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Music - Year 9

Mathematics - Year 7

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Below you will find more specific information about the curriculum in Music for Year 9 students, explaining to you what students will learn, when, why and how. There is also information about how parents/carers are able to support students in their learning, extra-curricular opportunities in this subject and how it links to other subjects and the wider world.

While this information covers a broad range of areas, please do get in touch with the Subject Leader Mr Dolby if you have any questions.

Please click on the questions below to find out more.

How are groups organised?

Students can choose music as one of their two arts options in Year 9. We organise our classes by mixed ability. Students have three one hour lessons per fortnight. These lessons are split between our computer suite (K2) and our music classrooms (K1/K3). There are also opportunities for groups to ‘break out’ into smaller rooms to rehearse and develop their work.

What characteristics does a successful student have in this subject?

The most successful students in this subject will enjoy working practically and creatively. They will listen to a wide range of musical styles and be keen to work independently as well as in pairs and groups. They may also enjoy some or all of the following aspects of music making:

  • - creating music using our music software programme; Garageband
  • - playing an instrument
  • - singing
  • - writing and/or recording their own music

What are the key concepts students will study at this level?

  • Listening and Analysing
  • Understanding key features of different styles of music e.g. blues
  • Musical vocabulary
  • Composing, developing and refining musical ideas
  • Confidence in performance
  • Using Garageband software

What will students learn at this level?

Due to the current pandemic we have had to make amendments in the way Music is taught this Term.  *Please see below:

*Autumn Term (2020)

Year 9

  • Creating a top 10 playlist for different situations
  • Re-capping elements of music
  • Learning what creates a good band logo and creating a band logo
  • Looking at how bands promote themselves
  • Learn about how bands create an image and create merchandise to fit to that image
  • Learn about what a music festival is and how it is organised
  • Planning a music festival
  • Learn about music technology that is used at a festival
  • Look at different job roles within the music industry

AUTUMN TERM

Music & Media; Adverts

  1. Investigating how music is used to help sell a product; listening and analysing tasks
  2. Composing music to match a product using Garageband
  3. Creating a ‘voiceover’ for your advert; recording techniques

Blues Music

  1. Investigating how Blues music developed and influenced other styles; listening and analysing tasks
  2. Learning the key components of 12 bar blues; chord pattern, walking bass line, melody
  3. Performing Blues music in pairs and groups
  4. Improvising tasks using the blues scale
  5. Recording and evaluating

SPRING TERM

Musical Cliches

  1. Investigating how different compositional devices can help to create mood/atmosphere in cartoons; listening and analysing tasks
  2. Composing music to fit with a cartoon; learning about storyboards, hit points etc.
  3. Developing an understanding of music and media and how composers work in the advertising industry

Film Music

  1. Investigating how music can enhance mood and atmosphere in film music; listening and analysing tasks
  2. Developing an understanding of leitmotif; musical ideas to match characters
  3. Performing famous leitmotifs e.g. Harry Potter, Star Wars
  4. Composing music for a James Bond trailer
  5. Composing own leitmotif
  6. Recording and evaluating

SUMMER TERM

Song; Extended Project

  1. Studying the rock group Queen; listening tasks, song form, use of music technology/recording techniques, performance and sequencing activities
  2. Planning a Music Festival
  3. Researching Pop Genres; studying different styles together as well as independently e.g. rock ‘n’ roll, rap, funk, reggae, r ‘n’ b
  4. Composing and recording own song; live performance or with music software

 

What skills will students develop at this level?

  • Practical musical skills; performance and composition
  1. Listening skills
  2. Analytical and evaluative skills
  3. Teamwork and co-operation
  4. Communication skills
  5. Technical knowledge and skills; music notation and vocabulary
  6. Music technology/recording skills

How will students learn at this level?

  • Practising
  1. Paired/group collaboration
  2. Listening tasks which help to embed vocabulary and key concepts
  3. Trial and error when experimenting with different musical ideas
  4. Peer and teacher constructive feedback tasks/discussion
  5. Observing your peers
  6. Watching practical demonstrations
  7. Use of the internet to research pop styles and powerpoint/google slides/word to present findings
  8. Use of music software programmes

How will students’ learning be assessed at this level?

Continued monitoring of progress through informal observations and listening task results. Composition/performance work is recorded and assessed at the end of each project.

There is also a short end of year listening test based on the topics covered.

When do key assessments take place?

  • End of topic assessments each half term.
  • Listening test in June.

How can parents/carers support students’ learning?

  • Listen to a wide range of different types of music e.g. from different parts of the world, different decades, different styles. Perhaps listen together in the car or make use sites such as youtube.
  1. Discuss what you can hear e.g. instruments, mood
  2. If you have an instrument, give time and space for the student to experiment at home (peripatetic lessons are available if desired)
  3. Ask the student about their music work
  4. Download/purchase some music software (there are some free programmes available). NOTE: This is optional, not a requirement.

What equipment do students need for this subject?

Essential school equipment.

If the student plays an instrument there will be lessons where they can use it as part of the classwork.

How does this subject link to other subjects?

 

What websites or resources may be helpful to support students’ learning?

 

What extra-curricular or enrichment opportunities are available for students in this subject at this level?

 

What sort of careers can this subject lead to?

 

What does student work look like in this subject at this level?

 

How does this subject support a broad and balanced curriculum, meeting the needs of all students, and developing traditional core skills?

 

How does this subject promote creativity, critical thinking, practice, perseverance and resilience, and making links?

 

How does this subject encourage enrichment and the development of cultural capital, deep learning, and inclusivity?