Aims

Staff


Mrs L R Montgomery (Head of Department)
Mrs J A Harper (Part-Time)
Mrs G E Hartin (Job Share)
Mrs G Pitt (Job Share)
Mr C Edgar (Technician)

Aims


The fundamental aim of the music curriculum is to develop pupils’ musical ability. All pupils are potentially musical and should be provided with learning experiences which develop their knowledge , understanding and skills in making and responding to music through active engagement in the core musical activities of composing , performing and listening

The music curriculum aims to empower pupils to achieve their potential and to make informed and responsible choices and decisions throughout their lives. It is about helping all pupils prepare for life and work

1  As individuals by:

  • giving pupils opportunities to create personal meaning through composing, performing and listening activities;
  • enabling pupils to express their own feelings through music;
  • building an appreciation of the diverse musical tastes of others;
  • encouraging pupils to explore and experiment creatively in a variety of situations.

2  As contributors to society by:

  • developing the skills central to understanding and responding to music;
  • developing pupil’s awareness of how music influences behaviour;
  • developing an understanding of music from different periods, styles and cultural traditions that are different from their own;
  • developing an understanding of the power of music in evoking mood and atmosphere

3  As contributors to the economy and the environment by:

  • developing pupil’s ability to be discriminating consumers of music as a result of their own experiences in making and responding to music;
  • developing pupil’s awareness and understanding of the skills required to be successful within the music industry ( and how those skills and qualities are also highly valued throughout the world in all types of employment).

     Music  Music2

KS3

UNITS OF WORK OVERVIEW   

YEAR 8 YEAR 9 YEAR 10
Sept-Oct
(7 weeks)
Unit   1 Introduction to Elements of Music and Making Music Unit   1 Unit   1 Jazz Styles
Nov-Dec
(4 weeks)
Unit   1 continued   Unit   1 continued Unit   1 continued  
Unit   2 Careers in Music
Jan-Half-Term
(6 weeks)
Unit   2 Music for Special Occasions Unit   2 Irish Music Unit   3 Musical Arrangements
(To be revised)
Half-Term-School  Exams 
(6 weeks)
Unit   2 continued   Unit   3 Introduction to Pop songs Unit   3 continued
Unit   3 Film Music/
soundtracks
May-June
(6 weeks)
Unit   4 Rap / Introduction to Garageband Unit   4 Music Technology
(To be designed)

 

 

 

Year 8


OVERVIEW OF KEY STAGE 3 MUSIC UNITS OF WORK - Year 8                                            

Unit 1        Introduction to Elements of Music and Making Music  
Pupils are learning to:

  • understand and discriminate aurally between the musical elements – pitch, rhythm, dynamics, texture, tempo and timbre;
  • recognise aurally different orchestral families, instruments and instrumental effects;
  • to perform and compose simple rhythm patterns using a variety of percussion instruments;
  • improvise short melodic phrases on the keyboard using a small range of pitches;
  • match rhythm and words;
  • read staff notation in the treble clef and perform a melody on the keyboard;
  • respond critically to what they hear  and communicate their thoughts and ideas.  

Unit 2             Music for Special Occasions  
Pupils are learning to:

  • perform simple fanfares and marches;
  • compose a simple fanfare and march;
  • gain a knowledge of the main features of and be able to recognise aurally a fanfare and march; 
  • listen to and appraise their own music and that of others;         
  • self manage by working independently and systematically, to persist with task, evaluate and improve their own performance;            
  • work effectively as  a member of a group when composing and performing;             
  • gain an awareness of how music can be composed to reflect an occasion or celebrate a special event;
  • use Garageband software to create and preserve a  musical score. 

Unit 3             African Music  
Pupils are learning to:

  • understand more about the music from a different culture;               
  • listen to and appraise musical extracts taken from African music;              
  • develop an understanding how the elements of music are used within the context of African music and the importance of the role of the leader giving prompts within group performances;             
  • recognise call and response style and other vocal techniques such as vocalised yells;               
  • listen to and identify different traditional African instruments;              
  • perform simple 4/4 rhythm patterns on the Djembe drum;               
  • compose percussion pieces in groups;              
  • work effectively as members of a group when arranging and performing a traditional African song;               
  • perform a simple “Wimoweh” song in small groups using vocals, keyboards and percussion fluently and accurately;              
  • perform some South African songs as a class.

