ST GEORGE’S SCHOOL FOR GIRLS

Faculty of Music

2016 - 2017

St George’s School for Girls Garscube Terrace, Edinburgh, EH12 6BG

Tel: 0131 311 8000 www.stge.org.uk

SCHOOL LEADERSHIP TEAMS

2016-2017

Head Mrs Alexandra Hems Treasurer & Secretary Mr Jeremy Chittleburgh,

Chiene + Tait CA Senior Deputy Mrs Adrienne Armstrong Facilities Director Miss Margaret Imlah Deputy Heads Upper School Dr Andrew de Ville Pastoral Mrs Adele Henderson Boarding & Sixth Form Mrs Jill Bryce Academic Support Mrs Sonia Edwards Lower School Mrs Marjorie Hall Junior School Mrs Sue Hay Lower School Head of Lower School Mrs Marjorie Hall Deputy Head of Lower School Mrs Trudi Robertson Junior School Head of Junior School Mrs Sue Hay Deputy Head of Junior School Mrs Fiona White Head of Nursery Mrs Lisa Nettleton

Faculty of Music Staff Peter Thomson, Dip Mus Ed (RSAMD) PGCE Director of Music Senior Choir, Jazz Band, Accompanist, Linda Emslie, DRSAMD (Glasgow) Cert. Ed. Assistant Director of Music St George’s Orchestra, Concert Band, Dragon Ensemble Jonathan Raynor, BMus (Hons) MMus Dip ABSM PGCE Co-ordinator of LS Music Lower School Orchestra, Lower School Choir, Accompanist Kathryn Coad, BEd (Cambridge) Primary Music Junior School Recorders, Junior School Choir Roddy Long, ARCM Dip RCM Juilliard ACT Head of Strings Senior Strings Lower School Strings Primary Orchestra

Linda Aslet, BMus LRAM PGCE Piano Elena Bannatyne, BA MMus (Moscow) Piano Lesley Bell, BA (Hons) (RSAMD) LRSM Clarinet, Saxophone Mike Bennett, BSc RNCM (Perf) Trumpet, Cornet, Trombone, Euphonium, Tuba, Brass Consort Rachel Brady, BMus (Hons) Horn Gordon Campbell, BA (Aberdeen) Bagpipes Harriet Davidson, MA (OXON) LGSM ALCM Cello Clea Friend, MSc MMus PGCE Cello Peter Furniss, BA (Hons) PDOT (GSMD) Clarinet, Saxophone

Jane Gardner, BA (Hons) CPGS PhD Piano Tom Gordon, AGSM Percussion May Halyburton, BA (Musical Studies) CPGS (RSAMD) Double Bass, Bass Guitar Susan Hughes, BA (Mus Perf) CPGS (RSAMD) Flute, Flute Ensembles, Theory Robin Hutt, BMus (Hons) Edin PG Dip RCM Piano Irene Irvin, LGSM ALCM Flute James Letham, Dip Mus Ed (RSAMD) Piano Anne Lewis, AGSM Voice, Cantate Anne Macdonald, ABSM Violin, Viola, Piano Elizabeth McKeon, Post Graduate Advanced Vocal Studies (London) BA (Mus Perf) RSAMD Post Graduate Study Opera, Lieder, Oratorio

Paddy Murray, DRSAMD PGCE Violin, Ceilidh Band Adele Neilson, BMus (Hons) PG Dip (RSAMD) Guitar and Bass Guitar Guitar Ensembles Rona Pollard BA (Perf) Oboe Jennifer Redmond, BMus (Hons) MMus (RWCMD) MMus (RSAMD) Piano Emma Roche, BA (Hons) (Musical Studies) CPGS (RSAMD) Flute Simone Sahyouni, BA (Hons) (Musical Studies) Voice, Lyrica Lizzie Watson, BA (Hons) Voice Anthea Wood, BMus (Hons) PG Dip RNCM Bassoon

Voice

Music at St George’s School for Girls Music education covers a huge range of activities and we believe the curricular and extra-curricular elements are inextricably bound together. Music in the curriculum introduces all students to the excitement and challenges of the subject and provides students with skills they need to make, create, and understand the language of music. Individual tuition is an essential extension of musical activity for most pupils and helps them to explore and develop their musical abilities further. Benefits of a musical education:

teaches self-discipline improves memory boosts self-esteem improves concentration most importantly – is fun and exciting!

