numbers as evidence. Independent learning choose revision techniques, learn the key information given 1. Students will know and be able to list the GAP s in their previous knowledge about the Beethoven set work learnt in earlier lessons. 2. Students will have correctly identified and annotated key information and examples onto the music score. Exam question, Booklet, Treasure Hunt task, Student copy of the score for annotation, Audio examples 3. Students will be able to interpret their knowledge

Lesson 9 Hypothesis: Going backwards stops you from going forward in music of form and structure into exam style written format. COMPOSING Lesson 10 1. Students are continuing to develop their composition in their own way. Therefore, students will set their own objective for the lesson (discussed with teacher) based on the progress they are currently making. Do Now Revision questions quiz, to check knowledge and find Gaps. Students will analysis and evaluate their composition and will refine or develop further their musical ideas, so that they continue to create a composition that fulfils the requirements of the composition brief. Hypothesis: It s all in the music, but only if you can hear it 1. Students will produce compositional work based on their own personal objective. 2. Students will record what they have achieved in the lesson supported by screen shot evidence and saving their work dated. Sibelius computer package, Ipads for recording progress. Keyboards, Composition booklets.

SET WORK 1. To learn how to compare the Set work with wider listening examples. 2. To learn how to how to identify relevant information from the music they listen to. 3. To understand how to apply this information in the correct format for an extended listen question on the exam paper with effective application of examples. Do Now: GCSE Style unheard listening question. Aural skills and listening technique development Students to complete p57/58 of their Beethoven booklet. Page 59-62 allow for wider listening skills development using notes. Pages 63-66. Consolidate learning by completing an extended writing style question. Students are to use the question scaffolding to help them with this task. This should be completed for home learning. 1. Students will have completed a listening question on the set work. This will highlight any gaps in their understanding. 2. Students will analysis a piece of music creating a VENN diagram comparing it to the set work. 3. Students will have created a list of musical examples to support their opinions from both pieces of music. Exam question, Booklets, Beethoven audio example, Extended writing scaffolding. 4. Students will use the VENN diagram and examples to produce a GP 9 answer to the extended listening question.

Lesson 11 & 12 Hypothesis: You ve got to crack a few eggs to make a pop song COMPOSING Lesson 13 1. Students are continuing to develop their composition in their own way. Therefore, students will set their own objective for the lesson (discussed with teacher) based on the progress they are currently making. Do Now Revision questions quiz, to check knowledge and find Gaps. Students will analysis and evaluate their composition and will refine or develop further their musical ideas, so that they continue to create a composition that fulfils the requirements of the composition brief. Home Learning Beethoven, Queen, Purcell, Bach Knowledge organiser revision using a different revision technique revised. Hypothesis: Without Beethoven, music would have lacked development and passion 1. Students will produce compositional work based on their own personal objective. 2. Students will record what they have achieved in the lesson supported by screen shot evidence and saving their work dated. Sibelius computer package, Ipads for recording progress. Keyboards, Composition booklets

SETWORK 1. To understand the main melodic themes and to develop wider listening skills. 2. To prepare for the assessment next week. Written exam and performance. Do Now: Complete knowledge organiser quiz. Using the score identify the 3 main themes and when they return. Be able to reference which bars they are in on the score. Able to comment on the themes characteristics. Complete analysis of the set work. Use summary quiz on pages 68-70 of the booklet. Home Learning: revise music analysis using the topic headings and notes. Pages 77-80 are the exam board revision notes for you to use as additional revision. Power points used throughout this Learning cycle are on google class room for students. Use a variety of revision techniques which we have discussed in lessons (also on google classroom). 1. Will have completed annotated score highlighted and relating to the musical elements. 2. Students will be able to identify the main motifs in the score. (Bar numbers) and how they are constructed. Scores, Booklets, audio recordings, highlighters, simplified musical examples. Lesson 14 & 15 Lesson 16 ASSESSMENTS - Mock Listening assessment Performance assessment. GAP TEACHING Composition Assessment Overview: Component 2: Composing (*Paper code: 1MU0/02) Composing to a Brief. Non-examined assessment: internally marked and externally moderated

15% of the qualification 30 marks Content overview Developing musical ideas Compositional techniques and strategies Ensuring technical control and coherence Methods of notating composition scores Assessment overview Students compose one composition, of at least one minute duration The composition is to a brief set by Pearson. The composition will be out of 30 marks. Internally marked and externally moderated.