The KING’S Medium Term Plan - Music Y10 LC4 Programme – out-going GCSE Module Area of Study 1 Analysing three additional set works. Learners will be required to focus their skills on a more formal style of notated music and adapt to following much larger scores. Learners will learn about the characteristics of Western Classical Music and study the stylistic features of the Baroque, Classical and Romantic periods. Learners will use this knowledge and apply their knowledge of Western Classical structures to composition. AoS1 set works Handel: And the Glory of the Lord Mozart: 1st movement (sonata) from Symphony No.40 in Gminor Chopin: Raindrop Prelude Building on Learners have now learnt how to follow reduced music scores and will now build upon this to follow larger orchestral prior learning and vocal scores. Their understanding of the Western classical traditions will be reaffirmed and extended. Learners will be introduced to a broad historical understanding of the historical Western periods will be learnt. Key Movement Ritornello Circle of 5ths Diatonic Ternary Diminished 7th vocabulary Dissonance Binary Syncopation Terraced Dynamics Through composed Countermelody Oratorio General Pause Imitation Harpsichord Recitative Dominant 7th Falsetto Aria Dominant preparation System Hemiola Augmentation Alto Clef Pedal Diminution Tenor Clef Symphony Sotto Voce Continuo Transpose Smozando Motif Natural horn Slentando Sequence Legato Septuplet Phrase Staccato Cantabile Texture Crescendo Rubato Homophonic Diminuendo Enharmonic Monophonic Trill Broken chords Polyphonic Sonata Tonic minor Contrapuntal Exposition Virtuoso Perfect Cadence Development Soft pedal Imperfect Cadence Recapitulation Una corda Plagal (amen) Cadence Coda/Codetta Arpeggio Hemiola Transition Acciacatura Imitation Bridge Pivot note Modulation Anacrusis Rallentando Chromatic Ritenuto Periodic Phrasing Overarching Challenge ‘What are the features associated with Western Classical Music? question Lines of Week 1: What is sonata form? The first and second subjects of the Exposition. Enquiry Week 2: How do we analyse and follow an orchestral score? Week 3: What has been developed in the Development section? Week 4: How can we identify Mozart’s modulations and harmonic choices? Week 5: What has been recapped in the Recapitulation? Week 6: Assessment Week 7: GAP week Exam board LC3 AND LC4: AOS3 links: In this unit students develop their listening and appraising skills through the study of music across a variety of styles and genres. In their responses to the questions in both sections, students will need to demonstrate an understanding of the following in relation to the set works within the Areas of Study: the musical elements (pitch, duration, dynamics, tempo, timbre, texture, structure) Topic identifying how resources are used in different combinations (identifying instruments and groups of Progress instruments) Statement identifying key musical features identifying musical and melodic devices (ornamentation, ostinati, riffs, use of imitation, pedal point and sequence) identifying rhythmic devices (syncopation, hemiola, tuplets) identifying and discriminating between major, minor, modal, tonalities and modulating relationships relating music to the Western Classical tradition identifying conventions used in different times and places using appropriate musical vocabulary expressing and justifying opinions and preferences. Exam board LC3: AOS1 links: In this unit students develop their listening and appraising skills through the study of music across a variety of styles and genres. In their responses to the questions in both sections, students will need to demonstrate an understanding of the following in relation to the set works within the Areas of Study: Topic the musical elements (pitch, duration, dynamics, tempo, timbre, texture, structure) Progress identifying how resources are used in different combinations (identifying instruments and groups of Statement instruments) identifying key musical features identifying musical and melodic devices (ornamentation, ostinati, riffs, use of imitation, pedal point and sequence) identifying rhythmic devices identifying and discriminating between major, minor, modal, pentatonic, chromatic and atonal tonalities relating music to the context in which it was created identifying conventions used in different times and places using appropriate musical vocabulary expressing and justifying opinions and preferences. A Candidates explore the expressive potential of musical resources and conventions used in selected genres, and traditions. They sing and/or play music with a sense of style, command of the resources used and making appropriate gradations of tempo, dynamics and balance. They compose music which