Sample Scheme of Work: GCSE Music J535 5

Contents 2 Introduction 3 Sample Scheme of Work: GCSE Music J535 5 Sample Lesson Plan: GCSE Music J535 16

2 of 29 OCR GCSE Music (Linear 2012) Introduction

Background

Following a review of 14 – 19 education and the Secondary Curriculum Review, the Qualifications and Curriculum Authority (QCA) has revised the subject criteria for GCSEs, for first teaching in September 2009. This applies to all awarding bodies.

The new GCSEs have more up-to-date content and encourage the development of personal, learning and thinking skills in your students.

We’ve taken this opportunity to redevelop all our GCSEs, to ensure they meet your requirements. These changes will give you greater control of assessment activities and make the assessment process more manageable for you and your students. Controlled assessment will be introduced for most subjects.

From September 2012 assessment tasks may be undertaken and internally assessed at any point during the course.

OCR has produced a summary brochure, which summarises the changes to Music. This can be found at www.ocr.org.uk, along with the new specification.

In order to help you plan effectively for the implementation of the new specification we have produced these Schemes of Work and Sample Lesson Plans for Music. These Support Materials are designed for guidance only and play a secondary role to the Specification.

Our Ethos

OCR involves teachers in the development of new support materials to capture current teaching practices tailored to our new specifications. These support materials are designed to inspire teachers and facilitate different ideas and teaching practices.

Each Scheme of Work and set of sample Lesson Plans is provided in Word format – so that you can use it as a foundation to build upon and amend the content to suit your teaching style and students’ needs.

The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the teaching hours are suggestions only. Some or all of it may be applicable to your teaching.

The Specification is the document on which assessment is based and specifies what content and skills need to be covered in delivering the course. At all times, therefore, this Support Material booklet should be read in conjunction with the Specification. If clarification on a particular point is sought then that clarification should be found in the Specification itself.

OCR GCSE Music (Linear 2012) 3 of 29 A Guided Tour through the Scheme of Work

= Innovative Teaching Idea This icon is used to highlight exceptionally innovative ideas.

= ICT Opportunity This icon is used to illustrate when an activity could be taught using ICT facilities.

4 of 29 OCR GCSE Music (Linear 2012) Sample GCSE Scheme of Work GCSE Music J535

AUTUMN TERM SPRING TERM SUMMER TERM AUTUMN TERM SPRING TERM SUMMER TERM AoS 1 AoS 1 AoS 1 AoS 3 (iii) Selection of composition task Complete review of AoS 2 3 Independent research into Select and practise piece Prepare and record Dance Music for unit B351 and 4 instrument – demonstration and perform to class. Write performance of piece. Write Review Waltz, Tango and Revision of vocabulary of instrument and different programme note. Class up appraisal of performance. Salsa. Controlled composition task, Practice Paper techniques to class undertake appraisal. (½ hour) Characteristic features of log and evaluation (12 hours) Bhangra, Disco and Club Write up first two sections of Controlled task (Composition Dance. Composition Prepare and record group commentary and develop 1) (10 hrs) exercises performances. composition brief (1½ hrs)

Short composition exercises AoS 2 (iii) using instrument (Creative Begin review of AoS 2 3 and Task) Principles of performing in a 4 group (prep for performance AoS 4(i) AoS 2(i) AoS 2(ii) 2) Descriptive Music Shared Music Shared Music Film music and creation of Techniques of composing; Vocal Music group and individual pieces tune and accompaniment Listening to choral music. to accompany action. and link with AoS2: Voice Practical exploration of and accompaniment and Visit to/engagement in live effects and creation of Solo instrument and choral event. pieces where there is a Orchestra change of mood. (Link with Composition exercises and AoS 4 (ii) Creative Task) group performances Descriptive Music (including Creative task Programme music AoS 3 (i) stimuli). Listening and composition Dance Music exercises Principles of Dance music – common features using a AoS 3 (ii) range of styles Dance Music Characteristic features of Waltz and composition Characteristic features of

= Innovative teaching idea = ICT opportunity

OCR GCSE Music (Linear 2012) 5 of 29 Sample GCSE Scheme of Work GCSE Music J535

AUTUMN TERM SPRING TERM SUMMER TERM AUTUMN TERM SPRING TERM SUMMER TERM exercises. Tango and Salsa and Chamber music, Indian composition exercises classical music and gamelan Unit B354 Listening Test Composition/improvisation Submission of Unit B351 Unit B353 Creative Task Submission of Unit B352 activities.

