Abraham Darby Academy

Performing Arts Faculty

Music DepartmentSubject Curriculum Map

Learning Overview

&

Assessment Document KS 3

2014

Curriculum Overview at a glance -

Term - Year 7 - Year 8 -Autumn Term 1; Unit 1: Rhythm and Pulsation.

Delivered by RKM & TMG

Unit 8:Theme and Variations. Delivered by TMG

Unit 9: Folk Music –Celtic Music. Delivered by RKM.

Autumn Term 2; Unit 2: Night and Day – The Elements of Music & Knowing the Basics.

Delivered by RKM & TMG

Unit 10: Film Music. Delivered TMG.

Unit 11: Chromatic notes. Delivered by RKM.

Spring Term 1; Unit 3: Japanese Music and the Pentatonic Scale. (Delivered by RKM)

Unit 4: Crikey Moses – Exploring good vocal Techniques. (Delivered byTMG)

Unit 12: Intervals. Delivered by RKM.

Unit 13: Musicals. Delivered by TMG.

Spring Term 2; Unit 5: Pictures and Graphic Notation. (Delivered by TMG).

Unit 5A: Elements of Music. (Delivered by RKM).

Unit 14:The Blues and Jazz. Delivered by RKM & TMG.

Summer Term 1; Unit 6: Rock ‘n’ Roll. Investigating the music from a different time and place. Delivered by RKM & TMG

Unit 15: Theme and Variations. Delivered by RKM.

Unit 16: Garage band - Logic Pro. Delivered by TMG

Summer Term 2; Unit 7: Form and Structure.

Delivered by RKM & TMG

Unit 17: Reggae music. Exploring Music from a different culture. Delivered by RKM & TMG.

Subject Curriculum Map - September 2014 (taking into account new National Curriculum)

Department - Music

Year Group - Key Stage 3 Year 7

Learning Overview Assessment

Autumn Ter

m 1

Year 7 Abraham Darby Academy Entrance Examination.Year 7 Music Baseline Assessment Listening Test. This is used to assess the musical knowledge and understanding of new year 7 students at the start of term. The test is administered in one hour. The content of the test covers areas such as pitch, rhythm, melody, the elements of music, notation, and musical instruments. There’s also space for pupils to record their achievements in music, both in junior school and beyond and to set any targets they’d like to achieve during the year(s) ahead.

List the topics covered -

1. Unit 1 – Rhythm and Pulsation – The unit develops student’s awareness of the importance of pulse as a fundamental upon which music is built and performed. Through integrated activities involving performance, composition and listening students will develop a full appreciation for the significance of pulse as well as rhythms in music.(Delivered by RKM)

Examination on entrance (Lesson One).

Assessment activities include;

Performance - assessment of ability to maintain a part as a soloist as well as part of a small ensemble.

Composition – assessment of 4 bar rhythmic cells based around simple note durations including; crotchets, minims, quavers and dotted equivalents.

Module One - We got Rhythm Assessment of student’s ability to listen and identify various rhythms.

Autumn Ter

m 2

2. Unit 2 - Night and Day (knowing the basics) - The Elements of Music. Exploring sounds and the Elements of Music. This unit looks at how different composers have used the elements of music. It develops awareness and understanding of essential musical vocabulary and gives students numerous opportunities to perform, compose and listen to a wide variety of music. Students also begin to develop CIST correct instrumental specific techniques whilst performing Blues style pieces. (Delivered by TMG)

Unit 3 – Knowing the Basics – This unit is about the fundamentals surrounding music. It focuses on ‘knowing the basics’ and understanding how to use the correct finger techniques on keyboards. (Delivered by RKM)

Listening – assessment of Sounds and Elements of Music - Assessment.

Night and Day Progress of Learning document with NC levels.

TA discussions using atoms. Spot the Dot Blues Performance and

CIST using electronic keyboards. Assessments focusing on Elements,

for example – treble & bass clefs. Module Two - We got Rhythm

Assessment of student’s ability to listen and identify various rhythms.

