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The Priory SchoolBedford Road

HitchinHertfordshire

SG5 2UR

MUSIC DEPARTMENT

YEAR 7

NAME: ____________________

TEACHER: _________________

FORM: ____ KS3 TARGET: ____

What will I study this year?During your year seven at The Priory School you will study many different units. They are listed below, however you will not necessarily study them in the order that they are currently in.

Unit Unit Name About this unit End of Unit Level

1 Bridging the Gap Consolidation of skills learnt from KS2

2 Expressionism Non Notated Composition based on moods and emotions

3 Names to the Dots Learning the names and placements of all notes of the treble and bass clefs. Notated Composition.

4 Scarborough Fair Class ensemble performance of this traditional folk song in 4 part harmony

5 O-Generator Introduction to this computer software. Lesson one and composition using the three steps

6 Medieval Music Introduction to the origins of music, drones and modes. Performance of improvisation on keyboards

7 12 Bar Blues Further improvisation around the 12 bar blues and the history of this genre.

Extra Musicals Whole year production of a musical.

UNIT 1

BRIDGING THE GAP

What is this unit about?

This unit is designed to form a ‘gathering’ of the variety of musical knowledge brought from the primary schools. It gives the students the opportunity to develop their understanding of the process of composing by creating and performing music is response to a non-musical stimuli.

It provides an opportunity to develop and demonstrate skills achieved in years 5 and 6.

During the unit, students will explore how sounds can be used rhythmically to create a composition.

ExpectationsMost students will create, perform and appraise their own composition and use notation, maintain their own part with awareness of the whole ensemble and use a basic musical vocabulary

Some students will not have made so much progress and will create and perform their own composition with some awareness of the whole ensemble.

Some students will have progressed further and will take the lead in creating and performing the work as well as providing suggestions for others. Evaluate both their own and others’ performances with appropriate language.

Key Words (To be added to throughout the unit)

Duration RepetitiveLonger BeatShorter ThemePulse SyllablesRhythm MelodyMetre MultiplesTempo RhythmicRound AccuracyEnsemble AssessmentRehearse Listening SkillsBar PerformingComposing

Student DiaryDate What have I learnt today? Teacher Comment

Can you put the words below in the correct place?Two words do not fit. Can you tell me which ones?

1. To practise a piece of music. ________________________

2. This refers to the number and value of the beats in a bar of music. ________

3. Instruments with a higher pitch read music using a ___________________.

4. To make up your own piece of music. ____________________

5. A very small section of music. ______________________

6. The speed of a piece of music is also known as the ____________________.

7. A group of musicians. ______________________

8. The heartbeat of a piece of music or a regular beat. ____________________

9. The length of a piece of music. _________________________

10. A composition for two or more voices in which each voice enters at a different time with the same melody. ______________________________

11. Playing a piece of music. ____________________________

Metre

Ensemble Pulse

Round Rhythm

Rehearse

Tempo Metre

Duration

Composing Performing

Bar Treble clef

Composition Planning Sheet: Themed Rhythm Piece

GROUP NAME: THEME: CLASS:

GROUP MEMBERS: WHAT 4 ITEMS ARE YOU USING RELATED TO YOUR THEME?

1. ______________________________________________

2. ______________________________________________

3. ______________________________________________

4. ______________________________________________

THEME ITEM:

RHYTHM: WRITE YOUR RHYTHM WITHIN A 4 BEAT BAR:

NOTES:

HOW WILL YOU PERFORM YOUR PIECE?

Assessment for Learning

Here is a list of keywords you should know now you have completed this topic. Using the following code, write a number next to each of them.Write 1 if you are certain you understand the word.Write 2 if you think you know.Write 3 if you don’t know at all.