Selection and preparation of second performance piece

Notes: This scheme would best suit groups who are already able performers and illustrates a way of spreading the assessment throughout the course. . Composing and performing activities should take place throughout the course, and are integrated into the learning within the areas of study Composition exercises are undertaken both to develop understanding of styles and to provide practice for the controlled composition tasks and for the creative task. The areas of study are not taught as complete blocks but are spread throughout the course, enabling regular recapitulation of the principles underpinning them.

6 of 29 OCR GCSE Music (Linear 2012) Sample GCSE Scheme of Work

GCSE Music J535

AUTUMN TERM SPRING TERM SUMMER TERM AUTUMN TERM SPRING TERM SUMMER TERM AoS 1 AoS 1 Developing instrumental skills through guided performance pieces. Performances and demonstrations of technical aspects of the instrument to the group and Selection of performance Selection of composition task Revision of AoS 2 3 and 4. others as appropriate. piece for unit 1 for unit 2 Recapitulation of vocabulary GCSE group concert and practice questions. including performances from Composing development Short individual Introduction to devices. Controlled composition task, all members of the group. compositional tasks Exploration of compositional log and evaluation (12 hours) Introduction to compositional (Pieces recorded at or manipulating (arranging) techniques for own software and exercises in immediately before/after the musical strands and textures, instrument (Computer or using the functions event) (could include introductory acoustic) Composing short Prepare and record group Creative task exercises) pieces based on stimuli. performances. AoS 4 AoS 3 AoS 2 Write up commentary as part of controlled assessment (2 Selection of best option for hours) creative task and practice Descriptive Music Dance Music Shared Music timed exercises. Film music and orchestral Principles of Dance music How musicians work Controlled task (Composition programme music together - examples of 1) (10 hrs) Exploration through group different roles illustrated by Characteristic features of song and accompaniment, composing and performing, Waltz Tango Salsa Line solo instrument and group, Listening activities based of how music can convey Dance Bhangra Disco and ensembles and vocal music. around Areas of Study 2 3 meaning. Club Dance. and 4 Class performance and Arrangements of simple improvisation activities with tunes to take on character of emphasis on different roles different dance styles. Class, in group. group and individual activities exploring rhythmic Unit B353 Creative Task and melodic change and Record class performance Unit B354 Listening Test textures. pieces as possible materials for Performance 2. Submission of Units B351

OCR GCSE Music (Linear 2012) 7 of 29 Sample GCSE Scheme of Work GCSE Music J535

AUTUMN TERM SPRING TERM SUMMER TERM AUTUMN TERM SPRING TERM SUMMER TERM and B352

Notes: This scheme would best suit groups who need curriculum time to develop their performance skills and for whom it would be best to take all of the assessment at the end. The scheme allows the development of performing and composing skills as a focus in the first year as a separate strand but still linked with work on areas of study. Composition work focuses more on some areas than others, giving less choice for Composition 2 but by spending more time on a smaller range, candidates will be better equipped to complete the controlled assessment task Composition exercises are undertaken both to develop understanding of styles and to provide practice for the controlled composition tasks and for the creative task. Class performance pieces are recorded as possible materials for Performance 2 if needed, in the summer term of the first year of the course The areas of study are taught here as complete blocks.

8 of 29 OCR GCSE Music (Linear 2012) Sample GCSE Lesson Plan GCSE Music J535

Introduction to Area of Study 2 – Shared Music

OCR recognises that the teaching for this qualification above will vary greatly from school to school and from teacher to teacher. With that in mind, this set of lesson plans is offered as a possible approach but will be subject to modification by the individual teacher. Lesson length is assumed to be one hour.