Academy Summative Assessment point 1

Spring Ter

m 1

3. Unit 4 – Japanese Music – Exploring the Pentatonic Scale - This unit develops student’s awareness of music from around the world and different cultures. It focuses on Japanese music in relation to its social, cultural and historical context. Students are introduced to the sounds of Japanese music, its origins and learn about Japanese musical instruments. The pentatonic scale forms the basis of study for this unit and students perform and compose pieces using this. Other key focuses include melody writing, rhythm, structure, dynamics and drones. Delivered by RKM

4. Unit 5 – Crickey Moses – This unit is all about using the voice and singing. Students have the opportunity to explore singing in different styles, developing excellent vocal tone quality and expression. The unit includes call and response songs, rounds, songs with ostinato accompaniments as well as a wide variety of other songs in different styles and from different times and places. It also teaches students about vocal harmonies, textures and at the same time develops an understanding of the voice, how it works, breath control and vocal registers. Delivered by TMG

Assessment focus – performing a melody with an accompaniment.

Assessment focus – identifying Japanese musical instruments and other instruments from around the world.

Module Three - We got Rhythm Assessment of student’s ability to listen and identify various rhythms.

Performance – assessment based on ability to sing in tune with a group in unison.

Performance – assessment based on ability to perform as a soloist, maintaining an individual part with accompaniment.

Performance – assessment based on ability to perform a round and a harmony part in a group.

Spring Ter

m 2

5. Unit 6 – Pictures of an Exhibition and Graphic notation. This unit aims to explore how pictures and art can provide the inspiration and stimulus for composition. Mussorgsky’s work Pictures at an Exhibition is based on his close friend, the painter and architect, Victor Hartmann’s paintings at an exhibition mounted shortly after his death. Pupils begin by exploring how to notate music using graphic means and go onto perform these in groups and in pairs. Students then explore how composers capture the mood of some of the paintings in more detail, through sound and how the elements of music are used to create different effects. Students compose their own piece of music inspired by a picture or painting of their choice, which is put together to form a class “Pictures at an Exhibition”.

Assessment focus – listening. Ability to identify pictures in music.

Assessment focus – composition. Create a piece of music for pitched and un-pitched percussion based on graphics and pictures.

Assessment focus – performing. Ability to perform accurately and with confidence a short piece composed by the students.

Academy Summative Assessment point 2

Sum

Unit – 7 Rock ‘n’ Roll - This unit introduces pupils to the genre of Rock ‘n’ Roll and its emergence in the 1950’s. Pupils learn about the origins of Rock ‘n’

Assessment focus – listening. Ability to notate and identify different features of Rock ‘n’ Roll

mer Ter

m 1

Roll and features which are characteristic of its style including bass lines, chords and revise the twelve-bar blues as a basis upon which many Rock ‘n’ Roll songs are constructed. Pupils learn about the construction of triads and how these are formed from bass lines as a type of chord producing harmony. Pupil’s take part in an ensemble performance of “Rock Around the Clock” before composing their own Rock ‘n’ Roll songs using features they have learned about during the unit. (Delivered by RKM& TMG)

music through a series of listening tasks.

Assessment focus – performing. Able to perform with accuracy and confidence a collection of short Rock ‘n’ Roll style pieces.

Module 4 – We got Rhythm

Summer Ter

m 2

6. Unit – 8 Form & Structure - This unit begins by exploring question and answer phrases as one of the simplest types of musical structures. Pupils learn about call and response and how musical question and answer phrases balance with each other to form a complete structure. Pupils move onto explore Binary Form exploring how musical contrast is achieved between two different sections and develop this into Ternary Form by repeating the first section at the end to form a musical “sandwich”. Finally, pupils look at Rondo Form as a type of recurring musical structure and add contrasting melodic improvisations to a recurring “A” section. Throughout the unit, pupils listen to examples of music based on each of the musical structures they are exploring and compose and perform within these forms. Particular emphasis in this unit is placed on staff notation and melody writing skills and pupils are encouraged to use staff notation or letter names when notating compositions. Element Focus - Pitch, Texture, Melody & Harmony, Structure & Form. (Delivered by RKM & TMG).

