Music is a widespread language that typifies one of the most noteworthy types of inventiveness. We plan to give a high quality music instruction that connects with and motivates understudies to build up an affection for music and their ability as artists, thus expanding their fearlessness, imagination and feeling of accomplishment. Understudies will build up a basic commitment with music, enabling them to perform, create and tune in with separation.
Long Stratton High School Year 7 Music Curriculum Plan.
|Unit title||1. What makes a good song?||2. Ukulele||3. Film Music and Instruments of the Orchestra.|
|Key Objectives||Learning how popular songs are constructed. Looking at mass appeal across age ranges and in a variety of contexts. Development of composing skills using chords I, IV, V and VI to create a Christmas/Winter song/Rap.||Learning to perform in groups and individually on the ukulele. Developing the skill of being able to read ukulele notation both chord diagrams and tab. Further development of composing skills using chords C, G Am and F to create a song. Develop an understanding of the string names and how to tune the instrument.||Learning how music can enhance the visual and the dramatic impact of a film and can reflect the emotional and dramatic narrative of the film. |
How different instrumental timbres can support this and the instrumental families.
How a leitmotif is used in films.
|Element Focus||Structure – Popular song structure and related vocabulary. |
Introduction of all musical elements for listening homework. (See homework sheets for further information)
|Harmony – Use of chords |
Pitch – Melody
Tonality – Major, Minor
|Different timbres and families in the classical orchestra. Musical elements and how they can be combined to create different effects and emotions when underscoring a film.|
|Repertoire/Genre focus (underlined titles are used for homework)||1. Oasis – Importance of Being idol. (2005)|
2. Dark Side Polly Paulsoma. (2004)
3. Somewhere – West Side Story (1957)
4. Nessun Dorma – Puccini (1924)
5. Der Erlkönig – Schubert (1815)
6. Dido and Aeneas – when I am laid in earth – Purcell (1683)
|1. Emeli Sande – Next to Me|
2. The Beatles – Let It Be
3. Jason Mraz – I’m Yours
4. Olly Murs - Dance with Me Tonight
5. Smash Mouth – I’m A Believer
6. Elvis Presley – Hound Dog
7. Chuck Berry – Jonny B. Goode
8. What a wonderful world – Israel K. (1990)
9. Ukulele orchestra of Great Britten – 500 miles (1988)
10. Jim Beloff–Uke Can't Be Serious: Ukulele Concerto (2018)
11. Cannon in D – Pachelbel (1680) performed by Corey Fujimoto
12. Moonlight Sonata – Beethoven (1801) performed on Ukulele
|1. Variety of John Williams iconic themes. |
2. Danny Elfman – Batman (1988)
3. James Horner – Titanic (1996)
4. Hans Zimmer – Pirates of the Caribbean. (2006)
5. Ride of the Valkrie – Wagner (1851)
6. Swan Lake – Tchaikovsky (1875)
7. Mars – Plant suite – Holst (1914)
8. Young Persons Guide to the orchestra – Benjamin Britten (1945)
9. Cello suite No 1 in G major – Bach (1717)
|Assessment||Main Assessment Focus - Composing – Christmas Song composition.|
Listening and Appraising – Homework and End of unit test.
Performance – Importance of being idol ensemble performance of opening riff.
|Main Assessment Focus - Performance – A song of the pupil’s choice on the ukulele. A variety of options will be given with more advanced pupils being able to select a song of their own choice. Every pupil is required to sing and play the ukulele. |
Composing - chord sequence and melody to be performed using the ukulele.
Listening and appraising - Homework and End of unit test.
|Main Assessment Focus - Composition – To compose a piece of music to accompany a short film clip. A variety of options will be given from a selection of different genres. Pupils will be expected to use a variety of pitched and non-pitched instruments. |
End of year test.
|Homework||Homework will be set every 2/3 weeks.||Homework will be set every 2/3 weeks.||Homework will be set every 2/3 weeks.|
Long Stratton High School Year 8 Music Curriculum Plan.
|Unit title||1. Reggae||2. Making connections||3. Musical Theatre|
|Key Objectives||Learning to recognise characteristics of Reggae with an understanding of devices, conventions and context. To perform as a group a Reggae song using appropriate timbres. Development of composing skills with a focus on how to compose as bass line to chords.||Learning how diverse improvisation traditions are common features of music from across the world. Learning about different styles of notation in cultural styles.||Learning about the development of musical theatre and its roots in Opera. Watching a musical and gaining an understanding of the place and purpose on songs with in these. Development of recitative as a feature and links back to opera.|
|Element Focus||Texture/rhythm - Syncopation, triplets, riffs, bass lines.|
Additional: Pulse and chord rhythms, verse and chorus, vocal ranges.
|Pitch – Raga, Blues scale, melodic variation|
Structures – Cyclic structures, 12 bar blues, drone.
