Welcome to the Music Department
Mission Statement
Rationale
Music, alongside literature, drama and visual arts is an essential part of a broad arts curriculum. It has an important part to play in developing the aural sense; the ability to listen and respond to sound as a means of communication and expression.
By encouraging sensitive awareness of sound and its evocative power and involving pupils in the handling of the medium in a variety of contexts, music is able to contribute to the development of life skills, give pupils a sense of personal achievement and satisfaction and contribute to the ethos and working atmosphere of the school.
Aims Of Music Education
- To engage all pupils
- To build upon the foundations which have been laid by the Primary schools by developing an understanding of the language of music through a programme of performing, composing and listening skills.
- To develop the ability to express and communicate feelings and emotions through sound.
- To assist the pupils in their Christian formation by the preparations and performance of sacred music and hymns in both ancient and modern styles, and, where appropriate to assimilate music from other cultures
- To develop the ability to relate music to other curriculum areas and the outside world
Departmental Staff
Mrs. S. Savage (Head of Music)
Mr. D. Peffer
Visiting Instrumental Teachers
Mr. D. Ormiston (Woodwind)
Mr. J. Rudkin (Brass)
Mr. G. Miller (Upper Strings and Piano)
Mr. T. Johnson (Drums)
Mr. P. Robson (Guitar)
Music
The Music Department consists of a team of two specialists and an excellent team of instrumental teachers. The department is a vibrant and successful part of the school and offers an excellent choice of extra-curricular activities.
At Key Stage 3, pupils are taught for 1 hour a week and follow a course in Music which consists of three inter-related areas:-
Performing, Composing and Listening
The emphasis of much of the course is on practical music-making; performing using voices, tuned and un-tuned percussion instruments electronic keyboards and guitars. Pupils also use music software and CD ROMs for research at various stages throughout the course. They are frequently expected to work individually, in pairs and in small groups. Those pupils who are learning to play other instruments are encouraged to use them during lessons, when appropriate. Pupils listen to and appraise their own compositions and performances and the music of other composers, past and present. Music listened to comes from the British Isles, the European classical tradition and from other countries of the world.
All pupils follow, at a pace to suit their ability, a structured course in playing the electronic keyboard. This not only enables pupils to develop the skills needed to play the keyboard, but it is also one of the main ways of learning musical literacy.
Unit topics this year are:-
Year 7
- Exploring Musical Processes (QCA Bridging Unit)
- Exploring Rhythm
- Musical Instruments and Keyboard Skills.
- Musical Structures
- Music of Africa
- 19th Century Western European Music
Year 8
- Tyneside Folk Music
- Blues and Jazz
- Music of the Baroque
- Reggae
- Music of India
Year 9
- Music for Film
- The Popular Song since 1950
- Music for Dance
- Classical Music and the Growth of the Orchestra
- Music for Special Events
Key Stage 4 (Edexcel. www.edexcel.com)
Key Stage 5 (AQA www.aqa.org.uk)
- Unit 1 – Influences on Music
- Unit 2 – Composing: Creating Musical Ideas
- Unit 3 – Performing: Interpreting Musical Ideas
- Unit 4 – Music in Context
- Unit 5 – Composing: Creating Musical Ideas
- Unit 6 - Performing: A Musical Performance
Class work is supported by homework which is set regularly. Homework tasks will vary. They may take the form of written work, listening, investigation, learning and, where appropriate, practical preparation for the next lesson.
A pupil’s progress is regularly assessed through classroom observation and Performing, Composing and Listening tasks. Formal written exams in January and June test musical theory/literacy and listening skills
Parents are able to support the work of the Department in the following ways:
- Talk to your son about his Music lesson. What have they done today – played instruments, composed a piece of music, or listened to music?
- Listen to their performance or composition, if possible.
- Encourage them to listen to a range of different styles of music.
- Extra Curricular Activities
The Department believes in providing extra-curricular activities which cater for the interests of all its pupils. The Department’s traditional ensembles and the numerous Pop groups perform regularly at concerts both inside and outside of school. New initiatives are always welcome to further the music making of all the pupils in the school.
Alongside Newcastle Music Service, instrumental tuition is also provided by NEMCO.
- Wind Band
- Funk Band
- Ceilidh Group
- Rock and Pop Academy
- Theory/Music Tec Club
Not only is the Department very proud of its achievements but it is also very keen to continue building upon its success. As they say in the song “The only way is up!”
COURSE Music
EXAM BOARD Edexcel
HEAD OF DEPARTMENT Mrs S Savage
COURSE DETAILS
GCSE music is a practical based course which requires students to perform, compose and listen to music. In addition to this students will be required to develop their theoretical understanding of music as well as their use of music ICT (e.g. Sibelius).
Prior to commencing this course in Year 10 it is recommended that students should receive additional tuition on a specific instrument and have achieved at least grade 1 theory. It is strongly recommended that students attend at least one extra-curricular group in order that they can develop the necessary ensemble skills.
Unit 1: Performing Music (30% of the total GCSE)
One solo performance
One ensemble performance
Unit 2: Composing Music (30% of the total GCSE)
Assessment
Two compositions, or
Two arrangements, or
One composition and one arrangement
Unit 3: Listening and Appraising (40% of the total GCSE)
A 1 hour and 30 minute written paper
All questions relate to the set works
The paper will be in two sections
- Section A: eight compulsory questions in response to extracts from the set works that will be played on a CD during the examination (68 marks)
- Section B: one question from two optional questions on the set works, requiring extended writing (12 marks)
AREAS OF STUDY/TOPICS
Students will be required to study 4 areas of study. Each area of study includes three set works that will be the subject of the examination in Unit 3. The compositions in Unit 2 will also be linked to these topics.
- Western classical music 1600 – 1899
- Music in the 20th Century
- Popular music in context
- World music
HOW CAN YOU FIND OUT MORE?
Ask Mrs Savage