Assessment focus – listening to a variety of different forms and structures in music demonstrating the ability to know binary, ternary and rondo forms.

Assessment focus – composition. Ability to compose accurate pieces using a variety of different forms and structures.

Module 5 - We Got Rhythm.

Academy Summative Assessment point 3

Subject Curriculum Map - September 2014 (taking into account new National Curriculum)

Department – Music.

Year Group - Key Stage 3 Year 8.

Learning Overview Assessment

Autumn Ter

m 1

List the topics covered -

7. Unit 9 – Theme & Variations – This unit is all about developing student’s ability to recognize, explore and make creative use of the various elements found in variation form. Students begin this unit by working with a famous theme and exploring numerous ways in which this can be varied and developed, using the elements of music. There are opportunities for students to investigate how composers have used variation form. To conclude students learn about the concept of ground bass and perform Pachelbel’s “Canon” as well as compose their own and listen to this devise used in a popular context. (Delivered by TMG).

8. Unit 10 – Folk Music (Celtic) – This unit gives pupils the opportunity to develop their knowledge and understanding of folk music as a musical genre. This unit also develops pupils’ ability to perform in differing folk styles. Students listen to examples of folk music from different times and different places and compare the use of instruments, musical elements and compositional devices used. Pupils will perform as part of small ensembles and arrange their own folk music using features they have learned from the unit. Students also will study and learn about the various musical instruments found in different types of folk music, especially Celtic music. (Delivered by RKM)

Assessment activities include;

Assessment – performing a theme. Using CIST – (correct Instrumental Specific Techniques).

Assessment – listening activity – ability to identify various ways of creating variations – using elements and correct terminology.

Assessment - composition ability to compose a set of four or more variation on a given theme.

Assessment – listening activity (G&T ONLY) Mozart’s Twinkle – Twinkle Little Star. Id variations used.

Assessment – performing - Improvisation using CIST (Correct. Instrumental. Specific. Techniques).

Assessment focus – composing. Assessment – Listening tasks – Folk

Music of the British Isles. Assessment – Listen In Module One.

Autumn Ter

m

9. Unit 11 - Film Music – This unit allows students to discover the role of a film composer and they begin by performing leitmotifs and how they have been used to represent certain characters or situations in films. Students perform a series of extracts from the 007 – James Bond film’s, they compose their own music to accompany a series of TV ads and some extracts from various different types of films. Students can go onto explore storyboards as well as investigating musical clichés from cartoons and silent movies. (Delivered by TMG).

Assessment – listening activity – able to identify different types of film music.

Assessment – Performing task using CIST (Correct. Instrumental. Specific. Technique on keyboards).

Assessment - composition – responding to a given brief. TV ads and film clips.

Assessment – composing cartoon clichés.

2 10. Unit 12 – Chromatic Notes – and Scales. This unit is all about Scales! Students begin by learning about accidentals (sharps, flats and naturals) Students learn and explore this through integrated activities of listening, performing, composing and improvising. Pupils move onto the Chromatic scale and learn about tones and semitones before exploring and identifying the difference between major and minor scales. Element Focus - Pitch, Melody & Harmony, Timbre & Dynamics. (Delivered by RKM).

Assessment focus – performing. Improvisation using electronic keyboards and tuned as well as percussion instruments – to perform pieces which use Chromatic notes & key signatures.

Assessment focus - listening. Telling the difference between different types of scales.

Assessment focus Listening – Listen in Module2.

Academy Summative Assessment point 1.