What we offer: Curriculum A structured, challenging curriculum from Nursery to U6, through

which all students are enabled, supported, and encouraged to explore music

Tuition Tuition in violin, viola, cello, double bass, harp, clarsach, guitar,

flute, oboe, clarinet, saxophone, bassoon, trumpet, horn, trombone, tuba, percussion, pipes, pipe band drumming, drum kit, piano, voice, music theory and aural training in individual (or shared) weekly music lessons of 40 minutes (Usually 33 lessons per year, spread over the three terms)

Ensembles and choirs for all ages and abilities: Primary Orchestra Primary Choir (P3-P5) Primary Recorder Group

Lower School Orchestra Lower School Strings Lower School Ceilidh Band Lower School Choir Lower School Guitar Ensemble Intermediate Flute Ensemble

Senior Orchestra Senior Strings Jazz Band Concert Band Brass Consort Senior Flute Ensemble Senior Guitar Ensemble Dragon Ensemble Senior School Choir Specialist Choral Groups Chamber Music

The Aims of the Faculty of Music

To encourage, motivate and enable each student to explore and develop her musical abilities and maximise her potential

To offer every student first-hand experience of the widest possible range of music-making and performing of the highest possible calibre

To maintain and develop a challenging, structured and inclusive curriculum based on Performing, Listening, Inventing and Music Technology

To provide tuition and coaching in all instruments and voice

To play a central role in the communal life of the school

To contribute to the ethos of the school

To help students to develop personal qualities

• Self-discipline

• Resilience

• Creativity

• Politeness

• Independence

Music Curriculum P6 – U4 P6 LITERACY: Lines and spaces of the treble and bass clefs, tonality (major/minor) RHYTHM/TEMPO: Note values – quavers, crotchets, dotted crotchet, minim, dotted minim, semibreve Pulse 2, 3, 4 beats in the bar, March and Waltz, Simple Time PERFORMING: Singing in unison and in 2 parts Ensemble playing using tuned percussion INVENTING: Improvising melodies using the pentatonic scale LISTENING: Introduction to the instruments of the orchestra AURAL PERCEPTION: Rhythmic/melodic dictation REMOVE LITERACY: Re-enforcement and development of skills using the software MUSITION RHYTHM/TEMPO: Simple and compound time, semiquavers accelerando, rallentando, syncopation PERFORMING: Unison and 2 part singing Improvisation Introduction to keyboard playing INVENTING/IMPROVISATION: Improvising and inventing melodies over a given chord structure I, IV, V LISTENING: Programme music AURAL PERCEPTION: Development of aural skills using the software AURALIA

LOWER 4 LITERACY: Development of skills Chord progression I, IV, V, VI in the following keys: C, G, F major and minor General musicianship using the software MUSITION RHYTHM/TEMPO: Simple/compound time, Scotch Snap, Strathspey, Jig PERFORMING: Introduction to guitar and keyboard playing INVENTING: Create melodies and countermelodies over a given harmonic structure and in the following forms: binary, ternary, rondo LISTENING: Developing an awareness to different instrumental and musical styles: Blues, Scottish and Latin American AURAL PERCEPTION: Continuing development of aural skills using the software AURALIA UPPER 4 LITERACY: Development of skills related to minimalism and popular music RHYTHM/TEMPO: Cross rhythms, dotted rhythms PERFORMING: Guitar, bass-guitar, drum-kit, solo keyboard and ensemble playing INVENTING: In a minimalist style using layering/ostinato, popular music style based on a I, VI, IV, V chord progression LISTENING: Identification of instrumental groupings and styles: minimalism, popular music TECHNOLOGY: An introduction to sound recording and editing using the software PRO-TOOLS

GCSE Aims: ■ encourage students to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study ■ develop broader life skills and attributes, including critical and creative thinking, aesthetic sensitivity, emotional awareness, cultural understanding, self-discipline, self-confidence and self-motivation ■ enable students to engage actively in the study of music ■ develop musical skills and interests, including the ability to make music individually and in groups ■ enable students to understand and appreciate a range of different kinds of music The Course Component 1: Performing Music 30% non-examined assessments (NEA) Content Overview:

• 2 performances • Students will perform one solo performance (minimum standard

grade 3 • Students will perform one ensemble performance (minimum

standard grade 3) • Approaches to performing

Assessment overview:

• Minimum total 2 pieces • 30 marks each • Total of 60 marks • Internally marked. Externally moderated

Component 2: Composing Music 30% (NEA) Content Overview:

• Developing musical ideas • Compositional techniques and strategies • Ensuring technical control and coherence • Methods of notating scores

Assessment overview:

• 2 compositions, of at least 3 minutes’ combined duration • 1 composition set to a brief set by the Examination Board: I

minute minimum duration • 1 free composition set by the student: I minute minimum

duration • Each composition will be marked out of 30 • Internally marked. Externally moderated

Component 3: Music - Appraising 40% Examination Content Overview:

• Musical elements, musical contexts and musical language • 4 Areas of Study with 2 Set Works each:

Area of Study 1 – Instrumental Music 1700 – 1820 Area of Study 2 – Vocal Music Area of Study 3 – Music for Stage and Screen Area of Study 4 – Fusions

Assessment overview:

• The paper will be in two sections and is out of 80 marks

Section A - Areas of study, dictation and unfamiliar pieces (68 marks)

• Six questions related to six of the eight set works • One short melody/rhythm completion exercise • One question on an unfamiliar work ( skeleton score provided)

with questions on its musical elements, musical contexts and musical language

Section B: Extended response comparison between a set work and one unfamiliar work (12 marks)

• One question that asks students to compare and/or evaluate the musical elements, musical contexts and musical language of one set work with one unfamiliar piece of music

• A CD with the music extracts will be played to all students at the same time and will repeat the extracts a set number of times

Higher Music

The course provides a broad practical experience of performing and creating music and develops related knowledge and understanding of music. Learners develop their skills and creative capabilities as musicians, and gain the skills they need to perform and create music and to confidently discriminate between music concepts and styles.

The Course

The course has an integrated approach to learning and includes a mixture of practical learning, and related understanding of music. Learners will draw upon their understanding of music styles and concepts as they experiment with using these in creative ways when performing and creating music.

The course consists of three mandatory units.

Music: Performing Skills: Externally assessed (60% of course assessment)

Students will develop performing skills on two selected instruments (minimum standard Grade 4), or on one selected instrument and voice.

In this Unit, students will:

• perform a 12-minute programme of challenging level-specific music with sufficient accuracy and will maintain the musical flow realising the composers’ intentions.

• through regular practice and critical self-reflection and evaluation, develop their technical and musical performing skills and identify areas for improvement.

Music: Composing Skills: Internally assessed

In this Unit, students will:

• experiment with, create and use compositional methods and selected music concepts in creative ways that make musical sense and realise their creative intentions.

• critically reflect on and evaluate the impact and effectiveness of their choices and decisions on their music.

• analyse the musical impact and effect of social and cultural influences on composers and their music.

Understanding Music: Externally assessed (40% of the course assessment)

Through listening, students will develop detailed knowledge and understanding of a range of level specific music concepts, and music literacy.

In this Unit, students will:

• analyse the impact of social and cultural influences on the development of specific music styles,

• identify and understand level specific annotated music signs, symbols and terms,

• recognise and distinguish between a range of level-specific music concepts and styles.

Advanced Higher Music

The course develops the student’s skills in performing, creating, understanding and analysing music. They will develop the skills they need to perform challenging music with musical and technical accuracy and fluency, while realising composers’ intentions, and develop their own composing skills in sophisticated and creative ways.

The course consists of three mandatory units:

Music: Performing Skills: Externally assessed (contributes 60% to the course award)

In this Unit, students will develop a range of advanced performing skills appropriate to their two selected instruments, or to their one selected instrument and voice. Through regular practice and reflection, learners will develop and creatively refine their performing skills while exploring a variety of musically and technically challenging music.

