SUBJECT AIM
GCSE Music exposes students to a wide range of musical genres, enabling them to practically master their chosen instrument and enhance their musicality and theoretical understanding. Music has something for everyone. Regardless of your starting point, your cultural beliefs and your ability to perform, music is universal and has something for you! Choosing music will enhance your self-esteem, help you develop as a person and engage all areas of your brain which helps to improve your performance in all subjects. ‘Getting lost’ in music is great for students. It allows you to be creative, innovative and requires dedication and commitment. Students will work independently and collaboratively on various styles and pieces and develop a critical understanding of elements of music.
WHAT YOU WILL STUDY
The Music GCSE consists of 3 elements:
- Listening and appraising music
- Performing
- Composing
HOW WILL YOU BE ASSESSED
Component 1 Written Examination | Component 2 Coursework | Component 3 Coursework |
· 40% · Listening · Written examination based on CD recordings. (70 marks)
| · 30% · Performing · Two prepared performances (50 Marks) 1. Individual 2. Ensemble | · 30% · Composing · Two contrasting compositions (50 Marks)
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WHAT THIS SUBJECT CAN LEAD TO
- Performer, Composer, Researcher, Critic, Music Management, Music Therapist, Stage Management, Journalist, Production Management, Film, Radio, Musical Director and Teacher just to name a few!
Please click on the arrow for a detailed breakdown:
| Unit / Block of work | Key Episodes / Questions | Additional Detail | Colour Code | Length of time. | Possible Symbol? | Learner Attribute(s) |
| Introdution to GCSE Music | • Build on knowledge and experience at KS3 • Consolidate basic musical vocabulary and knowledge, • Study exemplar performances and compositions • Look at the assessment criteria for the coursework tasks. | 3 weeks | ||||
| Vocal Music Set Works | • Explore these pieces by using the students’ knowledge and understanding of musical elements, musical contexts and musical language to make critical judgements about the music. Once each piece has been studied comparative and evaluative skills can be practised between the two. | 4 weeks | ||||
| Free composition Excersises | • Discuss possible routes into free composition based on KS3 experiences • Give examples and guidance towards inspirations. | 1 week | ||||
| Solo Performing | Preparation for the performance component is ongoing. | Ongoing | ||||
| Vocal Music Wider listening | • Explore other settings of words to music for soloist and accompaniment, which may include: – arias by G.F. Handel and J S Bach – songs by The Beach Boys and Alicia Keys – if time, songs by Schubert, Faure and/or Britten. • In each case looking at the relationship of the words and music, and the use of musical elements, musical contexts and musical language. • There should be coverage of the full chronological period from 1600s to 1900s, including a range of structures (strophic, through-composed, verse and chorus, da capo aria, etc.) and styles. | 5 weeks | ||||
| Free composition | Free composition is ongoing. | Ongoing | ||||
| Performing | Preparation for the performance component is ongoing. | Ongoing | ||||
| Instrumental Music 1700-1820 | • Explore these pieces by using the students’ knowledge and understanding of musical elements, musical contexts and musical language to make critical judgments about the music. Once each piece has been studied comparative and evaluative skills can be practised between the two. • The set works should be able to show the link between Baroque instrumental music and dance genres, and introduce fugue, and also the 19th-century Romantic sensibility in music and its application to sonata form. | 4 weeks | ||||
| Free composition | Free composition is ongoing. | Ongoing | ||||
| Performing | Preparation for the performance component is ongoing. | Ongoing | ||||
| Instrumental Music 1700-1820 Wider listening | • Explore pieces in genres related to the two set works, which may include: – concerti by Vivaldi – concerto Grosso by Handel – piano sonata movements by Haydn and Mozart. • In each case relating the music to the set works studied through their use of musical elements, musical contexts and musical language. • The works studied here should give a background to the set works already studied. The concerto movements give a context for the Bach set work and the piano sonata movements should show a progression in the writing for piano and in the development of sonata form. | 4 weeks | ||||
| Free composition | Free composition is ongoing. | Ongoing | ||||
| Performing | Preparation for the performance component is ongoing. | Ongoing | ||||
| Music for Stage and Screen | • Explore these pieces by using the students’ knowledge and understanding of musical elements, musical contexts and musical language to make critical judgements about the music. Once each piece has been studied comparative and evaluative skills can be practised between the two. • The study of the set works should examine popular contemporary musical theatre styles and also composing sound to match pictures. | 4 weeks | ||||
| Free Composition | Free composition is ongoing. | Ongoing | ||||
| Performing | Preparation for the performance component is ongoing. | Ongoing | ||||
| Music for Stage and Screen wider Listening | • Explore pieces in genres related to the two set works, which may include: – songs from musicals like Matilda and Hairspray – excerpts from other film scores by Deborah Lurie and composers like Howard Shore. • In each case relating the music to the set works studied through their use of musical elements, musical contexts and musical language. • The wider listening should enhance the study of contemporary musical theatre and matching music with images undertaken in the set works | 4 weeks | ||||
| Composition Briefs | Discussion of composition briefs using the guidelines in the specification as a basis for discussion as to how briefs might be tackled. | Ongoing | ||||
| Performing | End of year Mock and Performance recording. | Ongoing |
| Unit / Block of work | Key Episodes / Questions | Additional Detail | Colur Code | Length of time. | Possible Symbol? | Learner Attribute(s) |
| Revision of Year 1 | Instrumental music – Vocal Music – Music from Stage and screen – Fusion Music | 5 weeks | ||||
| Selection of Composition Brief | What is a brief? Compositional techniques in Music | |||||
| Performing | Solo performance skills – Ensemble performance skills | |||||
| Fusions set work | • Explore these pieces by using the students’ knowledge and understanding of musical elements, musical contexts and musical language to make critical judgements about the music. Once each piece has been studied comparative and evaluative skills can be practised between the two. • The individual cultures that have been ‘fused’ should be isolated and the resulting fusion evaluated as a work of popular culture. | 4 weeks | ||||
| Composing to Brief | ||||||
| Performing | ||||||
| Fusions wider listening | • Explore pieces in which two or more styles are combined to create a fusion, which should include music from African, Turkish, Afro-Cuban Jazz and Latin traditions. • In each case relating the music to the set works studied through their use of musical elements, musical contexts and musical language. • The stylistic characteristics of each individual style must be isolated and then the fusion of the styles evaluated for its effectiveness. | 4 weeks | ||||
| Composing to brief | ||||||
| Performing | ||||||
| Revision of all set works | Consolidation of all set works – practice exam questions | 3 weeks | ||||
| Complete free composition | ||||||
| Complete Brief composition | ||||||
| Record Performances | 3 weeks | |||||
| Revision of all set works | 5 weeks | |||||
| Practice wider listening | Mock exam papers | |||||
| Submission of coursework | ||||||
| Written examination |