Spring Ter

m 1

11. Unit 13 – Intervals - This unit develops student’s ability to recognize various intervals and their significance in melodic composition and performance. There is ample opportunity to experiment with various different types of interval before composing a number of pieces using different intervals. (Delivered by RKM).

12. Unit 14 – Musicals - This unit explores songs and music from the stage, beginning with an exploration into “What makes up a musical?”  Pupils explore the history and developments of elements of a musical, from their origins in opera, before exploring the impact of an “opening number” (‘All That Jazz’) in terms of chords and vamps, putting together a group performance.  Pupils move onto rehearse a full class performance of ‘Cellblock Tango’ (also from “Chicago”), with some great accompanying pupil audio tracks!  The unit ends with a choice of pathways - teachers can select whether pupils compose their own scene from a musical based on visual stimuli of a slave marketplace, or whether to continue the performance focus of the unit and allow pupils to work on a group performance of a song from a musical - there are plenty of arrangements in a range of difficulty. (Delivered by TMG).

Assessment - listening. Ability to recognize various intervals aurally. Eg all types of major, minor and perfect as well as diminished and augmented for the gifted and talented.

Assessment – performing compositions using different types of intervals.

Assessment focus Listening – Listen in Module 3.

Assessment focus – performing. Various pieces from a number of musicals such as “Grease”.

Assessment focus – listening activities based around a number of musicals and the types of songs found in them.

S 13. Unit 15 – The Blues and Jazz Assessment – performing. Ability to perform simple 12-bar blues as well

pring Ter

m 2

Improvisation. This unit develops students understanding of bass lines, chord progressions and Pupils begin by learning about the history, origin and development of the Blues and its characteristic 12-bar Blues structure exploring how a walking bass line is developed from a chord progression. Pupils also explore the effect of adding a melodic improvisation using the Blues scale and the effect which “swung” rhythms have as used in jazz and blues music. Pupils are introduced to seventh chords and how these are formed and their characteristic sound used in jazz and blues music. Pupils examine the lyrics of blues songs before composing their own set of lyrics for a performance of their blues song using different textural layers. Finally, pupils explore Ragtime Music as a type of jazz examining how chords have been used differently in a “vamp” style. Element Focus - Pitch, Texture, Melody & Harmony, Structure & Form. (Delivered by RKM & TMG).

as a more complex progression including the 3,6,2,5,1 Substitutions in various keys.

Assessment – performing. Ability to perform simple improvisations using limited as well as more challenging scales such as the pentatonic as well as blues scales.

Assessment - listening. Ability to identify different types of Jazz and Blues styles.

Academy Summative Assessment point 2

Summer Ter

m 1

14. Unit 16 – Theme & Variations – This unit is all about developing student’s ability to recognize, explore and make creative use of the various elements found in variation form. Students begin this unit by working with a famous theme and exploring numerous ways in which this can be varied and developed, using the elements of music. There are opportunities for students to investigate how composers have used variation form. To conclude students learn about the concept of ground bass and perform Pachelbel’s “Canon” as well as compose their own and listen to this devise used in a popular context. (Delivered by RKM).

15. Unit 17 – Music Technology – using Garage-band & Logic-Pro This unit introduces students to the concept of technology in music and more specifically allows students access to garage-band. Students will develop a good knowledge, skill as well as understanding of how to use technology to compose and arrange music. (Delivered by TMG).

Assessment – performing a theme. Using CIST – (correct Instrumental Specific Techniques).

Assessment – listening activity – ability to identify various ways of creating variations – using elements and correct terminology.

Assessment - composition ability to compose a set of four or more variation on a given theme & to compose a ground bass.

Assessment – listening activity (G&T ONLY) Mozart’s Twinkle – Twinkle Little Star. Id variations used.

Assessment focus – composition. Students will be assessed on their knowledge of how to use and manipulate ICT in order to compose and arrange musical ideas.