The programme of music must include a minimum of two contrasting pieces of music on each of the two different instruments, or instrument and voice. These should be of an appropriate standard/level of difficulty (minimum standard Grade 5)

This performance will give students the opportunity to demonstrate the following skills, knowledge and understanding:

• the ability to perform a prepared programme of musically and technically demanding music either solo and/or in a group setting

• the ability to perform an 18-minute programme on two different instruments, or one instrument and voice

Music: Composing Skills: Internally assessed

In this Unit, students will develop a range of advanced skills in creating music. They will experiment with and apply a range of compositional techniques and devices in refined and sophisticated ways when creating their own original music, drawing on their understanding of composers’ work and approaches and the creative process.

Students will:

• study music by various composers

• identify musical concepts

• initiate and develop basic musical ideas

• demonstrate compositional techniques

• show an understanding of musical concepts and language

Understanding and Analysing Music: Externally assessed question paper contributing 40% of the course award.

In this Unit, through listening, students will develop their understanding of music styles, music concepts and musical literacy. Learners will work independently, demonstrating aural skills and an in-depth understanding of music and music concepts when investigating, analysing and commenting on sections of musical movements or works.

Students will:

• understand and recognise musical terms and concepts,

• show a knowledge of the impact of social and cultural influences,

• demonstrate musical literacy and a knowledge of annotated symbols and signs.

Instrumental tuition

Lessons are offered in piano, violin, viola, cello, mini-bass, guitar and flute to all Primary 3 pupils. Wind, brass, percussion and singing tuition is available to students from Primary 4 onwards. Primary 3 have their lessons at agreed times out with curricular time. Primary 4 – Upper 5 are administered on a rotational basis throughout the school day. Sixth form lessons are added into students’ study time. Students playing more than one instrument will have one of their lessons predetermined out with academic time. Staff will organise individuals’ timetables so that no subject is missed more than once in any five weeks. Every effort will be made to reduce academic disruption. Instructors are encouraged to post timetables in advance of lessons in all parts of the school. It is the duty of the instructor to liaise with parents to establish good communication. Senior students are expected to arrange/negotiate weekly lessons during study leave.

Suggested practice diet:

Younger girls and beginners (up to Grade 2) 20 mins daily Grade 2 to Grade 4 30 mins daily Grade 5 to Grade 6 45 mins daily Grade 7 and beyond 1 hour daily

Instrumental teachers will:

help students to try out an instrument

advise on instruments, purchase, hire, insurance etc

encourage students to take part in musical activities in and outside school

welcome parents and guardians to attend music lessons, especially for the younger students and beginners

provide parents and guardians with a written report of progress at the end of the spring term

discuss students’ progress or worries with parents, at the annual parents’ evening and at other times

inform parents and guardians of any problems that there may be in a lesson or with a student’s work

Charges for music tuition, instrument hire, and sheet music Fees for music lessons are charged in one of two ways:

If the teacher is employed by St George’s School for Girls then fees will be charged in arrears at the end of each term, by Chiene & Tait. If the teacher is self-employed then fees will be charged in advance by the individual teacher concerned and will be payable directly to him or her. Parents are respectfully requested to ensure that all invoices are settled promptly. Fees are reviewed annually.

Charges for hire of instruments and music supplied to term students are made in arrears at the end of each term. No fee will be charged for a lesson where the teacher is absent. However, fees will be due if a student fails to attend her lesson and the teacher has not been given 48 hours notice. Early notification of any planned or long term absence is required by music staff. It is the parent/guardian’s responsibility to inform the Music Administrator if their daughter(s) is/are unable to attend their music lesson. Should the student be absent for an extended period for any reason, excepting medical ones, the missed lessons will be required to be paid in the interim to keep the student’s place open. If a student wishes to stop music tuition, notice must be given in writing one term in advance. It will be assumed that students will continue to receive tuition from one academic session to the next, excepting leavers. Unless the instructor or the Faculty of Music Administrator receives written notice one term in advance the parent or guardian will be liable for a full term’s fees.

Parents and guardians can help by encouraging: Regularity of practice. Little and often is the rule! Routine. One of the best habits is that of practising at the same time each day, or in a regular pattern of allocated time Efficient use of time Parents and guardians can help by checking: Students are doing their “homework” as set by the teacher Students know when their next lesson or rehearsal is due, and that they have all necessary equipment at school Parents and guardians can help by contacting: Teachers and the Faculty of Music to share any worries about music tuition and any factors outside of music which may affect the lesson or the week’s practice Parents and guardians can help by supporting and attending: Performances by students and weekly rehearsals