Pulse ______Rhythm _______Rehearse______Composition_______Bar _______Beat________Repetitive________Tempo_______Round________Theme_______Duration ______

Write the marks you were given here ___/10 for rhythm ___/10 for ensemble Total: _______ NC level _____

Comment here on your standard of work and your views on your final result

Teacher Comment and possible future targets

Signed Student _________________________________

UNIT 2

EXPRESSIONISM


Continuing from the introduction of notating rhythms, students will be encouraged to maintain this skill as well as developing the ability to perform by ear.

Students will be asked to create moods and atmospheres given to them. This will be a group topic and students will be introduced to the un-tuned percussion.

Expectations

Most students will be able to compose and perform a piece, which matched the brief given within an ensemble

Some students will not have made as much progress and will be able to perform within the ensemble but only acting on ideas from others in the group.

Some students will have progressed further and will be directing the group and providing suggestions for improvement throughout the whole process of composing. They will be able to maintain a steady pulse and lead the group during the performance.


Mood TempoAtmosphere ThemeRhythm DurationInterpretRehearsePerformNotatePercussionInstrumentsPulseCompositionBarBeatRepetitive



Pulse ______Rhythm _______Rehearse______Composition_______Bar _______Beat________Repetitive________Tempo_______Percussion________Theme_______Duration ______

Write the marks you were given here ___/10 for Impression ___/10 for rhythm Total_______ NC level _____



Signed Student………………………………..

UNIT 3

NAME THE DOTS


This unit is designed to give the students an introduction to pitch and melody. It is intended that from this topic onwards, both pitch and rhythm will be included in work.

ExpectationsMost students will be able to identify notes on a treble clef stave. They will be able to play simple melodies on glockenspiels.

Some students will not have made as much progress and will with some help, be able to identify notes on a treble clef stave and begin to perform simple melodies on glockenspiels.

Some students will have progressed further and will be able to perform more complex melodies and compose and perform their own.


Treble ClefBass ClefTime SignatureInstrumentsFamilies of InstrumentsGlockenspielsMelodyRehearsePitch

Student Diary

Date What have I learnt today? Teacher Comment



Treble Clef_____Bass Clef_____Time Signature_____Instruments_____Families of Instruments_____Glockenspiels_____Melody_____Rehearse_____Pitch_____

Write the marks you were given here ___/10 for rhythm ___/10 for ensemble Total: _______ NC level _____



Signed Student _________________________________

UNIT 4

SCARBOROUGH FAIR


This unit is intended to follow on from their introduction to pitch. It involves the students playing an arrangement of Scarborough Fair. It enables the student to work with a variety of class members and perform in 4-part harmony.

Expectations

Most students will be able to perform their part in time with others and be aware of the other parts as they are performing. They will be able to complete an evaluation of the unit showing a good understanding of the work covered.

Some students will not have made as much progress and will be able to perform their work with some help but will not always be aware of what the other performers in their group are doing. They will be able to complete the evaluation and show some understanding of the work covered.

Some students will have progressed further and will be able to rehearse their groups, identify problems and resolve them. They will lead the group in performances and complete the evaluation showing a total understanding of the work covered.


Ensemble Treble ClefMelody TempoHarmony Time SignatureBass DurationRehearsePerformEvaluateBalancePitchGlockenspielXylophonePulseRhythmBarBeat



Pulse ______Rhythm _______Rehearse______Melody_______Bar _______Beat________Treble Clef________Tempo_______Harmony________Time Signature_______Duration ______

Write the marks you were given here ___/10 for accuracy ___/10 for ensemble total_______ NC level _____




UNIT 5

O-GENERATOR


This unit is designed to introduce students to the software ‘O-Generator’ whilst exploring the development of polyphonic textures and complex rhythms. Students learn the basic skills of producing their own compositions using ICT and also develop their knowledge of chords and melodies covered in Unit 1.

ExpectationsMost students will be able to start up the programme and create a simple drum pattern over a period of 8 bars with a percussion and basic melodic part.

Some students will not have made as much progress and will be able to start up the programme and input part of a drum pattern with some assistance.

Some students will have progressed further and will have a drum pattern which changes over a longer period of time. The harmony parts will be more complex and develop more ideas.