Students will have developed some understanding of melody, rhythm and harmony through listening and group performing exercises, from their work in Key Stage 3.

General Learning Objectives for the Lesson

Objective 1 To learn about the various combinations of instruments that are found in Area of Study 2. Objective 2 To learn about the elements of melody, bass, accompaniment and rhythm. Objective 3 To learn a piece of classroom music. Objective 4 To learn to compose a simple piece for a group. Objective 5 To learn about the Classical Concerto. Objective 6 To learn about Gamelan.

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Lesson 1

Objective 1 To learn about the various combinations of instruments found in Area of Study 2. Objective 2 To learn a piece of music for classroom performance. Objective 3 To begin a group composition for 2 or 3 people.

Content

Time Content 15 minutes Introduction and starter activity: Listen to a variety of music using at least two players from the genres in Area of Study 2 – use a worksheet to outline the type of instrumental/vocal combinations: Schubert song – voice and piano Jazz trio Indian Classical piece Choral movement from Handel’s Messiah Pop ballad 5 minutes Introduce a simple classroom piece that can be played by the whole group. The nature of the piece will vary according to the ability and the number of students in the class – the piece should ideally have a melody, a bass part and some rhythm. Use of inner parts for a chordal accompaniment could be beneficial. The piece could be for a group of keyboards, a group of instrumentalists, a group of percussive instruments or a combination of all of these. 15 minutes Allow time for individual practice and group rehearsal. 5 minutes Perform the piece and record. 5 minutes Listen to the recording and evaluate the performance. Discuss the nature of the parts and how they fit together – ie the role of the bass, the melody, the accompaniment/inner parts, and the rhythm and how they work together to create a complete piece. 10 minutes Using this information divide the group into twos or threes and introduce the idea of them writing a duet or trio composition. Each group should talk together to decide on, and write down, some ideas for their composition. The pieces at this stage should be simple and short – but each group will work at its own level. The piece could include:  a melody, bass and percussion  three equal parts which might include some imitation  a melody, chords and bass line Groups could write for their own instruments, for classroom percussion (melodic and rhythmic) and/or keyboards. A far more defined brief could be given at this stage for those groups to whom it would benefit. Teachers could at this point explain the requirements of the composition for the practical portfolio and that work done in this unit could help them prepare to do that.

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Consolidation

5 minutes Share and review the compositional ideas.

Lesson 2

Objective 1 To continue and complete a duet or trio composition. Objective 2 To perform the composition. Objective 3 To develop an understanding of how parts work together.

Content

Time Content 10 minutes Introduction and starter activity: Play the piece that the class recorded last lesson and remind them of the possibilities of writing for 2 or 3 parts. Play an example of a duet and a trio to help reinforce this. 5 minutes In their groups the students should review their compositional ideas. 15 minutes Begin the composition. 5 minutes Bring the class together to listen to some of the compositions as far as they have got. Give feedback on the work completed so far and suggestions for further progress and completion of the task. Aspects of the pieces that might be discussed:  Do you have a good sense of pulse?  Is melody interesting?  Is there any imitation?  Do you have any development in your piece?  How do you develop your ideas? 15 minutes Give each group further time to complete and develop their pieces.

Consolidation

10 minutes Each group performs their final piece. Feedback should be given as to the success of the pieces. An evaluation sheet could be used at this point.

Lesson 3

Objective 1 To learn about the Classical Concerto - the role of the soloist and the role of the orchestra. Objective 2 To learn some of the musical features found in a Classical Concerto and the names of some composers. Objective 3 To learn about the instruments general features found in the Classical Period. Objective 4 To learn about a cadenza.

Content

Time Content 5 minutes Introduction and starter activity: Classical instruments quiz 20 minutes Watch a DVD of part of a Classical Concerto – about 5 minutes. Discuss various features that might include the following:  the instruments,  the way the soloist stands out from the orchestra,  the layout of the orchestra,  the use of a conductor,  the length of time that the orchestra plays before the soloist comes in. 10 minutes Give out some reference books or use the internet and ask the students to make a list of as many Classical composers as they can. 10 minutes Listen to a number of other concertos for different instruments. Refer back start of the lesson for the orchestral instruments found in the Classical period, particularly the introduction of the clarinet and the emergence of the piano as a solo instrument. Look at the Classical music general features found in concertos of this period. 5 minutes Listen to 2 cadenzas for different instruments and explain the nature and purpose of this part of the concerto.

