What does the course cover? The programme of study

  Course introduction

Read the Course Guide and Skype with your tutor

Topic One (1.1): Define and revise the basic elements of music.

·        Pitch, tempo, structure, duration, texture, timbre, dynamics

·        Year 7 pupils should be re-introduced to the meaning of the elements (tonality, texture, rhythm, melody, structure, dynamics, pitch).

Topic Two (1.2): Explore the elements and language of music.

·        Explore the elements with your instrument.

·        Revise and extend technical English and Italian music terminology.

·        Provide listening opportunities for realisation of the elements in sound.

·        Dynamics articulated using English or Italian words.

Pages 45-47 (Grade 3 Theory)

Topic Three (1.3): Listen and appraise a piece of music, describing the elements.

·        Appraise a piece of music, referring to the elements.

·        Provide listening opportunities for realisation of the elements in sound.

·                  Dynamics articulated using English or Italian words.

·                  Listen to a range of music with a focus on the technical (musical elements) and the

expressive (subjective and objective meaning).

Topic Four (1.4):  Define and recognise more complex elements of music.

·                  Revise more complex elements of music: rhythm, melody and harmony/tonality.

·        Year 7 pupils should be re-introduced to the meaning of the elements (tonality, texture, rhythm, melody, structure, dynamics, harmony, pitch).

Topic Five (1.5): Explore the complex elements.

·      Explore rhythm, melody and tonality using your instrument.

·      Complete your melody exercise.

·        Instrumental performance: broaden your skills at sight-reading, composing, or harmonisation.

Pages 10  (Grade 3 Theory)

Topic Six (1.6): Listen and appraise with an understanding of the elements of music.

·        Appraise a piece of music, referring to all the elements studied in Module 1.

·        Provide listening opportunities for realisation of the elements in sound.

·                  Listen to a range of music with a focus on the technical (musical elements) and the

expressive (subjective and objective meaning).

ASSIGNMENT 1A AND 1B

Topic One (2.1):Time Names and Time Values.

·                  Improve sight reading of the note names and value, both in speed and accuracy.

·                  Provide sequences for learning that aid familiarity with staff notation.

·                  Develop fluency in the use of staff notation.

Pages 1-10 (Grade 3)

Topic Two (2.2): Ledger Lines

·        Extend knowledge of ledger lines in both the treble and bass clef; reading notes accurately up to four ledger lines.

·                  Provide sequences for learning that aid familiarity with staff notation.

·                  Develop fluency in the use of staff notation.

·                  Provide a chance for revision of a pupil’s musical education from primary level education.

Pages 19-20 (Grade 3)

Topic Three (2.3): Transposition

·        Transpose notes between an octave, using staff notation.

·                  Develop fluency in the use of staff notation.

Pages 21-24 (Grade 3)

Topic Four (2.4): Simple and Compound Time

·                  Differentiate between the two types of time signatures

·                  Correctly use both simple and compound times.

·                  Develop fluency in the use of staff notation.

Pages 11-14 (Grade 3)

Topic Five (2.5): Grouping of Notes

·                  Group notes in compound time

·                  Develop fluency in the use of staff notation.

Pages 15-16 (Grade 3)

Page 55 (Grade 3)

Topic Six (2.6):  Grouping of Rests.

·        Group rests in a given time signature

·                  Develop fluency in the use of staff notation.

Pages 15-16 (Grade 3)

ASSIGNMENT 2A AND 2B

Topic One (3.1): The music of India.  

·                  Learn about the typical instruments used in classical Indian music.

·                  Identify the special features of this cultural music.

·                  Offer a starting point for exploring music from different cultures, countries and regions of origin.

 Topic Two (3.2): Exploring Ragas and Talas.

·        Recognise the role played by the ‘Raga’ and ‘Tala’ within Indian music.

·        Distinguish these by purely their sound.

·                  Offer a starting point for exploring music from different cultures, countries and regions of origin.

 Topic Three (3.3): Music of India in play.

·        Sight-reading the ragas and talas.

·        Perfect playing a raga or tala on your chosen instrument or with your voice.

·        Gradually develops pupils’ technical and expressive skills across a diverse range of musical styles.

Topic Four (3.4): Salsa music.

·        Typical instruments used to create the recognisable timbre of Salsa.

·        Identify the special features of this cultural music.

·        Offer a starting point for exploring music from different cultures, countries and regions of origin.

Topic Five (3.5): Samba rhythms.

·        Typical instruments used to create the recognisable timbre of Samba.

·        Identify the special features of this cultural music.

·        Offer a starting point for exploring music from different cultures, countries and regions of origin.

Topic Six (3.6):  Playing Salsa and Samba rhythms.

·        Practise the samba and salsa rhythms on your instrument or by using music technology.

·        Gradually develops pupils’ technical and expressive skills across a diverse range of musical styles.