IconSoftwareTime SignaturePadsPercussionGuitar ChordsSampleBarsPanningRhythmBeatMetronomeTempo MarkSound Cards

O-Generator – Quiz Sheet

Go to the website www.o-music.tv and navigate your way around to find the answers to the following questions.

What year groups is O-Generator aimed at? What three styles does the programme allow you to explore? Who endorses O-Generator? What do the initials of that company stand for? What two things does O-Generator ‘Learning to Compose’ include?

How many sample guitar riffs can you listen to through the website?

Which four operating systems does O-Generator work with? Who are the directors of O-Music? How much is a one-site licence of O-Generator? How much is multi-site licence for a secondary school? How much is O-Generator ‘Homeblaster’? How many percussion sounds are there listed on the ‘Homeblaster’ CD?

How many FAQ’s are listed and what are their topics? What are the four parts to O-Generator ‘Learning to Compose’?

What are the two classroom set ups that O-Generator can be taught in?

How long has O-Generator been developed for? When did Sibelius add O-Generator to its Educational Suite? How many types of keyboard do you get with O-Generator ‘Homeblaster’?

How many vocal samples do you get with O-Generator ‘Homeblaster’?

What are the four styles that you can write in with O-generator ‘Homeblaster’?

http://www.o-music.tv/


Here is a list of keywords you should know now you have completed this topic.

Using the following code, write a number next to each of them.Write 1 if you are certain you understand the word.Write 2 if you think you know.Write 3 if you don’t know at all.

Composition_______Bar _______Beat________Repetitive________Tempo_______Duration ______Bass ______Snare _____Texture _____Sample _____

Write the marks you were given here ___/10 for rhythm ___/10 for ensemble Total_______ NC level _____




UNIT 6

MEDIEVAL MUSIC


This unit is designed to introduce students to the various ‘periods’ of music. They will learn the names of the periods and then concentrate on the medieval period, learning keywords and features as they go along. It is intended to include some practical work.

ExpectationsMost students will be able to identify characteristics of medieval music. They will be able to use appropriate language and perform a simple piece in a medieval style.

Some students will not have made as much progress and will be able to use simple words to describe sounds heard. They will be able to identify medieval music and perform a basic piece in a medieval style

Some students will have progressed further and will be able to identify characteristics of medieval music and use appropriate language effectively. They will be able to perform a more complex piece in a medieval style.


MedievalDroneModeHarmonyPolyphonicMonophonicHomophonicRenaissanceBaroqueClassicalRomanticAccompanimentKeyboard

Can you write down the rhythm of your drone?You may use:

= crochets (“tea”) – 1 beat each

= quavers (“cof-fee”) – ½ beat each

= minims (“milk”) – 2 beats each

Your rhythm must add up to no more than 4 beatsPlease write your rhythm in the box below:


Here is a list of keywords you should know now you have completed this topic. Using the following code, write a number next to each of them.Write 1 if you are certain you understand the word or activityWrite 2 if you think you know.Write 3 if you don’t know at all.

Time Signature_______Treble Clef________Bass Clef_______Stave________Mode________Bar_______Bar Line_______Double Bar_________Where the notes go_______What the notes are called _______Dates of the Medieval Period ______Drone________Tonic __________Dominant________

Write the marks you were given here ___/10 for accuracy ___/10 for harmony Total_______ NC level _____



Signed Student…………………………………………

UNIT 7

12 BAR BLUES


This unit is designed to develop students’ knowledge of the keyboard through performing and improvisation. They will also learn the historical and geographical information behind blues music.

ExpectationsMost students will be able to identify characteristics of blues music. They will be able to use appropriate language and perform a simple piece using the 12 bar blues chords and improvisation.

Some students will not have made as much progress and will be able to identify blues music. They will be able to use some of the language and perform a simple piece using the 12 bar blues chord sequence.

Some students will have progressed further and will be able to identify characteristics of blues music and use appropriate language effectively. They will be able to perform a more complex piece in a blues style.


