MUSIC
Welcome to Music, part of the Creativity & Performance Faculty. Music at Blackfen is an ever evolving department. During 2012 we have expanded into a new performance space, 2 new practice rooms, a new classroom, and built a Music Technology suite including a recording studio. Extra-curricular opportunities are wide reaching; further details are found on the enrichment page of this website, and we aim to run at least 4 concerts a year. Everybody is welcome to attend clubs regardless of ability, and participation in them will support classroom learning and raise performing standards – as well as being social, and a great confidence boost to the students. Private lessons can be arranged on a wide variety of instruments – details on availability / costing through Ms Wood.
Key stage 3: We have an exciting, varied programme of study which involves assessment in performing, composing, listening and appraising/reflecting. Girls study a wide range of music from medieval plainchant and ground bass to blues, programme/film music and samba. Parents can support their daughter by encouraging her to listen to a variety of musical styles, and to be open minded. There is a growing amount of material on Fronter which can help with homework and revision. It is also excellent when parents encourage their daughter to get involved in our extra-curricular groups and support our concerts.
Year 7
| Term | Unit of Work | Summary |
| Autumn term 1 | Understanding the elements of music | Learning objectives of whole project: Pupils will show their understanding of the musical elements by using the correct terminology to describe and compare extracts of music from a range of styles. Some students will be able to accurately identify and describe subtle variations within each element, and describe how these variations impact upon the emotional qualities of a piece of music. Element(s) Focus: learning how to identify and describe pitch, tempo, dynamics, duration, timbre, texture and structure. Skill(s) Focus: ensemble performing, singing (elements song), listening. |
| Autumn Term 2 | Understanding the conventions of rhythm notation | Context / convention: learning how rhythms are made from pulse and duration, how words can be put to a rhythm, and how to write rhythms down. Element(s) Focus: learning how music is based on a pulse and a metre, and how to notate rhythms using conventional notation. Skill(s) Focus: ensemble performing (All Stations To...), composing and notating a piece based on speech rhythms. Sing – rhythm of life. |
| Spring Term 1 | Understanding the conventions of the vocal tradition | Context / convention: learning how music uses songs to develop a sense of community, and how vocal traditions use group, solo, a cappella and accompanied voices, with call and response or verse and chorus structures to involve all participants. Element(s) Focus: structure: call + response and block structure. Skill(s) Focus: singing: basic vocal production and solo/part singing skills. Community points if perform solo. |
| Spring Term 2 | Title: Understanding the conventions of Samba | Context / convention: learning how music is used in carnivals, and how diverse cultural influences have met in Brazil and Argentina to create the samba and tango styles. Learning how samba and tango use a range of major/minor chords, syncopation, polyrhythm and particular instruments Element(s) Focus: rhythm – polyrhythm and syncopation; Skill(s) Focus: ensemble performing – samba. |
| Summer Term 1 & Summer Term 2 | Title: Understanding the conventions of melodic writing | Context / convention: learning how music uses scales to create a melody, and how chords can be used to create a simple accompaniment. Element(s) Focus: pitch: pentatonic and major/minor scales, triads. Skill(s) Focus: ensemble performing, composing. Sing Oh when the Saints & Drunken sailor |
Year 8
| Term | Unit of Work | Summary |
| Autumn term 1 | Title: Understanding the Instruments of the orchestra | Learning objectives of whole project: Pupils will show their understanding of the instruments of the orchestra by being able to name them both visually and aurally, and discuss their different timbres. Some students will be able to accurately identify the more unusual of instruments and determine between instruments such as violin and viola. Skills focus: Listening: how to spot musical instruments and their techniques / features. Performing: sing accurately together, follow a leader’s cues. Student could lead the group if able. Singing opportunities: Jungle of Sound Context/convention: Learning how sound is produced by different instruments. |
| Autumn Term 2 | Title: Understanding the conventions of medieval music | Context / convention: learning how medieval music used modes and drones, and different performing forces for sacred and secular music Element(s) Focus: pitch: dorian mode, drone; texture monophonic Skill(s) Focus: performing Susato pavane, composing pavane in dorian mode using either instruments or Sibelius. |
| Spring Term 1 & 2 | Title: Understanding the conventions of music of the Caribbean (calypso & reggae) | Context / convention: learning how calypso and reggae have distinct characteristics and a place in Caribbean culture Element(s) Focus: rhythm: calypso and reggae rhythms; pitch: melodic writing in reggae, chords Skill(s) Focus: composing reggae pieces. |
| Summer Term 1 | Title: Songwriting & year 8 concert | Context / convention: applying previous learning in how vocal traditions use group, solo, a cappella and accompanied voices, with call and response or verse and chorus structures to involve all participants through acting as a singer songwriter. Element(s) Focus: structure, melodic devices: call + response and block structure, accompaniment, melody development. Skill(s) Focus: singing: basic vocal production and solo/part singing skills. Composition. Community points if perform solo. |