shows a coherent and imaginative development of musical ideas and consistency of style and fulfils a brief. Examination They make critical judgements about their own and others’ music using an accurate and extensive musical vocabulary. board grade descriptors C Candidates sing and/or play music with control, making expressive use of phrase and dynamics appropriate to the style and mood of the music. They compose music which shows ability to develop musical ideas, use conventions, explore the potential of musical structures and resources and fulfils a brief. They make critical judgements about their own and others’ music using a musical vocabulary. F Candidates sing and/or play music with some fluency and control of the resources used. They compose music which shows some ability to organise musical ideas and use appropriate resources in response to a brief. They describe musical features using a simple musical vocabulary, make improvements to their own work and offer some justification of opinions expressed. LO1 - To learn compositional/arranging techniques and learn to apply these independently to complete Unit 5MU02 Knowledge LO2 - To understand music theory and apply it showing knowledge and understanding for use in Unit and Skills 5MU02/03 LO3 - To perform in front of an audience with an increasing level of technical ability and perfection in regards to pitch and rhythm for Unit 5MU01 LO4 - To analyse performances using an increasing level of performance interpretation (technical and expressive control) 5MU01/03 LO5 - To understand structural devices within appraised music 5MU03 LO6 - To analyse music aurally/visually (using a score) and to demonstrate with increasing independence knowledge and understanding of: musical elements; structural devices; expressive features; contextual issues; resources and technology. 5MU03 LO7 - Understand features/characteristics belonging to different periods/genres of music. 5MU01/2/3 Week 1 Lesson 1 Enquiry: Week 1: What is sonata form? The first and second subjects of the Exposition. 3 hours of (AoS 1) lessons plus 1 hour of home Mozart Symphony No. 40 in G minor learning each week Hour 1 & 2: Introduction to area of study one. Learners will listen to the exposition of the symphony. History of the Classical period. Setting understanding regarding context. Studying the evolution of music forms. The chamber orchestra Exploring and analysing the first subject. Introduction to orchestral score reading, including transposed score skills. Hour 3: Starting composition coursework in the WCM tradition: ternary form. Home Learning: Research Mozart and the Symphony No. 40 in G minor. Produce evidence of your research. Hypothesis: A child genius makes a lifelong genius. Success Criteria: KGP3: Learners understand the movements in the symphony and know where the sonata lies in its layout. Learners can identify the main melody (subject one). KGP4: In addition to GP3, Learners will understand the different parts of the sonata. They will begin to use some musical vocabulary in the analysis of subject one. KGP5: In addition to GP3 & 4, Learners will identify subject one using musical vocabulary. KGP6: In addition to GP3, 4 & 5, Learners will identify how subject one goes on to be developed using musical devices. scores available in the Edexcel GCSE Anthology of Music ed. Julia Winterson (Pearson Education, 2009) Audio available on the Edexcel Anthology of Music CD (2009) — CD2 Analysis of the set work and a selection of listening questions available in the Edexcel GCSE Music: Student Book by John Arkell and Jonny Martin (Pearson Education, 2009) Composition tasks available in Edexcel GCSE Music: Teacher Resource Pack by John Arkell and Jonny Martin (Edexcel, 2009) and Edexcel GCSE Music: Student Book Week 2 Week 2 (AoS 1) 3 hours of Mozart. Symphony No. 40 G minor lessons plus 1 hour of home Line of enquiry: Week 2: How do we analyse and follow an orchestral score? learning each week Hour 1 & 2 Analysing the exposition: subject 1 & 2; “voicing” of melodies; cadences; modulations; WCM features. Hour 3 Composition coursework Home learning Draw out subject one and two and annotate the analysis points for each. Hypothesis The Western Classical Tradition was discarded by Mozart at the time of composing Symphony No. 40. Success criteria KGP3: Learners can identify atypical WCM cadence points. KGP4: In addition to GP3, learners can identify how the timbre can cut the changing orchestral textures. KGP5: In addition to GP3 & 4, learners will be able to identify passages of modulation. KGP6: In addition to GP3, 4 & 5, learners will be able to transpose the transposed instrumental lines to concert pitch to make harmonic sense of the vertical harmonies. Week 3 Week 3 (AoS 1) 3 hours