What does the course cover? The programme of study
The Wolsey Hall Year 8 Music course follows the Cambridge Lower Secondary Curriculum Download Cambridge Lower Secondary Curriculum.
You may want to print out this overview of the course and refer to it as you progress through the course.
DOWNLOAD - Programme of Study Download DOWNLOAD - Programme of Study
Do also bear in mind that:
- Before Module One, there is an introductory Welcome call with your tutor.
- At the end of Module Three, there is a mid-course review.
- At the end of Module Six, there is an end-of-course review.
Module One: Time Signatures |
Cambridge Curriculum |
Coursebook Pages |
Topic One (1.1): Disco Time!
|
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 (1.2): Waltzing
|
Develop the technical ability to identify the use of musical elements.
|
|
Topic Three (1.3): Ballads
|
Provide listening opportunities for realisation of the elements in sound. Develop the technical ability to identify the use of musical elements. |
|
Topic Four (1.4): The History and Purpose of March and Military Music
|
Listen to a range of music with a focus on the technical (musical elements) and the expressive (subjective and objective meaning). |
|
Topic Five (1.5): March and Military Time Signatures
|
Develop the technical ability to identify the use of musical elements. Listen to a range of music with a focus on the technical (musical elements) and the expressive (subjective and objective meaning). |
|
Topic Six (1.6): Identifying Time Signatures
|
Develop technical and expressive listening. |
|
ASSIGNMENT 1A |
|
|
ASSIGNMENT 1B |
|
|
Module Two: History of Western Classical Music, 1650-1910 |
Cambridge Curriculum Link |
Coursebook Pages |
Topic One (2.1): An Introduction to Western Classical Music
|
Give pupils a core knowledge of music in many of its forms: Western Classical Tradition music up to the 1940s. |
|
Topic Two (2.2): Baroque Period (Vivaldi)
|
Develop understanding of the meaning and purpose of music being listened to. |
|
Topic Three (2.3): Classical Period (Beethoven)
|
Develop understanding of the meaning and purpose of music being listened to. |
|
Topic Four (2.4): Romantic Period (Chopin)
|
Develop understanding of the meaning and purpose of music being listened to. |
|
Topic Five (2.5): Impressionist Music
|
Develop understanding of the meaning and purpose of music being listened to. |
|
Topic Six (2.6): Playing Classical Music
|
Develop fluency in the use of staff notation as a gateway to musical independence. |
|
ASSIGNMENT 2A |
|
|
ASSIGNMENT 2B |
|
|
Module Three: Music Theory in Depth |
Cambridge Curriculum Link |
Coursebook Pages |
Topic One (3.1): Reading Notation Confidently in Two Clefs Read formal notation in either treble or bass clef |
Identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities and different types of scales.
Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions.
|
|
Topic Two (3.2): Scales and Key Signatures of E and A♭ Major
|
Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions. |
Grade 3 Pages 25 - 27 |
Topic Three (3.3): Composing Using One Clef
|
Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions.
Improvise and compose. |
|
Topic Four (3.4): Scales and Key Signatures of New Minor Scales
|
Use staff and other relevant notations appropriately and accurately. |
Grade 3 Pages 29-35
|
Topic Five (3.5): Introduction to Grade 4 Theory
|
Use staff and other relevant notations appropriately and accurately. |
Grade 4 Pages 1-20
|
Topic Six (3.6): Using Technical Terms
|
Extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions. |
Grade 4 Pages 24-27
|
ASSIGNMENT 3A |
|
|
ASSIGNMENT 3B |
|
|
Module Four: Video Game Music |
Cambridge Curriculum Link |
Coursebook Pages |
Topic One (4.1): The History and Development of Game Music
|
Music Technology is likely to play an increasingly important role in the delivery of the Cambridge curriculum. |
|
Topic Two (4.2): Game Music and the Player
|
Year 8 pupils should practise identifying the use of the elements of music when listening. |
|
Topic Three (4.3): Game Music Composers
|
Gain an aural knowledge of some of the great musical output of human civilisation. |
|
Topic Four (4.4): Playing Game Music
|
Develop knowledge of a wider range of notes and improve their fluency in music notation. |
|
Topic Five (4.5): Composing Game Music
|
Music Technology is likely to play an increasingly important role in the delivery of the Cambridge curriculum. |
|
Topic Six (4.6): Creating Gaming Sound Effects
|
Compose a harmonic sequence in response to an extra-musical stimulus. Use percussion and percussive sounds. |
|
ASSIGNMENT 4A |
|
|
ASSIGNMENT 4B |
|
|
Module Five: World Music - Gamelan and African |
Cambridge Curriculum Link |
Coursebook Pages |
Topic One (5.1): Gamelan Music Features
|
Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions. |
|
Topic Two (5.2): Exploring Gamelan Drum Rhythms
|
Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions. |
|
Topic Three (5.3): Pentatonic Scales
|
Identify and use the inter-related dimensions of music, including use of tonalities and different types of scales. |
|
Topic Four (5.4): African Storytelling
|
Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions. |
|
Topic Five (5.5): African Drumming
|
They should develop their instrumental fluency, accuracy and expressiveness; and understand musical structures, styles, genres and traditions. |
|
Topic Six (5.6): African Singing
|
Learn to sing and to use their voices. |
|
ASSIGNMENT 5A |
|
|
ASSIGNMENT 5B |
|
|
Module Six: Music For Dance |
National Curriculum Link |
Coursebook Pages |
Topic One (6.1): Country and Western Music
|
Explore a diverse range of music ,rich in learning opportunities. |
|
Topic Two (6.2): Line Dancing
|
Develop understanding of the meaning and purpose of music being listened to. Understand and explore how music is created, produced and communicated. |
|
Topic Three (6.3): Irish Dance Music and Step Dancing
|
Listen to, review and evaluate music across a range of historical periods, genres, styles and traditions. |
|
Topic Four (6.4): Ballet Music
|
Understand and explore how music is created, produced and communicated. Develop understanding of the meaning and purpose of music being listened to.
|
|
Topic Five (6.5): Theme and Variation
|
Explore a diverse range of music rich in learning opportunities in its chronological and stylistic context. |
|
Topic Six (6.6): DJing and Mixing
|
Listen to, review and evaluate music across a range of historical periods, genres, styles and traditions. |
|
ASSIGNMENT 6A |
|
|
ASSIGNMENT 6B |
|
|