Curriculum maps with Christian and school ethos links Subject: Music Year: 7 Autumn Term Spring Term Summer Term Autumn Autumn2 Spring 1 Spring 2 Summer 1 Summer 2 1 Character Animal Aleatoric Music (Unit 3) Orchestra! Programme Programme Motifs Character (Unit 4) Music Music from the Motifs Intro – Describe the different ways in which (Unit 5) (Unit 5) music is perceived in modern day- make Introduction – 4 families of Introduction – reference to Classical music. Movies (Unit 2) orchestra Understand and (Previously Take Note) Demonstrate different scores – Beet 5 and Continue work on Explore and define the string demonstrate (Unit 1) Stripsody composition with (Previously Bridging instruments .Listen and Programme music via Describe keywords – Aleatoric meaning demonstrations (make clear Unit) Intro and define key Appraise various genres of Prokofiev’s Peter and ‘Throw of the Dice’ – chance music – that sound effects are not Intro and tempo words using page 1 music Barbers Adagio for the Wolf example 13 radios. required). markings Notation – babysitting strings to exemplify the full How does a Pupils look at Fantastic Graphic score – Complete, record and Tempo & Dynamic sheets range of dynamics. composer create what does it mean – x and y axis etc. evaluate compositions and Listening and Dotted note and start Composition task – colour music to fit an animal, Pupils to perform this – use other performances. colour Can-Can composition a mood or a place – instruments if these not available. Continued from lesson 8, composition Performances – Define and exemplify Carnival of the with multi-tracking. Texture accuracy of notation woodwind instruments via Animals (perform (Graphic Score) Pupils to have music definitions and Perform record and demonstration, audio and visual Can-Can). Pupils to compose their own compositions recorded on CD and create start work on Toy evaluate. means. Continue work on Homework: Research as per sheet two. Three instruments. Pupils Artwork for their CD tory Compositions appraisal and composition Story with at least to perform and assess these. covers in Art Continued work Study brass instruments – four characters. What is happening here? The music is not as on appraise an practical activity – symphony Explore and define detailed. The performer has more compositions rap. keywords and start to responsibility whilst composer has less. Complete, record Study of tuned and untuned create music to ( Listening ) and evaluate. percussion. Perform 4-part storyboard .Listen Listening exercise Aleatoric music – some singing of ‘The Violins’. and Appraise various people call it experimental music.Look at Complete, record and evaluate genres. Composition Stripsody – What does this mean? compositions and task – story board. Give pupils two or three minutes to try and performances. Define and exemplify perform it keywords, listen to Pupils perform Four Seasons. Listen to Cathy Berberian Continue work on Pupils feedback – story line mentioned - compositions. mention ‘programme’ music. Explore Modes and (Practical) melody. Pupils look again at Stripsody. Pupils to compose their own Stripsody. It will tell a story. They can use colour- perhaps put them up on the wall! Pupils to work individually or in twos. Rehearse these- and perform. (Assessment) Finish off performances and assessments. Do you want to make a CD of them? Complete module assessment. Links with Sexey’s Courage: To accept challenge and become confident when working independently in a new practical environment. To persevere when things are difficult and Seven ethos and to ask for help when needed. Links with Christian Forgiveness: Work cooperatively with other students and be prepared to forgive peers when mistakes are made. beliefs Honesty: To always tell the truth and to own up to mistakes rather than blaming others. Recognise achievement and identify realistic targets for improvement when evaluating self and peers. Kindness: Helping your peers when they are struggling. In practical sessions this may include helping your partner with composing/performing when struggling to finish on time. Feedback with other students that is constructive and positive. Respect: Treating others, as we would want to be treated ourselves. Behaving appropriately in the music room so as not to disrupt or endanger other students. Respecting equipment and the work area so that it is left clean and tidy for the next group of students. Recognise that others music genre are different to our own and listen to their reasons (ethical, religious, cultural, environmental …. Empathy: Supporting other students in your area. To understand how another student may be feeling when they are struggling to complete a task or when everything seems to be going wrong. Resilience: To keep trying and complete tasks even though they may seem daunting or new. We learn from our mistakes. Students in year 7 will have a wide variety of primary music experience and some will have no previous composing or performance experience from school or at home. Links with the Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the National great composers and musicians Unit 1 – listening to Randy Newman (Toy Story) & Saint Saens ( The Elephant), Unit 2 performing Beethoven (Ode to Joy) Curriculum in and Unit 3 ( Prokovief : Peter & The Wolf). Music learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence. Unit 1 – singing and learning keyboard Understand and explore how music is created, produced and communicated. Unit 1, 2, 4 & 5 composing Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression Performance in Unit 1 – Drunken Sailor, Silent Night, Unit 2 – Ode to Joy Improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions Identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices Unit 1, 2, 3 and 4 composing using traditional and graphic notations. listen with increasing discrimination to a wide range of music from great composers and musicians Units 1, 2, 3, 4 , 5 Develop a deepening understanding of the music that they perform and to which they listen, and its history. Unit 1 explores music through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. Curriculum maps with Christian and school ethos links Subject: Music Year: 8 Autumn Term Spring Term Summer Term Autumn1 Autumn2 Spring 1 Spring 2 Summer 1 Summer 2 Music for Halloween Sacred Music Variations The Blues At the Bottom End At the Bottom End (Unit 11) (Unit 28) (Unit) (Unit 23) (Unit 31) (Unit 31) (Previously Take Note II) (Previously Chords are very Introduction, explore and Introduction geography Listening exercise. Canon Introduction, explore fashionable) define keywords with the and historic relevance. Introduction Rock. Continue rhythm with title Introduction concentration on the Explore and define the Explore and define composition. names(page 1) Explore and define theme, the historical various characteristics of keywords with the Performance Explore and define keywords with the relevance and main Call & Response Listen concentration on bass concentrating on elements keywords with the concentration on primary composers (Mozart) of and Appraise various clef. Listen and of music and accuracy to concentration on and secondary chords, Major Theme & Variations. styles of music that use Appraise various genres notation.(Revise Pitch and rhythm. Listen and and minor triads. Listen and Listen and Appraise characteristics of Africa- of music to exemplify Notation sheet).. Appraise Dance Appraise Variations on Twinkle call & Response and the full range of bass Complete, record and macabre music to various genres of music to Twinkle. Aural – work out Syncopation. clef notation by evaluate performances. exemplify the full range exemplify the full range of the notes for Frere Introduction and revision following a score. of notation. (HW- Lets notation and harmony with Jacques. of primary chords. Write phrases to use quavers) Most Able pupils following a Play the theme of Frere Introduction of Blues remember bass clef in Follow a short score. score. Complete sheets one Jacques with chords. melody and how this is exercise book. Exercise in note values and two and start melody Introduce the Canon. used in conjunction with Aural work – Another –complete for HW line of Kum by Ya. Complete Canon and the 12 bar blues. one bites the Dust – Bass Look at theme A from Discuss chord inversions and introduce the Drone. Practical – group work line. DM – discuss continue practise of Kum by Listen to Minor version using structure, Call & Continue work on chromatics practice and Ya. (Mahler) and create response, 4-bar stanza and appraisal and complete perform.. Continue work on appraisal picture of interpretation. melody. sheet on maths addition Look at theme C – and complete sheet on Complete Minor