Consolidation

10 minutes Review the work covered so far: a crossword or a word search may be used here to highlight names of instruments and Classical features.

Lesson 4

Objective 1 To learn about Gamelan, where it comes from, what instruments are used and how the music is structured. Objective 2 To learn how to perform a Gamelan-style piece (whole class). Objective 3 To learn how to compose a Gamelan-style piece for 5 or more players.

Content

Time Content 5 minutes Introduction and starter activity: Discussion about the fact that Gamelan comes from Indonesia (Bali and Java), and uses instruments such as Gongs (many shapes and sizes), Metallophones and Double-Headed Drums etc. (use of PowerPoint is very helpful while introducing this topic) 5 minutes Pupils listen to two extracts of Gamelan music and compare the sounds created. Is it organised and structured? Describe the melodic shape, layers of sound, different rhythms played together etc. 20 minutes Class performance work (xylophones and glockenspiels are ideal, but any suitable instruments can be used, preferably with a percussive effect):  Have ready a sheet with short melodic ideas that will be used to form layers (see attached sheet as an example)  Explain that the melodic ideas are based on the Pentatonic scale, and that each line is a more developed or decorated version of the previous one.  Explain how the overall structure will work, with the layers introduced one by one and repeated until all lines are heard together (decide as a class how the piece will end)  Rehearse together each line of music  Each pupil then chooses the line they wish to perform (try to encourage larger instruments for Part 1 and Part 2, and smaller instruments for Parts 3,4 and 5)  The class performs the piece together, with the layers introduced one by one  Record the performance  Listen to the recording and discuss the overall sound, with reference to the clashes that sometimes occur, and the ‘heterophonic’ effect created 20 minutes Pupils create similar patterns of their own for group performances, developing the style as appropriate and using their imagination regarding instrumentation. This can be achieved by:  using computers, adding layers one by one and listening to the overall effect as it builds up  by creating short patterns that are performed live in small groups

Consolidation

10 minutes Groups/individuals to share the ideas created so far. Compare with the original

Gamelan heard at the beginning of the lesson. How do we develop our ideas in further lessons?

Gamelan

Layers:

Part 1:

Part 2:

Part 3:

Part 4:

Part 5:

16 of 29 GCSE Music Sample GCSE Lesson Plan GCSE Music J535

Dance Music – Area of Study 3

OCR recognises that the teaching of this qualification above will vary greatly from school to school and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach but will be subject to modifications by the individual teacher. Lesson length is assumed to be one hour.

Students will have a range of knowledge from Key Stage 3 of musical styles. Most students will be very familiar with the genre of Dance Music, either from their own experience of styles they enjoy listening and dancing to, or from watching televised Dance Contests such as ‘Strictly Come Dancing’.

Resources required for this set of lesson plans

DVD: ‘Take the Lead’ (2006)

Instruments (can be glockenspiels, xylophones, keyboards or instruments of own choice)

CD: ‘The Rough Guide to Tango’ (World Music Network RGNET1030CD)

Optional question sheet for the Listening exercise: ‘La Camparsita’ (track 19, first 40 seconds)

Log and evaluation sheets for composition

‘Matching Cards’ for a starter activity (create sets of cards for students to pair together, reinforcing vocabulary learnt so far)

Exemplar material: a Tango composition for the students to assess/gain ideas from (could be a teacher ‘modelling’ exercise)

Copies of the Mark Scheme for Composition from the Specification

General learning objectives for set of lesson plans

Objective 1 To learn about the origins of Tango - its roots in the folk music of Argentina. Objective 2 To learn about the character of the dance (the moves and steps etc) and how it is supported by the music Objective 3 To learn about the instruments often heard in Tango music and how the music is structured

