Music gives soul to the universe, wings to the mind, flight to the imagination and life to everything.’ - Plato The Music department aims to provide all its students, regardless of ability, opportunities to explore the world of music and all its benefits in an inclusive and aspirational environment. In curriculum music this is through the interrelated disciplines of performing, composing and listening and appraising. Students work independently, in small groups and as a class to explore a wide range of styles and historic periods of music. Students have opportunities to sing, learn to play instruments, learn how to read staff notation and how to create music using both instruments and music technology. No ceiling is set for achievement and all students are encouraged to explore and develop their skills and knowledge. Co-curricular music at Holyport College is ambitious, inclusive and far-reaching. The timetable is amended from term to term to cater for both student interests and the normal calendar requirements of a busy boarding school. With a minimum of three choirs, a school musical, an orchestra, jazz band and countless student-led groups including rock bands and a ukulele club in addition to coursework support and repertoire coaching, there is something for everyone. Private instrumental and singing lessons are available for all and students frequently take ABRSM, LCM, Trinity and Rock School exams, with many gaining UCAS points for passes at Grade 6 and above prior to A level study. Everything we do in the Music department at Holyport College is aimed at helping students to work with others, problem solve, develop independence and resilience and above all else, realise their potential whilst having a creative, emotive and hugely fun outlet.
Knowledge Term 1
Term 2
Performing: Solos & ensembles
#7: Afro Celt Release (plus #8: Samba Em Preludio from 2022-3)
Composition: set brief
Record solo and ensemble
Set work #5: Music For a While & #6: Killer Queen
Exam technique
Jazz and Blues
Ensemble Projects
Musicals Project
Song writing
Abridged Blues unit—Jazz & Blues will be taught only in year 8 from 2022-3) Ground Bass Variations (Pachelbel)
Elements of Music
Polyrhythms &
Ukulele Starters
Keyboard skills
Introduction to Ableton
Ukulele Performers
Skills Unit Film Music / Introduction to Ableton
Chords I, II, IV, V and VI
Composing
Set Work #3: Bach Brandenburg Concerto & Set work #4: Beethoven Pathetique Sonata Performing solos & ensembles Complete Free Composition Year 10 Concert
Listening & Appraising
7
GCSE Exam
Composing a fanfare Performing: solos Set work #1: Star Wars and Set Work#2: Defying Gravity Free composition first ideas
Music Theory Introduction to Listening & Appraising Compositional techniques Introduction to Sibelius & Ableton Performing: solos & ensembles
8
Revision
Past papers and Revision
10
9
Term 3
Performing
11
Skills
Students arrive at Holyport from a large number and varying types of feeder schools. It is inevitable that students will have experienced very different musical experiences, from occasional singing and the requisite year 6 play to a more comprehensive and specialist programme. Children from overseas may have experienced very little music. Therefore, the year 7 curriculum aims to build key musical skills very quickly to enable all students to access the key stage 3 curriculum. The autumn term starts with the most fundamental of musical experiences - singing. Students learn a variety of songs to build their confidence and aural skills and solo opportunities are available from the very first lesson for anyone who would like to have a go. Students who show potential in singing are selected for the Junior Choir and booked for their first public engagement at Eton College Chapel for the Holyport College annual Carol Service! After singing, students follow an exciting programme of the elements of music, basic music theory and an introduction to keyboard skills, which culminates in their first performance and ternary form composition. The autumn term concludes with learning to play a Christmas carol on the keyboard, or developing skills using both treble andfbass staves for those who can already play. The spring term of year 7 introduces music technology and the students learn more about rhythm. They work in groups to compose their own polyrhythms and then perform these with percussion instruments. Music theory is continued with students learning how to notate these correctly. In pairs, they then learn how to use Ableton software and create a more complex percussion piece using the polyrhythms as a starting point. Summer at Holyport for year 7 is all about learning to play the ukulele. We start with students learning the ‘four chord trick’ and students explore a wide variety of songs to sing and play. Great emphasis is given to developing multi-tasking and all students are encouraged to play and sing from the outset. Those students who demonstrate further potential are then encouraged to learn a wider range of more difficult chords, notated melodies using tab and select their own song choices which use these more tricky chords. We play outside as much as possible and students love the freedom that this brings. Many students take advantage of being able to borrow a school ukulele at break times and the campus is filled with the joyous sounds of children playing and singing. The summer assessment gives students the chance to perform their final chosen song complete with ukulele and singing and they have the option of performing a solo or with friends.
Term 1
Topic
Summary of Content
Assessment
Elements of Music Building blocks of music: Pitch, Pulse, Melody, Rhythm, Harmony, Tonality, Structure, Dynamics, Tempo, Articulation, Texture Introduction to Music Theory Keyboard Skills Singing Instruments of the Orchestra
Ongoing teacher assessments
Keyboard Skills Treble & bass stave notation; simple five finger melodies progressing onto more complex hand positions. Students are encourage to begin combining independent hands when they acquire basic skills. Christmas Carols on keyboards
Group & opportunities for solo Performance
Term 2 Polyrhythms
Introduction to rhythmic layering Revision of note lengths from semiquavers up to semibreves and using dots Group and class improvising using percussion instruments African drumming listening Graphic scores Small group compositions
Ongoing teacher assessments
Term 3
Introduction to Ableton
Ukulele Starters
Ukulele Performers
Learning how to use Ableton to record performances Applying stave notation knowledge to transcribe a well known piece of music Paired composition using Ableton (nb there are enough computers for students to work individually but many prefer to pool their ideas at this stage!)
How to hold a ukulele, names of strings and strumming technique How to read chord symbols Chords C Am F G Perform a well known 4 chord songs as a class
Chords Dm, G7, Bb, D, E7 Perform harder song as a class and then in small groups Research and choose a song of own choice to perform in a small group
Ongoing teacher assessments
Group Performance; opportunities for solo performance
Joint Composition
Autumn of year 8 is when students translate their knowledge of chords to their keyboard playing. Students learn both primary and secondary chords and they are encouraged to develop left hand and co-ordination between the hands. There are opportunities for improvisation and students also learn about how to play different styles of chords. We listen to rock and roll music and then relate how these chords are used into more modern music. Students then work in groups to write and perform a Christmas carol and are encouraged to include bass, chords, melody, harmonies and percussion parts, with all members of the group taking part in the final performance, which is their Christmas assessment. In the spring term, students develop their knowledge of chords by learning about Blues & Jazz. In 2022 only whilst programmers of study were updated, they then learnt about ground bass and an overview of the Baroque era, culminating in a performing of Pachelbel’s Canon. In the summer term of year 8, students explore the world of musical theatre. They explore different musical styles and perform some contrasting scenes in small groups and as a class. Students then have the opportunity to work in smaller groups and choose their favourite scene and song which can be from any show. They learn to rehearse and produce the performance of this themselves, taking responsibility for direction, props and costumes. Their final performance is their summer assessment and this takes place in front of an invited audience.
Term 1 Topic
Chords I, II, IV, V and VI
Summary of Content
Keyboard Skills revision Perform a song with 2 chords: The Importance of Being Idle (I and V) How to read and play chords I, II, IV, V and VI (in any key) Let’s Dance keyboard project in pairs 7th chords Rock and Roll Listening Earth Angel Performance
Assessment
Ongoing teacher assessments
Term 2
Song writing
Jazz & Blues
Chord patterns: focus on broken chords and divided chords and incorporating improvised left hand where possible O Holy Night listening Group composition project: Christmas Carols - to be performed and recorded at end of term assembly (free choice of instruments)
12 bar blues / the Three Chord Trick Walking bass lines 7th chords In the Mood performance project
Group & opportunities for solo performance
Ongoing teacher assessments
Term 3
Ground Bass Variations
Introduction to Musical Theatre
Musical Theatre Performance
Ground bass listening Pachelbel Canon class performance project Time Lapse listening Time Lapse performance Project
Development of musical theatre— influences and key moments Singing for pleasure Class settings of scenes from: Joseph & the Amazing Technicolour Dcreamcoat; Annie; Grease; Hamilton; Les Miserables
Students to work in groups to select their own short scene from a show of their choice and direct, rehearse and perform it themselves. There must be a song in the scene and everyone in the group must have a moment to shine.
Group & opportunities for solo performance
Group Performance
Joint Composition
The autumn term starts off with integrating the new 48 students to the year group by undertaking a short keyboard skills unit to ensure all students can access the year 9 curriculum. We then embark on an exciting journey through film music, learning about the role of the leitmotif. Students learn about different types of film music and learn to play and perform music from different genres. Students learn how to use Ableton software and have opportunities to compose their own film soundtracks. They can incorporate their own instruments if they wish.
The spring term of year 9 brings jazz music to Holyport. We start by looking at the impact of Blues on the development of jazz and students very quickly master the 12 bar blues, with most being able to develop improvisatory skills. We then look at ragtime with a focus on the works of Scott Joplin and students learn how to perform a version of ‘The Entertainer’, which is differentiated from a simple one line melody to the full version which is approximately grade 6 - for those who need a challenge! We then look at big band and swing music and students participate in a class performance of ‘In the Mood’. Those who play instruments play their own line and others play their chosen level of difficulty on the keyboard or ukulele if they prefer. Students work in small groups to compose their own jazz pieces and perform and record these. This unit is currently under review for 2022-3. In the summer term, students learn about the ingredients of a good song looking at a variety of styles including rock, Britpop and rap. They work in small groups to explore ensemble performing in more depth and learn to play some well known bass riffs and pop songs in groups. They then select their own piece that they wish to focus on for their summer performance and have to produce a piece under GCSE guidelines —that is, where each person in the group has their own independent part that cannot be played by anyone else in the group. Students develop more innate musicianship and fully understand how an ensemble has to work together.
Term 1 Topic
Summary of Content
Assessment
Skills Unit Elements of Music revision Keyboard Skills Theory revision (This is a catch up unit to enable the new year 9 intake access to our curriculum) Progression onto Film Music may occur before half term depending on progress.
Ongoing teacher assessments
Term 2 Film Music
Leitmotifs (Jaws and James Bond performing) Themes (Goldfinger singing, James Bond developed) Action / Thriller soundtracks (Moby listening) Horror Music - Concords and dischords - Psycho listening - Ableton introduction & compositions Film music listening
Opportunities for solo & group performance Composing a soundtrack
Jazz and Blues 12 bar blues / the Three Chord Trick Walking bass lines Boogie-woogie improvisation 7th chords and Honky Tonk Blues performing In the Mood performance project
Ongoing teacher assessments
Ragtime listening The Entertainer performing project All That Jazz listening and singing All That Jazz keyboard performing Jazz improvisations in groups
Jazz Performing
Term 3 What makes a good song?
Ensemble Projects
What are the ingredients of a good song? Listening— rock, Britpop, rap comparisons. Use REM to demonstrate that ’classical’ instruments can be used in very contemporary songs Bass riff performing First ensemble work —’I’ll Be There For You’
Students select their own piece that they wish to focus on for their summer performance, working in groups. Students to be encouraged to use Ableton to record themselves and create their own performance tracks. GCSE Options— those who have opted for Music for KS4 will be given an optional step-up theory workbook and offered optional help sessions as needed.
Ongoing teacher assessments
Final group performances
We follow the Edexcel GCSE Music course in years 10-11 as follows: Performing: One solo (15%) & One ensemble (15%) Composing: Free Choice (15%) & Set brief by Edexcel in year 11 (15%) Listening and appraising: Final written exam at the end of the course (40%) Time is spent at the start of year 10 to ensure that all students have music theory knowledge to be able to cope with the course, which has elements equivalent to Grade 5 Music Theory (ABRSM) in it. Term 1
Topic
Music Theory Introduction to Listening & Appraising Performing: solos
Performing—solos Theory of Music to grade 5 standard
Summary of Content
Instruments of the orchestra & elements of music (listening) Music tech skills
Compositional techniques Intro to Sibelius & Ableton Performing: Ensembles Listening Chords I, II, IV, V & VII 7th chords Cadences How to construct a chord sequence Melodic devices Ensemble Performing Listening skills development
Term 2 Composing a fanfare Performing: solos Set work #1: Star Wars
Set work: J. Williams: ‘Main title/rebel blockade runner’ (from the soundtrack to Star Wars Episode IV: A New Hope) Wider listening Composing a fanfare Solo performing
Term 3
Set Work#2: Defying Gravity Free composition ideas Solo & Ensemble Performing Wider Listening
Set Work #3: Bach Brandenburg
Set work: S. Schwartz: ‘Defying Gravity’ (from the album of the cast recording of Wicked)
Free composition
Free composition— being brave to experiment Solo & ensemble performing Wider listening
Concerto & Set work #4: Beethoven Pathetique Sonata Performing solos & ensembles Complete Free Composition Year 10 Concert
Set works: J.S. Bach: 3rd Movement from Brandenburg Concerto no. 5 in D major
L. van Beethoven: 1st Movement from Piano Sonata no. 8 in C minor ‘Pathétique’ Wider listening Complete composition
Wider listening Solo & ensemble performing
Year 10 concert— record solos and ensembles towards end of term grade Revision of set works so far
Assessment
Teacher Assessments
Theory & Performing Trials
Teacher Assessments
Complete Assessment
Teacher Assessments
Summer Trials
The written paper is based upon the 8 set works which are: Theme from Star Wars by John Williams, Defying Gravity from Wicked by Stephen Schwartz, Third movement from Brandenburg Concerto No. 5 by Bach, First movement from Piano Sonata ‘Pathetique’ by Beethoven, Music For A While by Purcell, Killer Queen by Queen. Release by Afro Celt Sound System, Samba Em Preludo by Esperanza Spalding Term 1 Topic
Summary of Content
Term 2 Performing:
Term 3
Performing: Solos & ensembles
Solos & ensembles
7: Afro Celt Release (plus #8: Samba Em Preludio from 2022-3)
Composition: set brief
Composition: set brief
Re-record solo and ensemble if needed
Set work #5: Music For a While Wider listening
Set work #6: Killer Queen
Exam technique
Set brief composition— first draft handed in at half term
Complete set brief composition
Fusions listening—set works #7: Afro Celt Release and #8: Samba Em Preludio
Record solo and ensemble for mocks
Wider listening
Finalise solo and ensemble for mocks
Vocal Music set works i. H. Purcell: ‘Music for a While’
Revise free composition
Wider listening
ii. Queen: ‘Killer Queen’ (from Sheer Heart Attack)
Past papers and Revision GCSE Exam
Re-record solo and ensemble if needed
Revise free composition Past papers
Wider listening Wider listening
Assessment
GCSE Recordings
GCSE Recordings
Listening tests
Past Papers
GCSE Exams
https://qualifications.pearson.com/content/dam/pdf/GCSE/Music/2016/specification/Specification_GCSE_L1-L2_in_Music.pdf
Alongside developing their knowledge base over time, students will be simultaneously acquiring the skills required to demonstrate this knowledge and further deepen their learning. The interplay between skills and knowledge is important, not just for examination success but also to allow students to develop as confident and independent learners. The following skills are developed within each student's journey through the Music curriculum and are assessed regularly throughout the academic year:
Performing
FLLIGHT PATH TO BE ADDED HERE
Technique
Composing
- Musical ideas are developed and extended successfully and with assurance, meeting the intended purpose and/or audience appropriately. - Stylistic characteristics and conventions for the chosen genre/style have been selected appropriately and handled convincingly throughout. - For brief-set composition only: imaginative response to the brief with a well-developed sense of audience and occasion.
- The performance demonstrates convincing technical control, as heard in convincing coordination, breath control, diction, and/or pedalling. - The demands of the music are within the ability of the performer. - The handling of sonority is convincing, as heard in very good tone quality across the pitch range (satisfying, interesting and even as the music demands), including, where appropriate, very good and sensitive tonal contrast throughout and/or very good intonation and/or very good use of filters and effects.
Interpretation and Expression
- The use of tempo is appropriate and consistent throughout. - Appropriate use of dynamics, phrasing and articulation to shape the performance. - The performance communicates very well, with no more than one or two less successful moments. - In ensemble performances there is excellent awareness of balance throughout.
Accuracy and Fluency
- The performance is largely accurate with no more than one or two minor errors in pitch and/or rhythm. These errors have no impact on its success overall. - The performance is coherent and fluent despite the occasional slight hesitation and/or omission - Improvised performances demonstrate an accurate performance of the stimulus, and produce an interesting realisation of the stimulus. The improvisation is coherent, well balanced and effective throughout.
Developing music ideas
Demonstrating Technical Control
- The control of appropriate musical elements is secure throughout, and any misjudgements are marginal and few, if any. - The instrumental and/or vocal forces are handled idiomatically and exploited imaginatively. - Textures are varied, complex, and/or clear as appropriate to the style.
Composing with Musical Coherence
- A sense of coherence and wholeness is achieved throughout. - There is a consistent sense of fluency and contrast throughout. - There is a convincing sense of direction overall.
Link to full A Level and GCSE Skills Assessment Grid for Music