Summer

16. Unit 6 – Reggae – exploring off beats, syncopation and different musical cultures. This unit explores reggae music and the culture it comes from. After exploring

Assessment focus – listening. Ability to identify various features of Reggae Music thorough listening tasks.

Assessment focus – performing.

Ter

m 2

the origins of reggae music as one of a number of different styles of Caribbean music, pupils learn about the importance of bass lines in reggae music and how offbeat chords are a key feature of music of this genre. Pupils explore the strong and weak beats of the bar, syncopation and the effect that this has on reggae music, before looking at how “fragmented” melodic parts can be used as bass line riffs and melodic hooks. Pupils look at the famous reggae musician, Bob Marley and his influence on Rastafarianism to a worldwide audience through the lyrics of reggae songs and explore the different textural layers which make up reggae music. (Delivered by RKM & TMG).

Perform a piece of Reggae music using electronic keyboards and CIST – (Correct. Instrumental. Specific. Techniques).

Assessment focus – composition. Create a piece using characteristics of Reggae on electronic keyboards.

Academy Summative Assessment point 3

Composing – Creating & Developing Musical Ideas.

Performing – Controlling Sounds using Instruments.

Listening, Observing, Describing & Responding.

Evaluating, Appraising, Reviewing and Reflecting.

Exploring Sound

Performing – Audience, Practise, Roles and Venues.

Performing – Controlling Sounds through Singing.

Composing – Improvising.

Using Musical Notations.

Assessment Activity list – The 28 points!

1. Performance - assessment of ability to maintain a part as a soloist as well as part of a small ensemble.

2. Composition – assessment of 4 bar rhythmic cells based around simple note durations including; crotchets, minims, quavers and dotted equivalents.

3. Module One - We got Rhythm Assessment of student’s ability to listen and identify various rhythms.4. Listening – assessment of Sounds and Elements of Music - Assessment.5. Night and Day Progress of Learning document with NC levels.6. TA discussions using atoms.7. Spot the Dot Blues Performance and CIST using electronic keyboards.8. Assessments focusing on Elements, for example – treble & bass clefs.9. Module Two - We got Rhythm Assessment of student’s ability to listen and identify various rhythms.10. Academy Summative Assessment point 111. Assessment focus – performing a melody with an accompaniment.12. Assessment focus – identifying Japanese musical instruments and other instruments from around

the world.13. Module Three - We got Rhythm Assessment of student’s ability to listen and identify various

rhythms. Performance – assessment based on ability to sing in tune with a group in unison.14. Performance – assessment based on ability to perform as a soloist, maintaining an individual part

with accompaniment.15. Performance – assessment based on ability to perform a round and a harmony part in a group.16. Assessment focus – listening. Ability to identify pictures in music.17. Assessment focus – composition. Create a piece of music for pitched and un-pitched percussion

based on graphics and pictures.18. Assessment focus – performing. Ability to perform accurately and with confidence a short piece

composed by the students.19. Academy Summative Assessment point 220. Assessment – performing a theme. Using CIST – (correct Instrumental Specific Techniques).21. Assessment – listening activity – ability to identify various ways of creating variations – using

elements and correct terminology.22. Assessment - composition ability to compose a set of four or more variation on a given theme & to

compose a ground bass.23. Assessment – listening activity (G&T ONLY) Mozart’s Twinkle – Twinkle Little Star. Id variations used.

24. Assessment focus – composition. Students will be assessed on their knowledge of how to use and manipulate ICT in order to compose and arrange musical ideas.

25. Assessment focus – listening. Ability to identify various features of Reggae Music thorough listening tasks.

26. Assessment focus – performing. Perform a piece of Reggae music using electronic keyboards and CIST – (Correct. Instrumental. Specific. Techniques).

27. Assessment focus – composition. Create a piece using characteristics of Reggae on electronic keyboards.

28. Academy Summative Assessment point 3