The KING’S Medium Term Plan - Music

Y10 LC4 Programme – out-going GCSE

Module

Area of Study 1

Analysing three additional set works. Learners will be required to focus their skills on a more formal style of

notated music and adapt to following much larger scores. Learners will learn about the characteristics of Western

Classical Music and study the stylistic features of the Baroque, Classical and Romantic periods. Learners will use

this knowledge and apply their knowledge of Western Classical structures to composition.

AoS1 set works

Handel: And the Glory of the Lord

Mozart: 1st movement (sonata) from Symphony No.40 in Gminor

Chopin: Raindrop Prelude

Building on

prior learning Learners have now learnt how to follow reduced music scores and will now build upon this to follow larger orchestral

and vocal scores. Their understanding of the Western classical traditions will be reaffirmed and extended. Learners

will be introduced to a broad historical understanding of the historical Western periods will be learnt.

Key

vocabulary

Movement Diatonic

Dissonance Terraced Dynamics

Oratorio

Harpsichord Falsetto

System

Alto Clef Tenor Clef

Continuo

Motif Sequence

Phrase

Texture Homophonic

Monophonic

Polyphonic Contrapuntal

Perfect Cadence

Imperfect Cadence Plagal (amen) Cadence

Hemiola

Imitation

Modulation

Rallentando

Ritenuto

Ritornello Ternary

Binary Through composed

General Pause

Recitative Aria

Hemiola

Pedal Symphony

Transpose

Natural horn Legato

Staccato

Crescendo Diminuendo

Trill

Sonata Exposition

Development

Recapitulation Coda/Codetta

Transition

Bridge

Anacrusis

Chromatic

Periodic Phrasing

Circle of 5ths Diminished 7th

Syncopation Countermelody

Imitation

Dominant 7th Dominant preparation

Augmentation

Diminution Sotto Voce

Smozando

Slentando Septuplet

Cantabile

Rubato Enharmonic

Broken chords

Tonic minor Virtuoso

Soft pedal

Una corda Arpeggio

Acciacatura

Pivot note

Overarching

Challenge

question

‘What are the features associated with Western Classical Music?

Lines of

Enquiry

Week 1: What is sonata form? The first and second subjects of the Exposition.

Week 2: How do we analyse and follow an orchestral score?

Week 3: What has been developed in the Development section?

Week 4: How can we identify Mozart’s modulations and harmonic choices?

Week 5: What has been recapped in the Recapitulation?

Week 6: Assessment

Week 7: GAP week

Exam board

links:

Topic

Progress

Statement

LC3 AND LC4: AOS3

In this unit students develop their listening and appraising skills through the study of music across a variety of styles and genres. In their responses to the questions in both sections, students will need to demonstrate an understanding of the following in relation to the set works within the Areas of Study:

the musical elements (pitch, duration, dynamics, tempo, timbre, texture, structure)

identifying how resources are used in different combinations (identifying instruments and groups of instruments)

identifying key musical features

identifying musical and melodic devices (ornamentation, ostinati, riffs, use of imitation, pedal point and sequence)

identifying rhythmic devices (syncopation, hemiola, tuplets)

identifying and discriminating between major, minor, modal,

tonalities and modulating relationships

relating music to the Western Classical tradition

identifying conventions used in different times and places

using appropriate musical vocabulary

expressing and justifying opinions and preferences.

Exam board

links:

Topic

Progress

Statement

LC3: AOS1

In this unit students develop their listening and appraising skills through the study of music across a variety of styles and genres. In their responses to the questions in both sections, students will need to demonstrate an understanding of the following in relation to the set works within the Areas of Study:

the musical elements (pitch, duration, dynamics, tempo, timbre, texture, structure)

identifying how resources are used in different combinations (identifying instruments and groups of instruments)

identifying key musical features

identifying musical and melodic devices (ornamentation, ostinati, riffs, use of imitation, pedal point and sequence)

identifying rhythmic devices

identifying and discriminating between major, minor, modal,

pentatonic, chromatic and atonal tonalities

relating music to the context in which it was created

identifying conventions used in different times and places

using appropriate musical vocabulary expressing and justifying opinions and preferences.

Examination

board grade

descriptors

A Candidates explore the expressive potential of musical resources and conventions used in selected genres, and traditions. They sing and/or play music with a sense of style, command of the resources used and making appropriate gradations of tempo, dynamics and balance. They compose music which shows a coherent and imaginative development of musical ideas and consistency of style and fulfils a brief. They make critical judgements about their own and others’ music using an accurate and extensive musical vocabulary. C Candidates sing and/or play music with control, making expressive use of phrase and dynamics appropriate to the style and mood of the music. They compose music which shows ability to develop musical ideas, use conventions, explore the potential of musical structures and resources and fulfils a brief. They make critical judgements about their own and others’ music using a musical vocabulary. F Candidates sing and/or play music with some fluency and control of the resources used. They compose music which shows some ability to organise musical ideas and use appropriate resources in response to a brief. They describe musical features using a simple musical vocabulary, make improvements to their own work and offer some justification of opinions expressed.

Knowledge and Skills

LO1 - To learn compositional/arranging techniques and learn to apply these independently to complete

Unit 5MU02

LO2 - To understand music theory and apply it showing knowledge and understanding for use in Unit

5MU02/03

LO3 - To perform in front of an audience with an increasing level of technical ability and perfection in

regards to pitch and rhythm for Unit 5MU01

LO4 - To analyse performances using an increasing level of performance interpretation (technical and

expressive control) 5MU01/03

LO5 - To understand structural devices within appraised music 5MU03

LO6 - To analyse music aurally/visually (using a score) and to demonstrate with increasing independence

knowledge and understanding of: musical elements; structural devices; expressive features; contextual

issues; resources and technology. 5MU03

LO7 - Understand features/characteristics belonging to different periods/genres of music. 5MU01/2/3

Week 1

3 hours of

lessons plus 1

hour of home

learning each

week

Lesson 1 Enquiry: Week 1: What is sonata form? The first and second subjects of the Exposition.