ASSIGNMENT 3A AND 3B

Topic One (4.1): Call and Response. 

·        Identify what the technique of Call and Response is.

·        Listen to how it is used in a range of music.

·        Singing, to include observing phrasing, accurate pitching and dynamic contrast.

Topic Two (4.2): Jazz Improvisations.

·        Define what ‘Improvisation’ means in Jazz and listen to examples of Jazz Improvisations.

·        Listen to an original cover.

·        Explore improvising on your own instrument.

·        Improvise melodies and riffs over chord sequences with a strong awareness of key. 

Topic Three (4.3): Improvisation with your instrument.

·        Explore tips and techniques for successful improvising.

·        Play sheet music confidently, which will then be improvised.

·        Improvise a melody on the voice or an instrument to fit with the chord sequences created.

·        Take the listener on an original musical journey.

Topic Four (4.4): Lyricists

        ·          Explore the role of a lyricist, famous lyricists and their work.

Consider the qualities needed for lyric writing

·        Develop a deepening understanding of the music that they perform and to which they listen, and its history

Topic Five (4.5): Orchestral Arrangements.

·        Practise a score, for your chosen instrument, by Beethoven.

·        Play alongside a backing track or other musician.

·        Sense of ensemble: unity of pulse and balance between parts.

·        Technical competence: including accuracy of notes, rhythm and intonation.

·        Interpretation: including responsiveness, suitable choice of tempo, details of expression and phrasing, balance of parts. 

·        Performing qualities: presentation and performance communication.

Topic Six (4.6):  Music Scores.

·        Perform sheet music from a range of genres.

·        Perform to an audience.

·        Create opportunities for engendering a sense of performance, whether that be in front of an audience, in the community or through recordings to be shared on virtual platforms.

ASSIGNMENT 4A AND 4B

 Topic One (5.1): The History and Features of Rock and Roll and Pop.

·        Learn about the history, development and features of Rock and Roll music, that lead to the Pop music sound.

·        Distinguish between Rock and Roll and Pop music.

·        Develop the technical ability to identify the use of musical elements.

·        Develop understanding of the meaning and purpose of music being listened to.

 Topic Two (5.2): Pop Song Structure.

·        Identify the typical structure for writing a Pop song.

·        Explore melodic line and simple structural ideas, e.g. ABA.

 Topic Three (5.3): Rock and Pop Riffs.

·        Identify riffs by listening to examples of famous pop and rock riffs.

·        Explore how they are reused within the song.

·        Play or sing an example of a famous riff.

·        Play given chord sequences.

·        The inclusion of riffs, bass lines and arrangement of parts will allow all learners to take part and to make meaningful progress.

Topic Four (5.4):  Rock Music.

·        Learn about the key features, artists and sounds of Rock music.

·        Read about its history and identify the key features.

·        Use stave notation.

·                  Develop fluency in the use of staff notation.

Topic Five (5.5): Pop Through the Decades.

·        Research the development of Pop Music through the 20^th and 21^st centuries.

·        Develop the technical ability to identify the use of musical elements.

Topic Six (5.6): Rock and Pop Icons!

·        Listen to, and play music from, Rock and Pop Icons.

·        Develop understanding of the meaning and purpose of music being listened to.

·        Further increase the rhythmic scope of melodies on instruments, with some following staff notation written on two staves.

ASSIGNMENT 5A AND 5B

Topic One (6.1): Introducing Music in the Media.

·        Learn how music is used as an accompaniment for many forms of media.

·        Explore a diverse range of music rich in learning opportunities.

Topic Two (6.2): The Influence of Music on Viewers.

·        Consider the influence of music on the viewer.

·        Listen to music used in television to engage and influence the viewer.

·        Discuss how the elements of music interact with subjective and objective models of musical meaning.

·        Consider what is their subjective/personal reaction to the music? How does this interact with any objective meaning the music might have?

·        Develop understanding of the meaning and purpose of music being listened to.

Topic Three (6.3): Music for Advertising.

·        Explore how music is used in advertising as a marketing tool.

·        Listen to examples of famous songs used in TV advertisements.

·        Discuss how the elements of music interact with subjective and objective models of musical meaning.

Topic Four (6.4):  Music and the ‘News’.

·        Explore and analyse how music is commonly used in News programmes.

·        Discuss how the elements of music interact with subjective and objective models of musical meaning.

·        Consider what is their subjective/personal reaction to the music? How does this interact with any objective meaning the music might have?

Topic Five (6.5): The History of Radio.

·        In this topic you will research the development of Radio Broadcasting, through the 20^th and 21^st centuries.

·        Explore a diverse range of music rich in learning opportunities in its chronological and stylistic context.

Topic Six (6.6): Radio Jingles.

·        Learn about the purpose, production and examples of Radio Jingles.

·        Explore a diverse range of music rich in learning opportunities.

ASSIGNMENT 6A AND 6B