Music

Our curriculum intent: why we teach what we teach in Music

  • Students will learn that Music is a unique form of communication and creative expression. They will develop knowledge of the history, structures, conventions and techniques of music as well as an appreciation of the most influential genres, cultures, composers and musical periods.
  • Students will develop their listening & appraising, composing and performing skills in Music, both individually and collaboratively. They will learn to engage analytically and practically with music from different genres and cultures, performing and communicating meaningfully about their musical experience.
  • In Music our curriculum and environment provides our students with the opportunity to become confident, skilled musicians who can appreciate the value and importance of music in our world. Students are determined to achieve their personal best in composition and performance and develop the humility to learn from and encourage others

Music curriculum intent

Curriculum

Year 7

Year 7

Autumn Term, Half Term 1

Autumn Term, Half Term 2

Unit Title

Introduction to the Language of Music

(6 weeks)

Instrumental Music (7 weeks)

Key Question

What are the Building Bricks that make up Music?

What are the different Instruments of the Orchestra?

Threshold Concepts

Music is made up of many different things called Musical Elements. Students will gain a range of knowledge in this term to understand the effect that these Elements have on music. They will understand that these Elements are the key to understanding, analysing, performing and creating music

The orchestra is made up of the four instrumental families (Brass, strings, woodwind, percussion). Melody id the term used to describe a sequence of single notes that make up a tune. Students will know how to listen and appraise set works while being introduced to recital music skills.

Link to Prior Knowledge

 

Students will have an understanding of the Musical Elements required to understand, analyse, perform and create music.

 

Spring Term, Half Term 1/Half Term 2

Spring Term, Half Term 2/ Summer Term Half Term 1

Unit Title

Vocal Music (10 weeks)

Music for Stage and Screen (6-7 weeks)

Key Question

How is the voice used as an instrument in Music?

How is Music composed for the stage and screen? Musical Genres.

Threshold Concepts

There are a range of different voice pitches within vocal music including including soprano, alto, tenor and bass, as well as treble, mezzo and baritone. Students will understand the musical term for texture (layers) and will have an understanding of how music is structured through songs.

musicals were generated from, exploring how operas that originated from amphitheatres called Odeon’s, developed through time to create musicals. Students will explore and understand, the songs, the lyrics, the story and the dancing and they impact these have on the audience

Link to Prior Knowledge

Students will have a clear understanding of the different instruments which make up an orchestra and will understand both listening and practical skills which are associated with Music

Students will understand the basic components of singing, what different pitch ranges sound like and how music is layered.

 

 

Summer Term, Half Term 1/Summer Term, Half Term 2

Unit Title

Fusion Music (7 weeks)

 

Key Question

What is Fusion and how do we recognise it in music?

Threshold Concepts

Students will understand the term fusion music and will be introduced to Celtic music fused with other styles. Performance and understanding of aural skills will be key to success in this topic

Link to Prior Knowledge

Students will know the difference between opera and musicals and will be able to discuss the different components which make up stage performance sin music.

Knowledge and sequencing rationale

 

If you would like more in depth information about the Year 7 Music curriculum, please click here.

Year 8

Year 8

Autumn Term, Half Term 1

Autumn Term, Half Term 2

Unit Title

Instrumental Music (7 weeks)

Vocal Music (8 weeks)

Key Question

What is Nationalism & Programme Music of 19th century Europe?

 

How is the history of the Slave Trade relevant to the development of the Twelve-Bar Blues musical structure?

Threshold Concepts

Nationalism is when people are patriotic (have a strong love for their country) and this often shows in Music, Art and Literature. Programme music is intended to evoke images or convey the impression of events.

 

Blues music originated in the Deep South of the USA (1870s) by African Americans from African music traditions. Students will gain the knowledge of the structure of the music and the twelve bar blues.

Link to Prior Knowledge

Students will have a clear understanding of the different instruments which make up an orchestra and will understand both listening and practical skills which are associated with Music

Students will have a clear understanding of the basic components of singing, they will understand the differences in voice pitch. Students will understand the musical term for texture (layers) and will have an understanding of how music is structured through songs.

 

Spring Term, Half Term 1/Half Term 2

Summer Term, Half Term 1/Summer Term, Half Term 2

Unit Title

Music for Stage and Screen (6-7 weeks)

 

Fusion Music (7 weeks)

Key Question

What is the movie musical?

What is World Fusion music?

Threshold Concepts

Musicals originated from looking specifically at ‘The Jazz Singer’ and how this was one of the first musicals to ever be filmed with fully synchronised sound. The songs usually: advance the plot, develop the film’s characters, serve more as breaks in the storyline.

 

 

Fusion music has been a vehicle of expression for political struggle or protest in the past. African Music has been fused with modern music. Students will explore and understand the key features of African music

Link to Prior Knowledge

Students will know the difference between opera and musicals and will be able to discuss the different components which make up stage performance sin music.

Students will have an understanding of what the term fusion means and will have looked into the fusion of two different types of music in Year 7.

Knowledge and sequencing rationale

 

If you would like more in depth information about the Year 8 Music curriculum, please click here.

Year 9

Year 9

Autumn Term, Half Term 1

Autumn Term, Half Term 2

Unit Title

Instrumental Music (7 weeks)

Vocal Music (7 weeks)

Key Question

How to compose a piece of instrumental band music

What are the Key Features and styles of Popular Song and how can I use them to compose my own song?

 

Threshold Concepts

band music can be composed for wind, brass and pipe bands. Being able to explain why certain instruments are used for marches rather than others. Introduction to scales – major, minor, mode, pentatonic and the importance of using scales to compose your music. Knowing that major scales suggest a happy and light-hearted piece, whilst a minor scale can give a feeling of sorrow or aggression.

There are a range of different song styles within vocal music. Students will understand eh range of terms associated with the popular song structure such as, verse, chorus, bridge and outro.

Link to Prior Knowledge

Students will have an understanding of the difference between nationalism and programme music. They will understand the impact that music can have.

 Students will have an understanding of Blues music and the structure of the genre. They will understand the origins of the music and the impact that traditional music has had on the genre

 

Spring Term, Half Term 1/Half Term 2

Summer Term, Half Term 1/Summer Term, Half Term 2

Unit Title

Music for Stage and Screen (7 weeks)

Fusion music (7 weeks)

Key Question

How do I create music for film and which pieces are examples for me to learn from?

What is Fusion and how do we recognise it in music?

Threshold Concepts

Music can be used in films and can be used to create certain moods such as suspense and excitement. Students will understand the key features that make up film music and study set works.

Modern musical styles have been fused with Latin American or at times African traditional music. An example of this is Samba: Brazilian percussion based dance originating from Africa. Bossa Nova a style of Brazilian music derived from samba but placing more emphasis on melody and less on percussion.

 

Link to Prior Knowledge

Students will understand the origins of musicals and how the music is used to advanced different elements such as the plot.

Students will have an understanding of the key features of African music. They will understand how music has been used for political struggle or protest in the past

Knowledge and sequencing rationale

 

If you would like more in depth information about the Year 9 Music curriculum, please click here.

Music Staff