Unit 4             Rap/ Introduction to Garageband software  
Pupils are learning to:

  • compose lyrics for a rap which expresses and communicates their ideas about a social issue (eg homelessness, poverty, war, litter, anti drugs ) through music;              
  • compose and record a backing track accompaniment for their rap using music technology - the backing track and multi tracking facilities on the keyboard;              
  • perform a live recording of their rap;                
  • listen to and appraise their own composed rap and that of the other groups in the class and develop self evaluation skills in reflecting on  their own compositions and those of others in the class;
  • gain a knowledge and understanding of the basic characteristics of a rap;               
  • develop skills in using  music technology  to assist them in  composing their raps;              
  • work effectively as members of a group, e.g. group performance of well known raps such as Where is the Love? And Prince of Bel Air.

Year 9


OVERVIEW OF KEY STAGE 3 MUSIC UNITS OF WORK - Year 9 

Unit 1             Introduction to texture and chords  
Pupils are learning to:

  • understand and recognise aurally major and minor chords;               
  • understand and recognise aurally:             
    • different types of texture, for example, unison, drone, harmony, call and response;             
    • traditional Irish instruments and dance types;             
    • performance context of different styles and types of music;              
    • different types of vocal combinations;            
  • perform chords of Em D and A on the keyboard and guitar;               
  • perform simple melodies on the keyboard fluently;              
  • improvise using the notes of the pentatonic scale;              
  • working effectively as members of a group when composing and performing;             
  • demonstrate self management by working independently and systematically, persisting with tasks, evaluating and improving own performance . 

Unit 2             Introduction to Pop songs  
Pupils are learning to:              

  • identify the main structural features of a pop song;             
  • identify musical devices such as riff;             
  • identify aurally the main instruments used in pop music, including parts of the drum kit;               
  • identify a variety of vocal textures including close harmony, lead and backing vocals;               
  • perform chords of  Em D and A on the guitar;               
  • perform the melody line to Bruno Mars Marry You  on an instrument of their own choice;              
  • compose and perform a group arrangement of a pop song (eg Run by Snow Patrol, Rockin all over the World including the melody, bass line and harmony;             
  • compose a simple bass riff to fit over a 2 or 3 chord pattern;   
  • complete a Garageband task inputting melody, chords, bass line and drum loop;               
  • appraise a pop song of their own choice identifying the main musical instruments used, structural features and devices;
  • gain a knowledge of cover versions/bands and music business related factors;
  • appraise aurally different versions of the same song ;
  • complete a research task to produce a music magazine new release review;
  • gain an understanding of the music industry and social, technological and economic factors which have an impact on popular music.

Year 10


OVERVIEW OF KEY STAGE 3 MUSIC UNITS OF WORK - Year 10  

Unit 1              Early Jazz Styles              

  • Understand the social and cultural background of Blues and early jazz styles and develop an understanding of the style and purpose of the music, with particular focus on the history of slavery and the slave trade.             
  • Respond to and evaluate different types of blues/early jazz and gain a knowledge and understanding of and be able to recognise aurally some of the main characteristics of each jazz style including characteristics such as:              
    • Instrumental line ups and effects such as glissando and use of mutes;             
    • improvisation;            
    • call and response, harmony and unison;             
    • 12 bar Blues and Blues scale;            
    • syncopation;            
    • scat singing;             
    • riff;            
    • walking bassline.             
  • Understand the 12 bar blues and play this sequence and the chord sequence to Rock around the Clock on the guitar.              
  • improvise using the notes of the blues scale.             
  • perform the melody line of Oh When The Saints on an instrument of their own choice.              
  • compose a variation based on the melody of Oh When The Saints.             
  • work effectively as a member of a group when working on an arrangement of a blues based pop song, e.g. Greased Lightning, Mercy, Rehab etc.             
  • gain an understanding of the extensive use of 12 bar Blues pattern in other popular styles such as rock’n roll complete an individual ICT task using Garageband software based on the 12 bar Blues.            
  • critically appraise their own work and work of others. 