Objective 4 To learn about how to compose a Tango piece

Lesson 1

Objective 1 To learn about the origins of Tango - its roots in the folk music of Argentina. Objective 2 To learn about the character of the dance (the moves and steps etc) and how it is supported by the music Objective 3 To learn about Tango rhythms and engage in practical activities Objective 4 To create melodic ideas based on given rhythms Objective 5 To combine ideas and adjust as necessary to make them fit together

Content

Time Content 10 mins Introduction and starter activity:  Discuss with students what they already know about the Tango  Watch the Tango ‘La Camparsita’ in the film: ‘Take the Lead’ (2006), scene 8 (Antonio Banderas)  Discuss features of the dance and the music 10 mins Students to clap together:  the ‘Habanera’ rhythm that is often used for the bass line:

 a ‘march-like’ rhythm often used for melodic lines:

 syncopated rhythms that can be used for middle-range harmonies:

Divide the class into three and try to combine these rhythms 10 mins Students to experiment with creating:  bass riffs  short melodic lines  harmonic patterns using notes of the A minor scale, and own choice of instruments 10 mins Students to play their ideas to the rest of the class Can any of them be combined together? 10 mins Students to continue in pairs or small groups to create a short section of Tango music

Consolidation

10 mins Students to play their short pieces to the rest of the class What have we learnt about Tango music? Homework: continue to improvise patterns based on Tango rhythms

Lesson 2

Objective 1 To learn about the instruments often heard in Tango music and how the music is structured Objective 2 To learn about Tango rhythms and engage in practical activities Objective 3 To create our own structured composition based on ideas explored last week

Content

Time Content 15 mins Introduction and starter activity:  Listen to ‘La Camparsita’ (‘The Rough Guide to Tango’ track 19, first 40 seconds)  Answer given questions, focussing on: o instrumentation (including specific features such as bandoneon, piano, violin) o melodic and rhythmic features o contrasts of volume and attack (staccato playing/sudden accents)  Discuss answers  Listen to the rest of the extract o How does the music develop in terms of texture and structure? o How does it differ from the version of ‘La Camparsita’ heard last week? 5 mins Reminder of elements of Tango music explored last week. Repeat the clapping exercises 10 mins Students to continue to experiment with creating:  bass riffs  short melodic lines  harmonic patterns using notes of the A minor scale, and own choice of instruments 20 mins Students to extend their ideas into own structured composition work using notation

Consolidation

10 mins Students to listen to each other’s ideas Log/evaluate our achievements so far Homework: listen to examples of Tango music on YouTube

Lesson 3

Objective 1 To reinforce prior learning about Tango music Objective 2 To assess a Tango composition Objective 3 To learn about how to compose a Tango piece

Content

Time Content 10 mins Introduction and starter activity:  Matching Cards’  Discuss answers/further questions to reinforce learning 10 mins Students to be given copies of the Mark Scheme for Composition from the Specification Look at/listen to an Exemplar Tango Composition Students to discuss merits and assess the work Advice for extending/developing own composition work, relating to:  Overall structure  Rhythmic interest  Developing ideas 30 mins Students to continue with own composition work

Consolidation

10 mins Students to listen to each other’s ideas Log/evaluate our achievements so far Homework: continue to listen to examples of Tango music on YouTube, noting ideas to use in own composition

Lesson 4

Objective 1 To reinforce prior learning about Tango music Objective 2 To complete own Tango composition Objective 3 To evaluate own composition work

Content

Time Content 10 mins Introduction and starter activity:  A Tango piece, performed by a student if possible (‘La Camparsita’ is available as a Grade 4/5 piece)  Discussion about difficulties of performing Tango music 30 mins Students to complete own Tango composition Advice for extending/developing ideas, relating to:  Overall structure  Contrasting sections (different rhythmic and melodic ideas)  Adding expression/interpretation instructions 10 mins Students to listen to each other’s pieces

Consolidation

10 mins Students to complete some evaluation questions

GCSE Music 23 of 29 Sample GCSE Lesson Plan GCSE Music J535

Descriptive Music – Area of Study 4 – Film music

OCR recognises that the teaching for this qualification above will vary greatly from school to school and from teacher to teacher. With that in mind this set of lesson plans is offered, as a possible approach but will be subject to modification by the individual teacher. Lesson length is assumed to be one hour.