Improvisation – Rhythmic and melodic.
|Pitch – Melodic lines and intervals when singing |
Dynamics – Use of dynamics to shape a performance
|Repertoire/Genre focus (underlined titles are used for homework)||1. Three Little Birds – Bob Marley (1977)|
2. Engine 54 – Ethiopians (1968)
3. Red Red Wine – UB40 (1967)
4. I will – Josh Holt
5. Israelites - Desmond Dekker and the Aces. (9169)
6. A variety of Reggae songs and related genres such as Ska and Rock steady. Some of these will be led by pupil suggestion and interest.
|1. Traditional African Drumming |
2. Jali Kunda Drumming Group
3. Indian Classical Music.
4. Anoushka Shankar - Indian Classical Raga
5. Chinese Classical music
6. Fishermans soung at dusk – Shuhua Lou.
7. Blues Improvisational music
8. Sound Tracker - Gamelan (Indonesia)
|1. Les Misérables – Student to watch film |
2. Disney Musicals
3. Westside story
4. Guys and Dolls
5. Selection of Andrew Lloyd Webber
6. One Hand, One Heart – West Side Story (1957)
7. Guy and Dolls – Guys and Dolls (1955)
8. Prima Donna – Phantom of the Opera (1988)
9. Queen of the night Aria – Mozart (1791)
10. Eduardo di Capua – O Sole Mio (1898)
|Assessment||Main Assessment – Performing – Three Little Birds|
Composing – Reggae bass line and melodic riff.
Listening and appraising – ‘I will’, homework, end of unit test.
| Main Assessment – Composing – using musical structures and improvisation to create a performance based on one or more of the following cultural styles, African, Indian, Chinese, Blues. |
Improvisation – Short task on each style named above.
Listening and appraising – Homework.
|Main Assessment – Performing – Les Misérables – Pupils will select one song from the musical and this will be staged and performed. |
Listening and appraising – ‘Les Misérables’ film accompaniment booklet, homework, End of year test.
|Homework||Homework will be set every 2/3 weeks. Music will be a combination of genres, some supporting the topics being studied and others to widen a pupil’s cultural capital.||Homework will be set every 2/3 weeks. Music will be a combination of genres, some supporting the topics being studied and others to widen a pupil’s cultural capital.||Homework will be set every 2/3 weeks. Music will be a combination of genres, some supporting the topics being studied and others to widen a pupil’s cultural capital.|
Long Stratton High School Year 9 Music Curriculum Plan.
|Unit title||1. Chords in to Jazz||2. Improvisation and organisation||3. Musical performing – Just Play.|
|Key Objectives||Learning how jazz musicians use chords as a basis for creating and improvising melodies within a harmonic framework.||Learning about the characteristics and context of Baroque Organ music. Looking at common processes and procedures associated with ‘improvisational’ keyboard genres and making connections with non-western music. Learning about the placement of notes using traditional stave notation.||Learning and developing skills in relation to popular music performance. Developing reading of tab for guitars (bass and acoustic)|
|Element Focus including new vocabulary.||Texture|
Chords – Primary chords, jazz Chords, (including 7th chords, added note chords, and chords sequences).
|Structures –contrasting rhapsodic and organised musical ideas.|
Tonality – Major and Minor scales
Ornamentation - Mordents
Drone as a compositional device
Non western – raga and tala
|Structure – Popular song structure – Inc. Middle 8, Bridge, Pre-chorus. |
Tonality – Major and Minor chords
|Repertoire/Genre focus||1. In the mood - Glenn Miller (1939)|
2. All that Jazz – Chicago (1975)
3. Crossroads – Eric Clapton (1988)
4. Crossroads – Robert Johnson (1936)
5. St Louis Blues – Benny Goodman (1914)
6. Louis Armstrong
7. Courtney Pine
8. Scott Joplin
9. A variety of other Jazz and Blues pieces of music. Some of these will be led by pupil suggestion and interest.
|1. Toccata in D Minor – Bach (1703 -07)|
2. Toccata – Widor (1879)
3. Lipa Moja – (1994)
4. Simfonijsko Kolo – (1926)
5. Various Indian classical pieces
6. Bach: Brandenburg Concerto No. 5 3rd Movement. (1711)
|1. See you again |
3. Shape of you
4. Stay with me
5. Jerry Lee Lewis – Great Balls of fire (1957)
6. The Beatles – A day in the Life (1967)
7. Davide Bowie – Heroes (1977)
8. Michael Jackson – Billie Jean (1983)
9. Fugees – Killing me softly (1996)
|Assessment||Main Assessment – performing and improvising - In the Mood Glenn Miller. |
Listening and appraising – All that Jazz, Homework and end of unit test.
Performing – All that Jazz.
|Main Assessment – Composing – Traditional Indian Raga piec including an Alap, Jor, gat, and Jhalla section. |
Performing/Improvising – Bach’s Toccata and fugue in D minor in a rondo form structure with Dorian mode improvisational sections.
Listening and appraising – Bach’s toccata and fugue, Comparison of contrasting fugues, Homework, End of unit test.
|Main Assessment – Performing A song selected by pupils to be performed in a band. |
Additional assessments – End of Year Test
|Homework will be set every 2/3 weeks. Music will be a combination of genres, some supporting the topic being studied and others to widen a pupil’s cultural capital. (see attached sheets for overview of questions)||Homework will be set every 2/3 weeks. Music will be a combination of genres, some supporting the topic being studied and others to widen a pupil’s cultural capital. (see attached sheets for overview of questions)||Homework will be set every 2/3 weeks. Music will be a combination of genres, some supporting the topic being studied and others to widen a pupil’s cultural capital. (see attached sheets for overview of questions)|