Unit 2             Careers in Music/ The Music Business  
Pupils are learning :              

  • about the skills and attributes required for a variety of music related careers
  • develop a knowledge of the different roles and main people in the pop business world;              
  • to research a specific career in terms of its related academic qualifications, skills, training and job opportunities;            
  • to use music publisher software  and web based research to produce an information leaflet on a music career of their own choice.  

Unit 3             Film Music
Pupils are learning:

  • about the history of film music and earliest examples of soundtracks and Silent Movies; the types of music within films; about film music comp[osers such as John Williams and Hans Zimmer;
  • to complete an individual research and extended writing appraisal of a piece of film music of their won choice; 
  • appraise aurally a range o film sound tracks in terms of their genre, mood, musical features and how these are used to create effect and mood;
  • to develop their individual and group performance skills in an arrangement of a well known theme tune such as Star Wars, Superman, James Bond, Indiana Jones, harry Potter etc;
  • to create film music motifs and clichés to create effect and mood;
  • compose music to accompany a mini film story board in Garageband;
  • evaluate their own work and that of others.

GCSE

GCSE Music


Examination Board: CCEA
This is an attractive course which integrates the three main activities of:

LISTENING   PERFORMING    COMPOSING

Pupils take one core area of study: Repeated Patterns in Music and two optional areas of study from a choice of three:

  • Musical Traditions in Ireland. 
  • Incidental Music. 
  • Vocal Music.

Performing and Appraising  35% externally assessed

  • Pupils are required to perform INDIVIDUALLY  (15%) and as part of an ENSEMBLE (15%)  Each programme should last up to 5 minutes.
  • One of the performances must be related to one of their areas of study.  Pupils are also required to discuss their performances with the visiting assessor. A full range of instruments from orchestral to ethnic, pop and traditional is acceptable.  Pupils should be prepared to perform in a small ensemble and rehearse on a weekly basis throughout the two years.

Listening and Appraising  35% externally assessed

  • This involves one test of aural perception. Part 1 is based on the core area and Part 2 on the two chosen optional areas of study. Both Parts 1 and 2 include questions on familiar and unfamiliar music. One of the questions in Part 1 relates to the impact of music on work and leisure.  The total listening time for each part of the examination is approximately 45 minutes.

Please refer to the Subject Choice for GCSE Information Booklet for further information on full course details and criteria for entry.

GCE

GCE AS Music


Examination Board: CCEA
Course Content:            
The AS Level music course is both interesting and challenging.  It builds on the foundation set at GCSE particularly in the areas of listening, composing and performing.

AS Unit 1  Making and Appraising Music  64%
AS Unit 3  Responding to Music   36%

Students must undertake TWO Areas of Study, one compulsory and the second one chosen from three options.

All students undertake TWO examinations as follows:
Test of Aural Perception lasting 1 hour.
Written examination lasting 1 hour 15 minutes.

Please refer to the Subject Choice for AS/A Level Information Booklet for further information on full course details and criteria for entry.

GCE A2 Music


Examination Board: CCEA
Course Content:            
The A2 Level music course builds on the foundation set at AS level particularly in the areas of listening, composing and performing.

A2 Unit 1  Making and Appraising Music  60%
A2 Unit 2  Responding to Music   40%

Students must undertake TWO Areas of Study, one compulsory and the second one chosen from three options.

All students undertake TWO examinations as follows:
Test of Aural Perception  lasting 1 hour
Written examination  lasting 1 hour 30 minutes.

Please refer to the Subject Choice for AS/A Level Informtion Booklet for further information on full course details and criteria for entry.

Homework

Years 8-10


One possible research/revision homework per term related to each unit of work.

Years 11-12


Year 11 Completion of weekly theory sheets and short compositional tasks.

Year 12 Preparation for composition course-work being completed in class.

Years 11 and 12 Occasional research, analysis or revision homework related to the Areas of Study.

Regular practice for solo/ensemble performance.

Years 13-14


Completion of weekly harmony exercises, compositional tasks or possible research/analysis/revision related to the set works and Area of Study.

Weekly practice for solo/ensemble performance.

Contact us

Sullivan Upper School
Belfast Road
HOLYWOOD
BT18 9EP