Students will have a range of knowledge from Key Stage 3 of musical elements and may have looked at descriptive music in some form before. Most students will be very familiar with the genre of films.

Resources required for this set of lesson plans

DVD of Lord of the Rings – The Return of the King or own choice DVD

CD of various film music extracts

Log and evaluation sheet for composition

Optional worksheet for explaining the musical elements of the third scene

General learning objectives for set of lesson plans

Objective 1 To develop an understanding of the importance of music in a film. Using scenes from a film, pupils will learn how music is used to support a story and what sort of music is used to convey a number of different scenes, this will develop an understanding of how important the music is in supporting and enhancing a story line. Objective 2 To develop an understanding of some of the principles of composing film music. Objective 3 To learn how to compose a piece of descriptive music to go with a scene. (This will help to prepare students for the creative task based around AoS 4). Objective 4 To learn how to log the composition process and to evaluation their work. Objective 5 To learn about the process of making a film and when the music is written. Objective 6 To learn to write about the music heard in preparation for the listening exam.

Lesson 1

Objective 1 To develop an understanding of the importance of music in a film. Objective 2 To develop an understanding of how important the music is in supporting and enhancing the story line. Objective 3 To compose music to go with a scene in a group. Objective 4 To learn the principles of writing about descriptive music.

Content

Time Content 7 mins Introduction and starter activity: Play several short extracts from film music for pupils to suggest what type of films the style of music indicates and why. Use a variety of films so that different styles and features and elements of music might be introduced. Discuss the importance of the use of music from their own experience of watching films and television programmes. 3 mins Introduce the film Lord of the Rings and the composer – Howard Shore - by playing the theme tune – many students will be familiar with this film. 10 mins Watch the first clip without the sound from The Lord of the Rings – Return of the King (the review of past events) - 1 minute 15 seconds to 2 minutes 30 seconds. Discuss the story briefly seeing how it divides into two sections. Then in pairs students should talk about the type of music that might help to support the story – students will use their own experience and ideas that were discussed at the beginning of the lesson. 5 mins Bring the class together and share the ideas that they discussed together. 5 mins Watch the film clip with the music and see whether the music had similarities or differences with the ideas that the group had thought of. Note how the music changes half way through and how the silence and the differences in the music reflect the story. Reference at this point should be made to the creative task sixth option – music to describe a sequence of events. In this option candidates will be expected to compose music that creates a scene or mood and then changes that scene or mood – see specimen material for an example. Note that when the ring is discovered a musical theme is heard that recurs throughout the film. 5 mins Introduce the importance of timing for a composer of film music. Watch the film clip again and time the changes and where the important moments occur. 15 min In groups begin the composition of a piece of music to go with the clip – different groups could compose for either the first half or the second half of the clip. Students could use computer software, keyboards, pupils own instruments classroom instruments or a mixture. ICT

Consolidation

5 mins Listen to the compositions and discuss some of the initial ideas.

5 mins Review the lessons objectives and summarise the learning points.

Homework

Watch a scene from a film or television programme and make notes on or a brief presentation showing what sort of scene it is, noting how important they think the music is and what type of music is used.

Lesson 2

Objective 1 To develop the understanding of the importance of music in the making of a film. Objective 2 To develop the understanding of how important the music is in supporting and enhancing the story line. Objective 3 To complete the group composition. Objective 4 To explore how a film is made.

Content

Time Content 5 mins Introduction and starter activity: several students to present their homework. 5 mins Review of the film clip used, and the composition work done last week. 15 mins Continue and complete the group compositions started last week. 10 mins Perform the group compositions with the ‘silent’ film clip. Discuss the music and the impact it had, and the differences it created between the two moods. (A possible option here is to record the compositions and then watch them with the clip.) 10 mins Remind the class about the importance of timing. Guide them into a discovery (using their general knowledge) of how a film is made from the conception of a story to the completion of the film. Explain and emphasise at what point the music is written – if it is written especially for the film then the music is the last part to be added. 5 mins Watch another film clip - this time just the music with the screen blank – Frodo’s entrance into the cave – 1 hour 33 minutes and 32 seconds to 1 hour 34 minutes 52 seconds. Discuss what is happening in the music – low, slow, creepy, angular melody, building up as he moves into the cave, clashing harmonies and pulsating brass. Then with the description of the music in mind what they think might be happening on the screen.

