Key Stage 3 – Year 9 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 11 Guitars Self Assessment Unit 11 Guitars Listening Task Unit 12 African Drumming Self Assessment Unit 12 African Drumming Listening Task Autumn Term Target Setting
4 5 6 7 8
Unit 13 Blues Self Assessment Unit 13 Blues Listening Activity Unit 14 Ground Bass / Club Dance Self Assessment Unit 14 Club Dance Listening Task Spring Term Target Setting
9 10 11 12 13
Unit 15 Song Writing Self Assessment My Music Extension Task
14 15
End of Key Stage 3 Review Targets & PLTS National Curriculum Levels
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…
L7
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:
Compare and explore the different characteristics of a range of styles, genres and traditions
Perform stylistically, reflecting the distinctive character of the music
Evaluate the use of musical conventions and how different contexts are reflected in their own and others’ music
Compare and explore how and why specific styles, genres and traditions change over time
L6
L5
L4
Draw ion internalised sound to manipulate musical ideas and make use of relevant notations Produce coherent, varied compositions that explore musical conventions and characteristics in range of styles
Make critical judgments when refining and discarding your own ideas Evaluate your own and others’ music and suggest appropriate refinements
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
Improve your own and others’ work in relation to its intended purpose and functions 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
Evaluate how well your composing and performing intentions have been achieved and suggest improvements
Guitars & Band work end of unit assessment African Drumming end of unit assessment Blues end of unit assessment Club Dance end of unit assessment Music Exam Mark 2
What you will learn in Music In Year 9 you will be covering the following topics in your music lessons: Topic
Length
Guitars & Band Work
6 weeks
West African Drumming & Singing
6 weeks
Blues
8 weeks
Ground Bass &Club Dance Remix
5 weeks
Song Writing
6 weeks
Content An introduction to guitars through performance activities. Explore the different types of guitar; develop performance techniques, including strumming and picking. Learn how to read guitar tablature, simple guitar chord diagrams, Perform melodies, chords and bass lines to a variety of guitar pieces and songs including ‘Getting’ in the Groove’ and REM ‘Everybody Hurts’. An introduction to the music of Ghana. Explore polyrhythm and polymetre through the performance of authentic African music of the Ewe people. Sing African songs, learn about the importance of music and dance in West African culture. Discover how African rhythms have influenced popular music of today. Work with others to create performances of music from different genres, styles and traditions. In this module you will have the opportunity to learn about the origins of blues, the development and how the music plays an important role in a spiritual, social, historical and cultural context. You will explore the 12 bar blues structure; chord progressions, call and response, melodic writing, improvisation and scales including pentatonic, which will allow you to compose and perform original pieces as well as standard blues pieces with an awareness of style and expression. This module explores repetition and contrast in music through the exploration of a particular structural compositional device, i.e. Ground Bass. You will have the opportunity to compose melodies and chord sequences over a given ground bass paying particular attention to texture, dynamic and timbre changes. Listening exercises demonstrate how ground bass has been used as a compositional device throughout the history of music. Use music technology; Cubase and Soundation to compose your own dance music pieces. Compose songs using a variety of stimuli including words, images and music specific occasions. You will have the opportunity to arrange your own compositions for available instruments and voices. You will also be introduced to a variety of industry standard software applications to support your creative work. Listening activities and analysis tasks will develop students’ awareness of structure; hook writing, use of riffs, lyric writing and arranging. An introduction to copyright will cover the basic facts about music copyright in the UK; looking at sampling, remixes, cover versions, the impact of YouTube and performing.
