Key Stage 3 – Year 8 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
2 3
Unit 6 Band Work Self Assessment Unit 6 Band Work Listening Activity Unit 7 Pitch & Scales Self Assessment Unit 7 Pitch & Scales Listening Task Autumn Term Target Setting
4 5 6 7 8
Unit 8 Indian Music Self Assessment Unit 8 Indian Music Listening Task Unit 9 Minimalist Music Self Assessment Unit 9 Minimalist Music Listening Task Spring Term Target Setting
9 10 11 12 13
Unit 10 Film Music Self Assessment Unit 10 Film Music Listening Task Summer Term Target Setting
14 15 16
Targets & PLTS National Curriculum Levels
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
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
Choose appropriate ways of creating and realising music in different styles, genres and traditions
L5
L4
Identify and explore how and why musical devices are used in arrange of music
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 Perform by ear and from simple notations
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
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
Band Work end of unit assessment Pitch & Scales end of unit assessment Indian Music end of unit assessment Minimalist Music end of unit assessment Film Music end of unit assessment Extended Homework Mark Music Exam Mark 2
What you will learn in Music In Year 8 you will be covering the following topics in your music lessons: Topic
Length
Content
Band Work
6 weeks
Pitch & Scales
6 weeks
In this module you will have the opportunity to work in a whole class band to further develop your ensemble skills. Explore the role of different members in a band performing different parts of a popular song as well as learn about popular song structure, chords patterns, rhythms sections, melodies and bass line. Explore pitch and scales in music and learn how composers use particular groups of notes to create a particular mood or intended effect. You will have the opportunity to work in small groups to create your own compositions based on a choice of four scales including, minor and whole tone scales.
Indian Music
6 weeks
An introduction to the classical music of North India. Learn how the music is made up and how it plays an important role in a spiritual, social, historical and cultural context. Compose and perform original pieces based on Indian musical ideas on a variety of instruments.
Minimalist Music
6 weeks
Study the work of leading composers of today, including Philip Glass and Steve Reich. Explore in whole class workshops key features of minimalist music, such as phase-shifting, transformation and interlocking patterns. Apply your knowledge, skills and understanding of minimalist music to compose your own pieces using music technology.
Film Music
6 weeks
Develop an understanding of the importance of music in a film. Learn how to compose music for a particular scene or film genre using music technology, demonstrating an awareness of how music elements and devices are used to create a particular mood or intended effect. Learn to write about music heard; appraising your own and others work.
End of Year Review 1)
Which topic did you enjoy the most? reasons...
2)
What other topics would you like to explore? reasons...
3
Unit 8 Indian Music – Self Assessment Circle the number which best describes the following skills: Remember 1 is high, 5 is low Evidence Understand the social and spiritual importance of 1 2 3 4 5 Classical Indian Music Playing an independent part within an ensemble
1 2 3 4 5
Improvise and explore notes from a particular scale or raga
1 2 3 4 5
Make decisions that affect the success of your contribution
1 2 3 4 5
Work well with others making positive contribution
1 2 3 4 5
Our class performance‌ 1)
Did our class performance contain
An alap and gat
YES
NO
An improvisation
YES
NO
2)
Describe how the performance started:
3)
What was good about the class performance? (give reasons)
4)
How could the class performance be improved?
9
Unit 8 Indian Music – Listening Task Structure in Indian Classical Music: 1)
2)
You will hear 3 different sections of a piece of Indian Classical music. Match each section to the description (draw a line connecting the two): section
description
JOR
Introduction of the raga through improvisation
ALAP
An exciting conclusion, fast driving tempo
JHALLA
The tala is introduced on the tabla
Listen to the sections again, but this time in the order you would expect to hear them in a piece of Indian Classical music. Write out the correct order below:
Influences of Indian Classical Music: 3)
Describe the two pieces of music you hear. How have they been influenced by the music of India?
Extract
Style
1
Description Influences Style
2
Description Influences
10
Unit 6 Band Work – Self Assessment Stand by Me by Ben E King Circle the number which best describes the following skills: (Remember 1 is high, 5 is low) 1)
Work well with others making positive contribution
1 2 3 4 5
2)
Playing an independent part within an ensemble
1 2 3 4 5
3)
Perform showing an awareness of others, balance and tempo
1 2 3 4 5
4)
Make decisions that affect the success of the ensemble performance
1 2 3 4 5
5)
Perform different parts from simple music notation
1 2 3 4 5
Our group performance‌ 6) I played/sung the I played/sung the
(instrument/voice) (part)
7) What was good about your personal performance:
8) Give your own performance a level (circle) 8) The best things about our class performance were: i) ii) iii)
4
1 2 3 4 5
Unit 6 Band Work – Listening Task You will hear 2 versions of the same piece of music. In the table below describe the two pieces and show anything that is the same: Think about the following... 1. 2. 3. 4. 5. 6.