Chord SequenceImprovisationBluesJazzEmotionInstrumentationAccompanimentKeyboardRehearseTimingBarBeat

How to play the blues…

12 Bar Blues Chord Sequence:

Blues Scale:

C Eb F F# G B

C C C CF F C CG F C C

Here is a list of keywords you should know now you have completed this topic. Using the following code, write a number next to each of them.Write 1 if you are certain you understand the word or activityWrite 2 if you think you know.Write 3 if you don’t know at all.

Chord Sequence_____Improvisation_____Blues_____Jazz_____Emotion_____Instrumentation_____Accompaniment_____Keyboard_____Rehearse_____Timing_____Bar_____Beat_____

Write the marks you were given here ___/10 for accuracy ___/10 for harmony Total_______ NC level _____



Signed Student…………………………………………

Solo PerformanceAccuracy:

0 No performance offered1-2 Very little learnt OR Extreme inaccurate RH only3-4 Significant sections of the music not learnt OR Significant errors of pitch and/or rhythm5-6 Some inaccuracy and hesitation OR RH only played accurately7-8 Mostly Accurate (one or two slips)9-10 No errors of pitch or rhythm

Impression:

0 No performance offered1-2 A highly reluctant performance OR a nervous hesitant performance3-4 Very uneven and hesitant OR A few minor hesitations, mostly secure5-6 Some noticeable hesitation: a nervous performance OR confident and impressive7-8 One or two minor hesitations9-10 A confident and impressive performance

Ensemble PerformanceAccuracy:

0 No performance offered1-2 Very little learnt OR Extremely inaccurate RH only3-4 Significant sections of the music not learnt5-6 Serious inaccuracies and hesitation OR RH

only played accurately7-8 Mostly accurate (one or two slips) perhaps

slightly hesitant9-10 No errors of pitch or rhythm

Ensemble:

0 No performance offered1-2 Extreme difficulty in playing with the rest of

the group. Little sense of direction.3-4 Little sense of performing within group;

great difficulty in restarting after getting lost.

5-6 Difficulty in keeping up with group; may need prompting to find place in music.

7-8 Hesitation at beginning of phrases but shows a general feeling of playing within the group.

9-10 Kept in time with group, a good sense of balance and shows good awareness of place in score.

CompositionOverall Impression:

0 No work presented1-2 Very poor3-4 Some weaknesses - extremely simple5-6 Acceptable - perhaps rather ordinary7-8 Very good9-10 Imaginative and impressive

Notation:

0 No work presented1-2 Extremely poor with frequent errors and

omissions. Virtually not performable.3-4 Not really expressing the intentions of the

composer (rather brief)5-6 One or two more significant errors. (Misses

important detail)7-8 Some small inaccuracies or missing details

but still quite a good representation.9-10 Very clear, accurate representation.

Melody:

0 No work presented1-2 Shapeless and disorganised3-4 Limited, very mechanical, some errors and

oddities.5-6 Acceptable. Perhaps rather dull.7-8 Good but with just one or two doubtful

moments.9-10 Excellent, having style, character and

appropriateness.

Rhythm:

0 No work presented1-2 Very poor awareness of the concept3-4 Some serious errors5-6 A few small errors or misjudgements7-8 Good and appropriate9-10 Exactly right, showing some originality.

Style:

0 No work presented1-2 Confusing changes of style3-4 Some awareness of the needs but many ideas

conflict and confuse5-6 Some inconsistency or oddity that detracts

from overall impression OR very short7-8 A piece with the occasional inconsistency or

short consistent piece9-10 Style is maintained effectively throughout.

Harmony:

0 No work presented1-2 Very limited understanding with frequent

errors of judgement3-4 Significant errors which undermines general

effectiveness5-6 Average but with small errors and no great

How Will Your Work Be Marked?

feeling for style7-8 Good-more limited but with no major errors9-10 Appropriate for style and shows good use of

chords

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