3
Unit 11 Guitars – Self Assessment Circle the number which best describes the following skills: Remember 1 is high, 5 is low Evidence I can play / read guitar chord windows
1 2 3 4 5
I can read guitar tablature (TAB)
1 2 3 4 5
I can play the chords of A, D, G and E minor on guitar and bass guitar
1 2 3 4 5
I can play the bass notes A, D, G and E on guitar
1 2 3 4 5
I can perform my part to ‘Everybody Hurts’ and ‘Getting’ in the Groove’
1 2 3 4 5
I can sing the melody to ‘Everybody Hurts’ and ‘Getting’ in the Groove’
1 2 3 4 5
1)
Describe a skill that you have really worked on in this unit: -
2)
Describe the differences between the music played by these three different guitar parts: i)
The lead guitar plays
ii) The rhythm guitar plays iii) The bass guitar plays 3)
Name the following chords (choose from D, G, A, and E minor)
4
Unit 11 Guitars – Listening Task Listen to the following piece of music: REM ‘Everybody Hurts’ Answer all the questions below: -
1)
How many bars (4 beats each) long is the introduction?
1 2)
6
8
10
12
2
3
4
6
8
10
12
2
3
4
6
8
10
12
How many bars long is the 1st verse? (up to ‘well hang on’)
1 5)
4
How many bass guitar notes are played in each bar?
1 4)
3
How many hi-hat beats are played in each bar?
1 3)
2
2
3
4
6
8
10
12
Describe two ways the bass line changes at the end of the first verse? (after ‘well hang on’) i) ii)
6)
Describe two ways that the music is different in the chorus (from ‘don’t let yourself go’) from the verse: i) ii)
7)
Describe how the vocals change in the second verse: -
8)
What new instruments are added to the texture in the second chorus?
5
Unit 12 African Drumming – Self Assessment Circle the number which best describes the following skills: Remember 1 is high, 5 is low Evidence Understand the social and cultural importance of 1 2 3 4 5 African Drumming Playing an independent polyrhythmic part within a class / group performance
1 2 3 4 5
To understand the concept of metre and polymetre
1 2 3 4 5
Work well with others making positive contribution
1 2 3 4 5
Learn to sing an African song
1 2 3 4 5
Our class performance‌ 1)
Which part did you play? Cabasa
Agogo Bell
Bongos
Low Drum
2)
Describe the structure of the performance:
3)
What was good about your contribution to the performance?
4)
How could the quality of the class performance be improved?
6
Unit 12 African Drumming – Listening Task Agbekor music and dance of the Ewe People: 1) You will hear this piece of music 3 times. Write down the order that the instruments come in by putting 1, 2 or 3 in the box next to the instrument name: instrument
order
Gancogui (agogo bell) Atsimevu (drum played with sticks on barrel at first) Sogo (played on the drum head using two different tones) 2) The master drummer is playing the atsimevu drum. How is this part and role different from the other musicians as the piece develops?
3) Which part of Africa does this extract come from? (underline your answer) West Africa
North Africa
East Africa
South Africa
4) Which of the following descriptions best describes the concept of polymetre? (tick your chosen answer)
Two different instruments played at the same time Two different time signatures played at the same time Two different songs played at the same time
7
Unit 13 Blues – Self Assessment My Blues performance‌ 1)
Chords I learned to play the chords of
(name the chords)
On the 2)
(name the instrument or instruments)
Melody I learned to play blues melodies on (name the instrument or instruments)
3)
Bass line I learned to play the bass line to the blues on the (name the instrument or instruments)
4)
Improvisation I learned to play the blues scale (or minor pentatonic scale) on the
Did you make up (improvise) your own melodies using this scale? Yes 5)
No (circle your choice)
In the group work I performed the
part on the (name the instrument)
I also learnt to
(Choose from this list or add your own skills learned or achievements made) Write lyrics Lead the group
Make up melodies
Help arrange the music for a group
Perform under pressure
Count bars in my head
Fit my part in with others
Memorise the 12 bar blues chord sequence
9
Unit 13 Blues – Listening Task I’m Leavin’ You by Howlin’ Wolf Howlin’ Wolf (real name Chester Burnett) was a Chicago Blues musician. The Chicago Blues style was created when unemployed black farmers left the countryside for the cities during the economic depression of the 1930s. This city style of blues uses amplified instruments and voices together with a strong, tight rhythm. It was also influenced by the jazz styles heard in Chicago at the time. This recording was made in 1958 and released as a single on the legendary Chess label. 1. What is the first instrument that you hear? 2. How many bars long is the introduction? (4 beats in a bar) 1
2
3
4
3. What keyboard instrument can you hear? 4. How does the backing change for the first four bars of the second chorus? 5. What new instrument appears in the fourth chorus? 6. What name describes the fourth chorus? 7. Describe what the rhythm guitar plays
8. Describe what the lead guitar plays
10
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 14 Ground Bass – 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
Explore changes in texture, dynamics and tempo
1 2 3 4 5
Create contrast, variety and unity in your compositions
1 2 3 4 5
Confidently use music technology to compose pieces
1 2 3 4 5
Use drum editor to programme dance drum patterns
1 2 3 4 5
1) The task was to
2) What do you think was the best part of your composition and why?
