James Gillespie S High School Music Department

James Gillespie’s High School Music Department S2 COURSE OUTLINE

James Gillespie’s High School music department offers all pupils a broad and coherent learning experience throughout S2, adhering to all Curriculum for Excellence experiences and outcomes.

Through music, learners have rich opportunities to be creative and to experience inspiration and enjoyment. Performing and creating music will be the prominent activities for all learners. Through these activities they develop their vocal and instrumental skills, explore sounds and musical concepts, and use their imagination and skills to create musical ideas and compositions. They can further develop their understanding and capacity to enjoy music through listening to musical performances and commenting on them. They use ICT to realise or enhance their composition and performance, and to promote their understanding of how music works. (CfE statement: ‘Expressive Arts – Music’)

Throughout S2, all pupils work towards consolidating and making secure second level outcomes, and start to develop third level outcomes in all experiences.

Assessment and evidence is gathered through various ways:

1. Write – Pupils making notes in jotters , comments in their profiles and written assessment 2. Say – Discussion on work, pupil feedback, ideas, peer/self assessment, co-operative learning 3. Make – Recordings of work using technology, posters of concepts, end of topic tasks 4. Do - Performing in groups and individually, inventing tasks and listening activities

All significant pieces of learning are linked to Literacy and Health & Wellbeing experiences and outcomes. Numeracy experiences and outcomes can be linked later in the course where pupils are responsible for time-management of their NQ folios and are encouraged to participate in organizing and being responsible for handling money for the many concerts the music department offer.

CURRICULUM FOR EXCLLENCE EXPERIENCE AND OUTCOMES:

1. Expressive Arts:

Experiences in the expressive arts involve creating and presenting and are practical and experiential. Evaluating and appreciating are used to enhance enjoyment and develop knowledge and understanding.

Pupils’ learning in, through and about the expressive arts:

• Enables them to experience the inspiration and power of the arts • Recognises and nurtures their creative and aesthetic talents • Allows them to develop skills and techniques that are relevant to specific art forms and across the four capacities • Provides opportunities for them to deepen my understanding of culture in Scotland and the wider world

2. Music Experiences and Outcomes:

Outlined in the S2 course outline. Pupils are working towards the fourth level, although some may be working at the third level: EXA 4-16a I can give assured, expressive and imaginative performances of vocal and/or instrumental music from a wide range of cultures, using performance directions, musical notation, and/or playing by ear.

EXA 4-17b I can use musical technology to compose, record and produce music, and to enhance performance.

EXA 4 – 18a Having developed my ideas from a range of stimuli, I can create and present compositions using a broad range of musical concepts and ideas.

EXA 3-19a I have listened to a range of music and can recognize features and concepts.. I can give constructive comment on my own and others’ work, including the work of professionals)

EXA 4-19a Having reflected on my personal experiences, I can listen to a wide range of music and identify and analyse technical aspects, make informed judgements and express personal opinions of my own and others’ work.

3. Literacy Experience And Outcomes:

All pupils learn concepts and vocabulary specific to the music curriculum, thus developing an understanding of music literacy. Within the music dept, pupils develop and extend literacy skills and have opportunities to:

• communicate, collaborate and build relationships • reflect on and explain my literacy and thinking skills, using feedback to help me improve and sensitively provide useful feedback for others • develop understanding of what is special, vibrant and valuable and taking advantage of the opportunities offered by ICT • extend and enrich my vocabulary through listening, talking, watching and reading.

4. Health & Wellbeing Experience And Outcomes:

All pupils in the music department are encouraged to develop self-awareness, self-worth and respect for others, and the significant pieces of learning support them to:

• meet challenges, manage change and build relationships • experience personal achievement and build resilience and confidence • understand and develop physical, mental and spiritual wellbeing and social skills • understand that adults in the school community have a responsibility to look after them, listen to concerns and involve others where necessary • learn about where to find help and resources to inform choices • reflect on my strengths and skills to help me make informed choices when planning my next steps

CfE 1. Significant Piece Of Learning: ‘World Music’ Experiences & Outcomes

Pupils are encouraged to perform music in particular styles from EXA 3-16a around the world, and perform ‘Sway’ as a group performance in EXA 4-16a Performing several parts (melody, harmony, bass guitar, drumkit, guitar chords HWB 4-11a and percussion) HWB 4-14a Pupils are expected to give constructive comments on their own and EXA 3-19a others’ performances. LIT 4-01a Pupils experience the excitement of performing to an audience. LIT 4-02a EXA 3-01a Pupils are encouraged to listen to a range of world music and are LITERACY: encouraged to respond by discussing their thoughts and feelings. Pupils learn new Concepts covered: concepts that are Understanding linked to Music Major/Minor Sitar/Tabla Melody Repetition literacy. Latin American Indian Music Harmony Tempo LIT 3-10a Samba/Salsa Syncopation Adagio/Andante/Allegro LIT 3-25a LIT 3-26a Steel drums Ostinato Ensemble LIT 3-28a Ghanaian Repetition Spanish Castanets LIT 4-07a Question&Answer Drumming Panpipes LIT 4-28a EXA 3-19a EXA 4-19a