| Summer Term 2 | Title: Understanding the conventions of 12 bar blues | Context / convention: learning how 12-bar blues reflects the lives of black Americans in the early C20th, and how the 12-bar blues tradition has influenced later popular styles Element(s) Focus: harmony/structure – how blues uses chords I, IV and V within 12-bar pattern; pitch – use of blues scale to create improvisations Skill(s) Focus: improvising – how to develop solo melodic line within harmonic and structural constraints of 12-bar blues. |
Year 9
| Term | Unit of Work | Summary |
| Autumn term 1 Autumn Term 2 | Title: Dance music: An introduction to GCSE | ¯ Waltz ¯ Tango ¯ Salsa ¯ Irish dance ¯ Bhangra ¯ American line dance ¯ Disco ¯ Club dance Students learn a little about each style of music, they then choose a performance or composition task to complete for assessment. |
| Spring Term 1 | Title: Understanding the conventions of melodic development – Introduction to the GCSE exam ‘Creative task’ | Context / convention: Learning how a musical idea can be developed for aesthetically satisfying purposes. Element(s) Focus: learning how to use ostinato, intervals, inversion, retrograde, sequence, parallel motion, contrary motion, augmentation & ternary form. Skill(s) Focus: Listening and identifying motivic development. Composing, notating and performing a piece in ternary form which uses a variety of techniques for melodic development. |
| Spring Term 2 Summer Term 1 Summer Term 2 | At this point students either undertake a computer led composition project on Scottish music, a film music project, or a pop music project. These will rotate throughout the three half terms, according to students progress. | Projects will include a variety of tasks based around the following skills… Independent research Performing/Singing Composing Listening Evaluating Use of music technology |
KS4
OCR is the board we follow, which is a course comprising of 60% coursework, 15% composing exam and 25% listening exam. Students compose and perform in their choice of style, and study a wide range of music such as Salsa, Lieder, African a capella singing, Club dance, Chamber music, Indonesian Gamelan and Disco. Parents can support their daughter by encouraging her to revise the features of music studied as the course develops rather than leaving it all till April in year 11. Practicing for coursework performances is also hugely important, and students are expected to attend at least one extra-curricular group a week to develop their performing and general music skills. Further information can be found at http://www.ocr.org.uk/qualifications/type/gcse_2012/amlw/music/
Year 10
In year 10 we study ‘Dance Music’, ‘Descriptive Music’ and ‘Shared music – solo & accompaniment/ensembles’ performance) as exam preparation. We also complete a solo performance, a solo composition and a written piece which is half of the coursework requirement (My music).
Year 11
In year 11 we apply the knowledge learnt in year 10 to exam style comparisons, and prepare for the Creative Task exam. We also complete an ensemble performance, an ensemble arrangement or composition and a written piece which is half of the coursework requirement (Shared music).
KS5
We are excited to have offered Music AS/A2 level through EdExcel from September 2011, and Music Technology AS level through EdExcel from September 2012.
Music consists of a performance recital, and a discussion / viva voce, plus a further performance either within an ensemble, improvising, on a second instrument or as an accompanist. A composition portfolio of four part harmony, effective basslines and instrumental composition, and a listening exam using set works completes the assessment.
Music Technology involves much practical work and encourages the cultivation of a wide range of skills. Students will have opportunities to sequence MIDI, sequence audio, record live instruments, produce CDs, and compose using music technology. There is an emphasis on practical work, but students will also have opportunities to build understanding of the technical processes and principles that underpin effective use of music technology, and comment on it in writing.
In terms of progression to higher education (HE) and a career, the KS5 Music & Music Technology courses prepare students for University courses, and for work (eg.) as a sound engineer, record producer, teacher.
Further information can be found at http://www.edexcel.com/quals/gce/gce08/music/music/Pages/default.aspx and http://www.edexcel.com/quals/gce/gce08/music/tech/Pages/default.aspx
STAFF
All of our music staff are skilled and experienced musicians … here is a little bit more about them …
Ms Wood (Faculty Leader: Creativity & Performance) is predominantly a singer and a clarinetist, with a degree from Kingston University majoring in Performance. In 2009 she was nominated by one of her pupils for a ‘teacher of the year award’, and in 2010 she won a regional NUT and Music for Youth competition for being a committed and innovative Head of Music. She is an experienced mentor for trainee teachers, and is developing skills in teaching music to VI students. Away from school she teaches Clarinet and Piano, and is part of a professional duo performing for weddings and funerals. She has also performed with the on-stage big band for the new musical ‘That’s Life’.
Miss Stone studied violin performance at Trinity College of Music before embarking on her teaching career. She is the Head of Strings for Southwark Music Service where she teaches violin and coaches the youth orchestra. She also performs regularly with the St Pauls Symphonia, Docklands Symphonia and leads the London break-beat orchestra. She teaches Violin, Flute and Piano outside and inside school.