Listen to the other groups’ compositions. Choose one of these pieces and answer the following questions The piece I have chosen is by _____________________ 3) Describe how this composition uses the following musical elements: Rhythm Melody Texture Structure 4) What was the best thing about this composition and why?
11
Unit 14 Club Dance – Listening Task Listen carefully to the following 2 extracts of music. They are both based on Pachelbel’s canon, making use of the bass line and chord sequence. In the table below describe each piece and show anything else 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 texture of each piece? 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
12
Unit 15 Song Writing – 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 understand song structures; Verse & Chorus
1 2 3 4 5
Compose and perform chord sequences
1 2 3 4 5
Write a set of lyrics and perform them to a pulse
1 2 3 4 5
Create a melodic line for a set of lyrics
1 2 3 4 5
Add bass and melodies to chord sequences
1 2 3 4 5
Compose songs using music technology
1 2 3 4 5
1) The task was to
2) Describe how you can use computers to help create music:
3) Describe how your song uses the following musical elements: Rhythm Melody Texture Structure 4) What do you think was the best part of your composition and why?
14
My Music – Extension Task Listening Project by ______________________ (name) Choose a piece of music by your favorite band our artist. Using www.youtube.com listen to your chosen track. (Use information from www.google.com to help you, for example artists/genre search) Your chosen track can be anything as long as the language and content of the track is appropriate. Using the following guidelines, write a 2 – 3 minute presentation on your chosen piece. (30 seconds of this should be put aside to play your track)
1)
Who is your chosen track by and what is it called?
2)
Tell us about 5 things (in detail) that you like the most about this track?
3)
Is there anything you do not like about the track? (If you wrote it would you do anything differently?)
4)
Can you tell us the names of any other tracks by this artist?
5)
What style of music is your chosen piece?
6)
What other bands / artists play in this style?
Now write up your information into a presentation 15
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
13
Unit 11 Band Work – Self Assessment Circle the number which best describes the following skills: Remember 1 is high, 5 is low Evidence Arrange a performance of a song in a popular style
1 2 3 4 5
To understand how different parts combine
1 2 3 4 5
Perform showing an awareness 1 2 3 4 5 of other, balance and tempo 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 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)
1 2 3 4 5
End of Key Stage 3 Review Now that you have completed the Key Stage 3 Music Course complete the following questionnaire (be honest with your answers): Please tick the box that represents your view Strongly Agree
Agree
Disagree
Strongly Disagree
Don’t Know
I have enjoyed the topics covered in Key Stage 3 Music lessons
Since starting in Year 7 I have taken up lessons on an instrument / voice
I have had opportunities to perform in a variety of ensembles / groups
I have had the opportunity to sing and enjoy singing different songs
I have had the opportunity to create my own music using a variety of resources including computers
Music lessons have helped me develop my self confidence
I have a better understanding of music from different genres, traditions and cultures.
I listen to more music from different genres, traditions and cultures
I am more confident when talking about music
I am more tolerant about others people’s view about music
I would like to continue studying music at GCSE Level
Which topic did you enjoy the most? reasons…
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
17
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 18