Pupils create a piece of music using ostinatos and scales, LIT 4-25a based on a World Music style. EXA 3-17a EXA 4-17b Composing Pupils are expected to give constructive comments on their own and EXA 3-19a others’ work. EXA 4-18b

HWB 4-01a HWB 4-05a

Peer and self-assessment of ‘Sway’ for group performance- feedback EXA 3-19a Assessment and discussion. EXA 4-19a and Peer and self-assessment of the final rap-discussion. EXA 3-17a/ Evidence End of unit understanding music assessment of concepts learned. EXA 4-17b Pupils are encouraged to evaluate their activities in their CfE EXA 4-18b profiles of work after each task. HWB 3-44b Information written in pupil jotters. HWB 4-44b HWB 4-19a LIT 3-09a LIT 3-10a LIT 3-25a LIT 4-01a LIT 4-02a LIT 4-09a

Homework Worksheet of listening concepts covered throughout the unit of work and/or individual presentations on a related topic.

CfE 2. Significant Piece Of Learning: ‘Musical Futures Unit’ Experiences & Outcomes

Pupils are encouraged to give assured and expressive performances of EXA 4-16a instrumental music and practise these as a small group or in pairs. HWB 4-09a Performing Pupils are given complete choice of the piece they wish to perform in their group, selecting a song, arranging this and discussing key EXA 3-19a decisions. Team-work is vital for this project. EXA 4-16a EXA 4-01a Pupils are encouraged to perform confidently using performance directions, musical notation and/or by ear. HWB 4-01a Pupils are expected to experience the energy and excitement of HWB 4-05a performing to an audience, and being part of an audience in a class concert and/or year group event where possible. LIT 3-02a LIT 3-10a Pupils are expected to give constructive comments on their own and LIT 3-18a others’ work. LIT 3-25a LIT 3-26a LIT 3-28a LIT 4-01a LIT 4-02a

Peer and self-assessment of performances – continual feedback and EXA 4-19a Assessment discussion throughout rehearsal process. and Use of technology - recordings of each pupil using software/apps EXA 4-17b Evidence Final Performance in class/whole yeargroup event. EXA 4-16a Pupils are encouraged to evaluate their activities in their CfE HWB 4-12a profiles of work after each task. HWB 4-01a HWB 4-05a Any information written in pupil jotters. HWB 4-11a HWB 4-14a LIT 3-02a LIT 3-09a LIT 3-25a LIT 3-28a LIT 4-09a

Homework Practise of instrument either at home or during the school day. 3. Significant Piece Of Learning: ‘Film and Media Unit’ CfE (April/May) Experiences & Outcomes

Pupils are encouraged to listen to a variety of pieces featuring LITERACY: instruments of the orchestra, and then be able to successfully identify Pupils learn new Understanding the sections of the orchestra and varying timbres, and some concepts that are Music instrumental techniques. linked to Concepts covered: literacy.

Strings Pizzicato Sforzando Glissando EXA 3-19a Woodwind Arco Pedal Discord EXA 4-19a LIT 4-07a Brass Cresc./dim. Inverted Pedal Chromatic LIT 4-28a Consord./mut Percussion Rall./Accel. ed Ostinato

Pupils are encouraged to compose a film soundtrack using a variety of EXA 3-17a Composing instrumental timbres and musical effects. EXA 4-17b (future IDL link to EXA 3-19a Media) Pupils are expected to give constructive comments on their own and EXA 4-19a others’ work. HWB 4-01a HWB 4-05a LIT 3-09a LIT 3-10a LIT 3-25a LIT 3-26a LIT 3-28a LIT 4-01a LIT 4-02a LIT 4-25a LIT 4-28a

Peer and self-assessment of understanding Instruments of the EXA 3-19a Assessment Orchestra concepts and composition task EXA 4-19a and End of unit listening assessment of concepts learned. LIT 3-09a Evidence Pupils are encouraged to evaluate their activities in their CfE LIT 3-10a profiles of work after each task. LIT 3-25a LIT 3-26a Information written in pupil jotters. LIT 3-28a LIT 4-01a LIT 4-02a LIT 4-09a HWB 4-01a HWB 4-05a HWB 4-09a HWB 4-11a HWB 4-14a

Homework Understanding Music listening task based on a choice of Youtube film clips.