Consolidation

7 mins Watch the film clip again with the sound and explore how close their ideas about what was on the screen were to what was actually there. Then discuss how the music is appropriate to the scene. 3 mins Review objectives and summarise learning points.

Homework

Write a paragraph about how a film is made – students can use the information discussed during the lesson and also do some research for themselves.

Lesson 3

Objective 1 To develop the understanding of film music Objective 2 To develop the understanding of how important the music is in supporting and enhancing the story line. Objective 3 To introduce the idea of writing about the music heard in preparation for the listening exam. Objective 4 To introduce and explore the requirements of composing a piece of programme music for the practical portfolio.

Content

Time Content 3 mins Introduction and starter activity: a quick review in a question and answer session the work done over the last two weeks – this might include some excerpts from film music to show different styles of film music. 12 mins Watch a third scene from the film (both sound and screen) – 30 minutes and 48 seconds to 31 minutes 56 seconds. Ask the students to look at the features used in the music to describe the journey from the bottom to the top of the ‘City of Kings’ – dynamics, pitch, rhythm, speed, instruments. This activity might be done in pairs and/or a worksheet could be used. 10 mins Discussion should follow based on their findings to help develop their understanding of how important it is to use suitable musical elements to create the correct atmosphere and support the action. (This exercise will act as good preparation for the questions on the listening paper.) 15 mins Introduce the composition element of the practical portfolio. Teachers could at this point explain the requirements of the composition for the practical portfolio and that work done in this unit could help them prepare to do that. Ask the students to write a story similar to the scene that has just been studied ie a story that represents the idea of someone or something going up. Give the students a musical brief to go with this story i.e. a musical brief that includes rising pitch, increasing dynamics, but with a steady rhythm. A complete brief could be provided at this point for those students for whom it would be appropriate. 15 mins Using the story they have written and the musical brief provided, students should begin composing a piece working individually. Students might use a computer software programme or a keyboard. ICT

Consolidation

5 mins Give out log sheet and explain that they will need to fill it in on a regular basis and what they should do to complete their first entry. This will also help to see how well the students have understood the work undertaken during the lesson.

Homework Write up the lessons compositional progress on the log sheet.

Lesson 4

Objective 1 To develop the understanding of the importance of music in the making of a film. Objective 2 To develop the understanding of how important the music is in supporting and enhancing the story line. Objective 3 To continue the composition of a piece of programme music.

Content

Time Content 5 mins Introduction and starter activity: look at the scene studied last week and remind students of the nature of the composition task - To create a short piece to go with their story and the musical brief using elements of music that might include rising pitch, increasing dynamics, and a steady rhythm. 20 mins Continue to compose the piece begun last week, giving approximately 20 minutes. 10 mins In pairs share what they have done and evaluate each other’s work. 5 mins Write a log showing what they will do next week to continue their piece.

Consolidation

15 mins Look at final clips from the film: The death of Gollum and the final victory as the ring goes in the fire – 2 hours 36 minutes 43 seconds to 2 hours 40 minutes 20 seconds. Note the reference to the ring theme and later the way the music becomes victorious and broad with use of a very large orchestra and choir. The happy ending and marriage of Sam – 2 hours 52 minutes 45 seconds to 2 hours 53 minutes 37 seconds. Note the differences of the last scene in particular – a happy one with a peasant tune, pizzicato accompaniment and reference to one of the main themes taking us back to where we began the series of lessons with the fishing trip on the river. This part of the lesson should emphasise learning goals and assess how the students have understood the concepts of music supporting scenes in a film. 5 mins Final review of work covered with reference to learning outcomes and the ongoing compositional task.

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