![]() Make consistent and effective use of the following within a chosen style or genre: Understand, control and make use of musical resources effectively and One composition is in response to a pre-release stimulus (available in September of Year 12) and one is free choice. Students create two compositions and submit an audio recording of each composition and either a written score, leadsheet or commentary (600 words max). What challenges did you encounter in the music?Ĭontrolled assessment totalling 30% of final grade How does the music reflect the period or style in which it was written? Identify the style of the piece(s) or period in which it was written. Please tell me the title(s) and composer(s) of the piece(s) you performed. ![]() The student's performance will conclude with a conversation with the examiner (5%) who will ask the following questions to assess the student's ability to comment perceptively on the music they perform and reflect on the learning process: Perform with a sense of dynamics in an ensemble Interpret and communicate the composer's intentions with an appropriate sense of style Ĭreate a solo performance that demonstrates understanding of and applies stylistic features appropriate to the chosen programme Ĭreate a solo performance that makes appropriate use of tempo, contrasting dynamics, articulation and phrasing Ĭreate an ensemble performance that demonstrates understanding of and applies stylistic features appropriate to the chosen programme ĭemonstrate a sense of ensemble in performance Īchieve appropriate balance between parts in an ensemble The combined duration of the performances should be no longer than 6 minutes.Ĭreate a solo and ensemble performance with technical control and accuracy Students present one solo (15%) and one ensemble performance (15%). Involvement in practical music making (Choir/Band)Įxternal examination assessed by a visiting examiner Students should log in to each week to use the resource to clarify and consolidate their learning.Įssential Criteria: A good pass at Grade 1 Music Theory (ABRSM) 75%Ī good pass at Grade 2 on any instrument or voice (ABRSM) 120/150ĭesirable Qualities: Good marks throughout Key Stage 3 MusicĪ good pass at Grade 3 on any instrument or voice (ABRSM) Throughout Key Stage 3 an online learning resource is available to all students with some homework and tests set through these lessons and listening activities. Opera and Musical Theatre – comparing performances Music and Media – Film Music Chronology and Key Terms Set work 'Dam Busters'Ĭomposing to the second – storyboarding beyond the sound effects. Western Art Music: Baroque (Vivaldi 'Spring') Classical (Mozart 'Horn Concerto') Songwriting and use of music to communicate aspirations and belief. Pop Music – Developing culture and style: Set work 'Burn Baby Burn' (Ash) Patterns of support for melody – harmony and chord – performance skills on ukuleleĬareers and opportunities for lifelong learning through Music. India – Raga Tala Drone Improvisation Bollywood Project Presentation – appreciating and capitalising on music within our culture.Īfrica – Call and Response Drumming Circle Categories of '~phonic' instruments Set work "Hatsiatsia" Ireland – Aural Tradition Songs Dance Set works "Arthur McBride" & "Riverdance" Planet Music – What influences a country's culture? The 10 Key Reasons Samba – Instruments Ostinato Set work "Brasil" Set Work – The Young Person's Guide To The Orchestra Instruments of the Orchestra – Families of Timbre Periods of Music Science of Sound: How sound happens – How we hear – How we make sound ![]() How to achieve expression – Dynamics and Tempo Texture and Timbre Set Work – In The Hall Of The Mountain King Pitch – Treble and Bass Clef – reading, notating, performing Interpreting what we read – Graphic Score and Keyboard performing Writing down what we hear – Graphic Scores and Traditional Notation How to describe what we hear – Elements of Music Our School Song: Praestantia In Omnia (Striving for Excellence in Everything) Much of this is taught in Year 8 with the knowledge consolidated in Years 9 and 10 as the more advanced theories are introduced. Throughout Key Stage Three, students learn the necessary theory to achieve a Grade 1 Theory Level from the Associated Board of the Royal Schools of Music. It can also enhance their health and wellbeing and increase their stamina. Music helps students become more active listeners. Playing a musical instrument helps develop everyone's creative thinking and motor skills. Research has argued that students who study music from an early age can do better at a range of subjects.Ĭhildren who play music learn there are rewards from hard work, practice and discipline. There are many reasons why we believe pupils should study music at Carrickfergus Grammar School.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |