Key Stage 3 – Year 7 SUCCESS FOR ALL
The Jo Richardson Community School
My Progress in
MUSIC
Name
Class Group
Contents Page User Guide
1
Assessment Tracker Scheme of Work Overview Baseline Evaluation Music Questionnaire “I like music because…”
2 3 4 9
Unit 1 Samba Self Assessment Unit 1 Samba Listening Task Unit 2 Pitch & Melody Self Assessment Unit 2 Pitch & Melody Listening Task Autumn Term Target Setting
10 11 12 13 14
Unit 3 Elements Self Assessment Unit 3 Elements Listening Activity Unit 4 Musical Sandwiches Self Assessment Unit 4 Musical Sandwiches Listening Spring Term Target Setting
15
Unit 5 Keyboards & ICT Self Assessment Summer Term Target Setting
19 20
Targets & PLTS National Curriculum Levels
21 22
16 17 18
User Guide 1. Use this booklet to monitor and evaluate your progress in Music this year. 2. Be honest with your EFFORT. 3. Think carefully about the TARGETS you set yourself. 4. Your Music teacher will record your ATTAINMENT levels and EFFORT in this booklet. 5. At the back of the booklet there is an explanation of the levels 6. Do not deface this booklet in any way.
Your ATTAINMENT made easy‌ 1
Well above expectation / Exceptional work
2
Working beyond the expected level
3
Working at the expected level with confidence
4
Working at the expected level with support
5
Working towards the expected level
1
Tracking my progress in music…
L6
L5
L4
AF1 - Understanding the nature
AF2 - Communicating through
AF3 - Evaluating and informing
of music
creative music making
practice
Through performing, composing and listening to their own and other’ music, Pupils:
Demonstrating musicality through performing, composing and listening, Pupils:
Through performing, composing and listening to music, Pupils:
Identify how and why music is created and realised in different ways in a range of styles, genres and traditions
Make subtle adjustments to fit your own part in a group performance to improve the overall quality
Evaluate the impacts of different styles, genres and traditions in your own and others’ work
Identify and explore how music reflects different cultural contexts
Develop and sustain musical ideas when improvising and creating music to achieve intended outcomes
Analyze and explain how pieces of music reflect their contexts and origins
Identify and explore how and why musical devices are used in arrange of music
Choose appropriate ways of creating and realising music in different styles, genres and traditions Make a significant contribution when improvising and performing in a group
Justify the musical devices selected to convey ideas in your own and others’ work
Identify and explore how venue, occasion and purpose affect the way music is created, performed and heard
Take different roles within performing and composing activities
Identify and evaluate the use of musical devices in context
Compose music for a specific purpose making use of appropriate musical devices
Refine and improve your work, taking account of venue, occasion and purpose
Show how musical ideas relate to each other within musical structures and how different parts fit together
Sing and play music in parts with a sense of ensemble
Explain how different elements have been combined to achieve intentions
Show how music reflects intentions
Develop melodic and rhythmic ideas within musical structures Combine musical elements to achieve intentions
L3
Improve your own and others’ work in relation to its intended purpose and functions
Show how sounds are combined and used expressively Show how to use sound to create an intended effect
Perform by ear and from simple notations Sing in tune with expression Perform simple parts with awareness of the combined effect Structure and layer sounds to create intended effects
Evaluate how well your composing and performing intentions have been achieved and suggest improvements Identify the effects achieved when musical elements are combined Improve your work, taking account of intended effects
Year 7 Baseline Evaluation Mark Samba end of unit assessment Pitch & Melody end of unit assessment Elements end of unit assessment Musical Sandwiches end of unit assessment Keyboards & ICT end of unit assessment Extended Homework Mark Music Exam Mark 2
What you will learn in Music In Year 7 you will be covering the following topics in your music lessons: Topic
Length
Content
Musical Bridges
3 weeks
An introduction to your music lessons at Jo Richardson Community School. You will have the opportunity to get to know your teachers as well as share your musical experiences and understanding. A short evaluation will take place during these lessons.
Samba Project
5 weeks
Pitch & Melody
5 weeks
Elements
5 weeks
Musical Sandwiches
3 weeks
Keyboard Skills / ICT
6 weeks
Discovering the music of Brazil. In this topic you will learn how Samba is made up, how it is performed at social and special occasions, as well as learn to play different rhythms and different untuned percussion instruments. In small groups you will arrange and perform your own Samba pieces. Learn how pitch is organised and combined with rhythm to create melodies. You will learn how to read simple notation and perform music for voices and a variety of classroom instruments from different styles and genres. Explore important musical elements; tempo, dynamics, articulation and timbre; and how composers create contrast and variety in their musical compositions. You will study large scale vocal and instrumental pieces from different countries, including Norway and Russia and have the opportunity to create your own compositions exploring these elements. An opportunity to compose, realise and organize your own musical ideas in small groups. Draw upon all your previous musical experience, share ideas, plan and refine your work developing variety of musical skills as well as personal learning and social skills Discover how music technology plays an important role in musical performance and composition. Develop keyboard skills and explore computer music using Cubase software.
End of Year Review 1)
Which topic did you enjoy the most? reasons...
2)
What other topics would you like to explore? reasons...
3
Baseline Evaluation You need to complete the following evaluation on your own. Every part of the paper will be clearly explained by the teacher, listen carefully. Any part of the paper you do not understand or cannot answer leave blank. Write your answers clearly in pencil or pen. If you make a mistake clearly cross out or rub out your answer and select or write a new answer.
Part 1 – PITCH
Date
Question 1 You will hear a sound, followed by another played shortly afterwards. You are to write in the space provided whether the Pitch of the second note is: -
H
Higher than the first
L
Lower than the first
S
Same as the first
1
2
3
4
5
6
7
8
9
10
Question 2 How many notes can you hear being played together? In the space provided write down whether you can hear: -
1
1
1 note played on its own
2
2 notes played together
3
3 notes played together
2
3
4
4
5
Part 2 – RHYTHM Question 3 You will hear a rhythm pattern followed closely by another. In the space provided write down whether the 2nd pattern is the: -
S
Same as the first
D
Different to the first
1
2
3
4
5
Question 4 After a 4 beat count in you will hear a 4 beat rhythm pattern, followed by another played shortly afterwards. You are to write in the space provided whether the rhythm of the second one is exactly the Same or which beat 1, 2, 3, or 4 has been altered. Write either S, 1, 2, 3, or 4 1
2
3
4
5
Part 3 – MELODY Question 5 You will hear a short 5 note tune followed by another 5 note tune. Decide whether the 2nd tune is the: -
1
S
Same as the first
D
Different to the first
2
3
4
5
5
Part 4 - NOTATION Question 6 Look at the images below, they are called graphic scores and represent sounds. They tell you how long the sounds are, whether they are high or low sounds and whether they go up or down. Place a tick in the box next to the score that best represents the sounds you hear. a
b
c
Question 7 a
b
c
Question 8 Below are the beginnings of 3 tunes written using music notation. Identify the tune you hear playing by placing a tick in the box next to your choice.
a
b
c
Question 9 You will hear the 3 tunes above played 1 after the other without a break. Write down the order you hear them played by placing a, b or c in the boxes below. 1
2
3
6
Part 5 - INSTRUMENTS Question 10 Study the images of the instruments below and decide which 1 is the odd one out. Place a tick in the box next to your choice.
Question 11
Question 12 The words below are the names of different musical instruments. In each set which is the odd one out. Circle your choice. a
Flute
Oboe
Triangle
Clarinet
b
Violin
Triangle
Xylophone
Woodblock
c
Tuba
Trombone
Trumpet
Bassoon
d
Kettle Drum
Viola
Cello
Violin
Question 13 Listen carefully to the sounds made by 3 musical instruments. Which one does not belong in the same family as the other two? Place a tick in the box next to your choice. 1
2
3
We will do one more of these so listen carefully. 1
2
3
7
Part 6 – CHANGES In this part you will hear a piece of music played 2 times. In the second playing there will be a change. You will need to identify the change by selecting the appropriate word or phrase.
1
2
3
4
5
6
In the second playing, the music gradually got quieter In the second playing, the music gradually got louder In the second playing, the music gradually got faster In the second playing, the music gradually got slower In the second playing, the tune was played on a flute In the second playing, the tune was played on a trumpet In the second playing, the tune was played at a lower pitch In the second playing, the tune was played at a higher pitch In the second playing, the tune was played at a lower pitch In the second playing, the tune was played with longer notes In the second playing, the order of the music changed In the second playing, the tune was played with shorter notes In the second playing, the tune was played slower In the second playing, the tune was played on a different instrument
Part 7 – VOCABULARY Look at the music symbols below. Using the words at the bottom of the page write in the names of these symbols underneath in the spaces provided.
Treble Clef
Walk
Running
8
Rest
Stave
I like music because… ME My name is _______________________________, I am ______ years old. I was born on the ______ of ________________ in the year _______. Before Jo Richardson Community I went to _________________ School. My favourite colour is ___________________ My favourite film / TV programme is ___________________
(1)
Do you listen to music every day? YES
(2)
How much time do you spend listening to music a week? 1 – 2 hours
(3)
2 – 4 hours
NO
More than 4 hours
Less than 1 hour
What style (type) of music do you like listening to? Classical Gospel other
Jazz
Pop
Rap (you may tick more than one)
say what: ___________________
(4)
What groups or singers do you like? ___________________
(5)
Why are they your favourite group or singer? ___________________
(6)
Do you buy CD’s or downloads of your favourite music? YES NO
(7)
Music makes me feel: thoughtful relaxed other
(8)
sad
full of energy
say what: ___________________
I have had lessons in playing the: keyboard piano other
(9)
happy
guitar
violin
trumpet
drum kit
trumpet
drum kit
say what: ___________________
I would like to learn: keyboard piano other
guitar
violin
say what: ___________________
(10) Have you ever played or sung in a musical group or band? YES
NO
(11) Did you enjoy this?
YES
NO
(12) Would you like to play or sing in a musical group?
9
YES
NO
Unit 1 Samba – Self Assessment Circle the number which best describes the following skills: Remember 1 is high, 5 is low Evidence Take a leading role when working with others
1 2 3 4 5
Playing an independent part within an ensemble (group)
1 2 3 4 5
Understand where and why Samba is played in Brazil
1 2 3 4 5
Make decisions that affect the success of the performance
1 2 3 4 5
Work well with others making positive contribution
1 2 3 4 5
Our group performance‌ 1)
Did your Samba performance contain
a main groove
YES
NO
a break
YES
NO
4
5
2)
How good was your timing? (circle)
3)
Describe how your piece ended:
4)
How successful do you think your ending is?
5)
What would you do differently next time?
10
1
2
3
Unit 1 Samba – Listening Task Listen carefully to the following extracts of Brazilian Samba music: 1)
How would you describe Samba music to someone who has never heard or played it before?
2)
Give two reasons why this music would be suitable for a carnival? i) ii)
3)
Describe the two different sections below in a Samba performance: Main Groove Break
4) Below are four Samba instruments. Write down their names and match the instrument to the correct rhythm by drawing a line between the two. Instrument
Name
Rhythm
___________
___________
___________
___________
11
Unit 3 Elements – Self Assessment 1)
What was good about your own performance?
2)
What was good about our class composition?
3)
Describe how your groups’ composition used each element:
Tempo Dynamics Articulation
Unit 3 Elements – Listening Task Describe the musical elements below for each extract of music: Extract
Tempo
1
Dynamics Articulation Tempo
2
Dynamics Articulation 15
Target Setting – Autumn Term Circle the number which best describes the following. Remember 1 is high, 5 is low. How good has my behaviour been
1
2
3
4
5
My participation has been
1
2
3
4
5
How well have I worked with others
1
2
3
4
5
How well have I worked on my own
1
2
3
4
5
How well have I used my time
1
2
3
4
5
I listened to the teacher
1
2
3
4
5
Tick ď ? the sentence which best describes your effort for the Autumn Term. 1
I have been hardworking and enthusiastic
2
I have made good effort most of the time
3
I have usually made satisfactory effort
4
I have occasionally made some effort
5
I need to make more effort
Write a target that you would like to achieve in your music lessons.
How will you achieve this target?
Teacher Awarded Effort Grade
14
Unit 2 Pitch & Melody – Self Assessment Circle the number which best describes the following skills: Remember 1 is high, 5 is low I can work out the letter names of the notes on the stave
1 2 3 4 5
I can perform from simple music notation
1 2 3 4 5
I can perform with confidence and expression
1 2 3 4 5
I can keep in time with others when performing in groups
1 2 3 4 5
I work well with others making a positive contribution
1 2 3 4 5
1) Describe one skill that you have really worked on in this unit?
2) Give 2 reasons why you think it is important to notate musical ideas. i) ii) 3) Write down the letter names of the following notes:
4) Write down the names of 2 pitched and 2 un-pitched musical instruments. 1) 2) 3) 4)
Pitched Pitched Un-pitched Un-pitched
12
Unit 2 Pitch & Melody – Listening Task Study the following melodic shapes; can you work out the names of the well-known tunes? Write your answer in the space below the melody. 1)
Name of well-known tune: _______________________ 2)
Name of well-known tune: _______________________
HINT Ba Ba Black Sheep Twinkle Twinkle Little Star Humpty Dumpty Sat on a Wall Oh When the Saints Swing Low Sweet Chariot EastEnders Simon May & Leslie Osborne Listen to a performance of this piece. Add in the missing notes to complete the melody. Think about the shape and direction of the melody, there is one leap. The rhythm has been given. running
running
walk
walk
snooze
13
Unit 4 Musical Sandwiches – Self Assessment Tick the skills which you have learnt this half term. Give yourself a level for each skill. (Remember 1 is high, 5 is low)
circle To be able to compose to given musical structures
1 2 3 4 5
Create contrast, variety and unity in your compositions
1 2 3 4 5
Further develop small group rehearsal skills
1 2 3 4 5
To be able to show awareness of others in your group
1 2 3 4 5
Identify different structures & changes in music
1 2 3 4 5
1) What do you think was the best part of your group’s composition and why was it good?
Listen to the other groups’ compositions. Choose one of these pieces and answer the following questions The piece I have chosen is by Group _______________ 2) How much contrast was there between the A and B sections? (Circle your answer) A big contrast
A noticeable contrast
A little contrast
Very little contrast
3) How smoothly did they get from one section to another? Very smoothly
Quite smoothly
With some problems
Not
4) What was the best thing about this composition and performance?
16
Unit 4 Musical Sandwiches – Listening Task Chopin Raindrop Prelude Frederic Chopin, a Polish composer wrote a number of preludes for piano solo. This one has a repeated note throughout which sounds like raindrops to many listeners, hence the title. Listen carefully to this piece, which is in an A B A (Ternary) structure, and answer the questions below for the A and B sections:
A section 1)
Describe the tempo (speed) of the music?
2)
Describe the dynamics (volume) of the music?
3)
Describe the mood that the music creates for you?
B section 1)
Describe the tempo (speed) of the music?
2)
Describe the dynamics (volume) of the music?
3)
Describe the mood that the music creates for you?
17
Target Setting – Spring Term Circle the number which best describes the following. Remember 1 is high, 5 is low. How good has my behaviour been
1
2
3
4
5
My participation has been
1
2
3
4
5
How well have I worked with others
1
2
3
4
5
How well have I worked on my own
1
2
3
4
5
How well have I used my time
1
2
3
4
5
I listened to the teacher
1
2
3
4
5
Tick ď ? the sentence which best describes your effort for the Autumn Term. 1
I have been hardworking and enthusiastic
2
I have made good effort most of the time
3
I have usually made satisfactory effort
4
I have occasionally made some effort
5
I need to make more effort
Write a target that you would like to achieve in your music lessons.
How will you achieve this target?
Teacher Awarded Effort Grade
18
Unit 5 Keyboards & ICT – Self Assessment Module 5 – Keyboard & ICT Introduction & Performance Tick the skills which you have learnt this half term Finding the notes on a Keyboard Changing voice, style and accompaniment patterns Reading notes on the Treble Clef Stave Performing melodies from music notation Demonstrate keyboard technique for right hand To be able to perform a duet confidently to an audience
Complete the following sentences 1. The voice button
2. The tempo button
3. The style button
4. The accompaniment function
5. Write out a basic Rock drum pattern on the grid below: -
19
Target Setting – Summer Term Circle the number which best describes the following. Remember 1 is high, 5 is low. How good has my behaviour been
1
2
3
4
5
My participation has been
1
2
3
4
5
How well have I worked with others
1
2
3
4
5
How well have I worked on my own
1
2
3
4
5
How well have I used my time
1
2
3
4
5
I listened to the teacher
1
2
3
4
5
Tick ď ? the sentence which best describes your effort for the Autumn Term. 1
I have been hardworking and enthusiastic
2
I have made good effort most of the time
3
I have usually made satisfactory effort
4
I have occasionally made some effort
5
I need to make more effort
Write a target that you would like to achieve in your music lessons.
How will you achieve this target?
Teacher Awarded Effort Grade 20
Targets Personal Learning & Thinking Skills Independent enquirers
Creative thinkers
1. Generate and explore ideas / possibilities 2. Try out alternatives 3. Adapt ideas as circumstances change 4. Connect own and others’ ideas in inventive ways
Reflective learners
Team workers
1. Collaborate with others to achieve common goals and targets 2. Reach agreement and manage discussion 3. Show fairness and consideration to others 4. Contribute positively and constructively
Selfmanagers
Effective participators
1. Discuss and share ideas / possibilities 2. Propose practical ways forward 3. Identify improvements 4. Perform and present ideas justify outcomes
A
Concentrate and listen to teachers instructions
B
Listen to the contributions of others in the group
C
Be involved in all musical activities
D
Work with a variety of people
E
Take a lead when working and performing with others
F
Be confident when sharing work
G
Support other performers by remaining quiet
H
Improve concentration during rehearsal time
I
Make the most of practice time, be organised and focused
J
Develop good performance skills on a variety of instruments
K
Perform from different types of written music and from memory
L
Listen to and talk about lots of different types of music
M
Develop and use a wide range of music words
N
React positively to other peoples suggestions and ideas
O
Explore musical ideas and try them out in your own work
P
Make positive comments about the work of others
National Curriculum Levels
Level 3
Level 4
sing and perform simple parts improvise short patterns combine sounds to suggest new ideas show awareness of notations recognise the different musical elements make adjustments to their own work.
perform with others, keeping to their own part improvise phrases within a group performance compose by developing ideas (within a given framework) understand various notations and their uses analyse and compare music, using musical language suggest improvements to their own and others' work.
Level 5
Level 6
Level 7
perform significant parts, with an awareness of how they fit with others improvise freely (within given structures) compose music to a given brief make use of various notations analyse and compare musical features in a variety of music’s understand how venue, occasion and purpose affects music refine and improve their own work. perform confidently, with expression make adjustments to their own part within a group performance improvise/compose in different styles and for different purposes use relevant notations to plan, revise and refine material analyse, compare and evaluate music, with an awareness of context & occasion make improvements to their own and others' work in the light of the chosen style. identify and explore music from different styles, genres and traditions recognising musical conventions and influences perform in different styles making positive and significant contribution to ensemble and use of relevant notations. compose pieces in different styles, genres and traditions developing and extending musical ideas within given or chosen structures
Your National Curriculum Targets My End of Year National Curriculum Target Grade My Actual End of Year National Curriculum Grade
4a