Can you identify the instruments used? How are the musical ideas organised? Describe the tempo of each piece? Does it change? Describe the dynamics (volume) of each piece. Can you describe the voices and use of voices? What are the styles of each piece?
Piece No.1
Piece No.2
Description
Description
SIMILAR
Which version do you prefer? Give 3 musical reasons‌ 1 2 3
5
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
8
Unit 7 Pitch & Scales – Self Assessment Our group composition… What scale or scales did your group chose?
What instruments did your group use? Name of group member
Instrument
Role
Describe the part that you played. You may choose to use some of the following words: Chords
Bass line
Melody
Ostinato
Improvised solo
Drone
What was good about your personal performance?
What was good about your groups’ composition?
How could your groups’ composition have been improved?
6
Unit 7 Pitch & Scales – Listening Task Study the following score outline.
A
Instrument:
C
Instrument:
B
Instrument:
D
1) What scale is this piece based on?
Dorian
Pentatonic
Whole Tone
2) Name the melodic instruments at A B and C (write your answer in the boxes) 3) Name the other instrument you can hear in this piece: 4) Describe the tempo at C: 5) Give the meaning of the term rit at D:
7
Unit 9 Minimalist Music – Self Assessment Whole class minimalist workshops… 1) Describe each whole class workshop; your contribution and personal performance. How successful was the intended effect? success
Phase Shifting
1 2 3 4 5 success
Transformation
1 2 3 4 5 success
Interlocking
1 2 3 4 5
Describe how you worked when composing your own minimalist piece of music. You can use words from the box at the bottom to help. 2) The task was to
3) This is how we used the following elements and techniques: Motifs Rhythms Texture Structure 4) What was the most successful part of your composition and why?
5) What would you do to improve your minimalist composition?
Pitch
Repetition
Transformation
Melodic Motif
Polyrhythms
Phase Shift
Dynamics
11
Timbre
Looping
Layers
Interlocking
Unit 9 Minimalist Music – Listening Task Lemon Jelly Elements Lemon Jelly, Fred Deakin and Nick Franglen are a British electronic music duo from London, formed in 1998. Their album Lost Horizons was nominated for the 2003 Mercury Prize as well as “Best Dance Act” in the BRIT Awards. In 2008 the duo split and have not worked together since. Listen carefully to this piece, and answer the questions below:
1) What is the correct shape of the repeated pattern heard at the beginning? (circle your answer) 1
2
3
2) How many times is this pattern heard before the voice enters? (circle your answer)
3 times
4 times
5 times
6 times
3) Describe the new layers that are added to the texture as the piece goes on. (write your answers in the spaces below) 1. Instrument / sound Description of the music it plays
2. Instrument / sound Description of the music it plays
3. Instrument / sound Description of the music it plays
4. Instrument / sound Description of the music it plays
12
Target Setting – Spring Term Circle the number which best describes the following. 12 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
13
Unit 10 Film Music – Self Assessment Circle the number which best describes the following skills: Remember 1 is high, 5 is low Evidence To understand how music in a film supports and enhances 1 2 3 4 5 the story line Compose music for a film using music technology
1 2 3 4 5
Combine musical elements to create an intended effect or mood
1 2 3 4 5
Make decisions that affect the success of the composition
1 2 3 4 5
Work well with others making positive contribution
1 2 3 4 5
My Film Music composition‌ 1. What was the most successful part of your composition and why?
2. What would you do to improve your film music composition?
3. Describe how you used the following musical elements in your piece: Melody Tempo Dynamics Texture
14
Unit 10 Film Music – Listening Task Doc Ock Suite by Danny Robert “Danny” Elfman Danny Elfam is a very successful American film composer. He is famous for creating the main title theme for The Simpsons. He has worked closely with the Director Tim Burton on movies such as Batman, Charlie and the Chocolate Factory and Alice in Wonderland. 1)
Describe the mood the composer is trying to create in this piece.
2)
Describe how the composer has used the following musical elements: Dynamics Tempo Timbre Pitch Texture
3)
Describe the ending of this extract
Main Doc Ock Theme / Motif
15
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
16
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 7
Level 6
Level 5
Level 4
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 3
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 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. 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.
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