(AoS 1)

Mozart Symphony No. 40 in G minor

Hour 1 & 2:

Introduction to area of study one. Learners will listen to the exposition of the symphony.

History of the Classical period. Setting understanding regarding context.

Studying the evolution of music forms.

The chamber orchestra

Exploring and analysing the first subject.

Introduction to orchestral score reading, including transposed score skills.

Hour 3:

Starting composition coursework in the WCM tradition: ternary form.

Home Learning:

Research Mozart and the Symphony No. 40 in G minor. Produce evidence of your research.

Hypothesis:

A child genius makes a lifelong genius.

Success Criteria:

KGP3: Learners understand the movements in the symphony and know where the sonata lies in its layout. Learners can identify the main melody (subject one).

Week 2

3 hours of

lessons plus 1

hour of home

learning each

week

KGP4: In addition to GP3, Learners will understand the different parts of the sonata. They will begin to use some musical vocabulary in the analysis of subject one.

KGP5: In addition to GP3 & 4, Learners will identify subject one using musical vocabulary.

KGP6: In addition to GP3, 4 & 5, Learners will identify how subject one goes on to be developed using musical devices.

scores available in the Edexcel GCSE Anthology of Music ed. Julia Winterson (Pearson Education, 2009)

Audio available on the Edexcel Anthology of Music CD (2009) — CD2

Analysis of the set work and a selection of listening questions available in the Edexcel GCSE Music: Student Book by John Arkell and Jonny Martin (Pearson Education, 2009)

Composition tasks available in Edexcel GCSE Music: Teacher Resource Pack by John Arkell and Jonny Martin (Edexcel, 2009) and Edexcel GCSE Music: Student Book

Week 2

(AoS 1)

Mozart. Symphony No. 40 G minor

Line of enquiry: Week 2: How do we analyse and follow an orchestral score?

Hour 1 & 2

Analysing the exposition: subject 1 & 2; “voicing” of melodies; cadences; modulations; WCM features. Hour 3 Composition coursework Home learning Draw out subject one and two and annotate the analysis points for each. Hypothesis The Western Classical Tradition was discarded by Mozart at the time of composing Symphony No. 40.

Week 3

3 hours of

lessons plus 1

hour of home

learning each

week

Success criteria

KGP3: Learners can identify atypical WCM cadence points.

KGP4: In addition to GP3, learners can identify how the timbre can cut the changing orchestral textures.

KGP5: In addition to GP3 & 4, learners will be able to identify passages of modulation.

KGP6: In addition to GP3, 4 & 5, learners will be able to transpose the transposed instrumental lines to concert pitch to make harmonic sense of the vertical harmonies.

Week 3

(AoS 1)

Mozart: Symphony No.40 in G minor

Line of enquiry: Week 3: What has been developed in the Development section?

Hour 1 & 2

Analysing the Development section

Closer harmonic analysis of the harmonic relationships e.g. dominant preparation

Examining how Mozart treats his subjects in this part of the sonata

Hour 3

Composition coursework – regular/periodic phrasing. Contrasting the A section and B section through tonality.

Home Learning

Writing the GCSE analysis essay for the exposition and development sections.

Hypothesis

Week 4

3 hours of

lessons plus 1

hour of home

learning each

week

A sonata requires careful planning.

Success criteria

KGP3: Learners can aurally identify similarities to the exposition and new material.

KGP4: In addition to GP3, learners will be able to identify the harmonic journey of subject one in the Development.

KGP5: In addition to GP3 & 4, learners will be able to identify harmonic progressions e.g. circle of fifths.

KGP6: In addition to GP3, 4 & 5, learners will make assessments of instrumental writing e.g. why the horn parts are so limited.

REACH: Learners will be continuously making links to WCM features to join all analysis features together with greater understanding.

Week 4

(AoS 1)

Mozart Symphony No. 40 in Gminor

Line of enquiry: Week 4: How can we identify Mozart’s modulations and harmonic choices?

Hour 1&2

Continuing with analysis Symphony No. 40 (Development). Answering listening questions for the appraising examination. Hour 3 Composition coursework Home Learning Complete an essay on the WCM features in The Glory of the Lord and Symphony No.40. You must comment on the historical period and evolution of WCM in your closing paragraph.

Week 5

3 hours of

lessons plus 1

hour of home

learning each

week

Success criteria

KGP3: Learners can aurally identify similarities to the exposition and new material. Omissions will be significant.

KGP4: In addition to GP3, learners will be able to identify the harmonic journey of subject one in the Development.

KGP5: In addition to GP3 & 4, learners will be able to identify harmonic progressions e.g. circle of fifths. Omissions will be few.

KGP6: In addition to GP3, 4 & 5, learners will make assessments of instrumental writing e.g. why the horn parts are so limited. Omissions will not be significant.

REACH: Learners will be continuously making links to WCM features to join all analysis features together with greater understanding.

Hypothesis

You must have and use a harmonic plan when composing for it to be successful.

Week 5

(AoS 1)

Mozart Symphony No. 40 in G minor.

Line of enquiry: Week 5: What has been recapped in the Recapitulation?

Completing the analysis of the set work - Recapitulation

How to write an extended answer for this set work – learners will require their home work set in the previous week in order to collectively create a model answer.

Marking example essays (top, middle, low examples) – becoming familiar with the mark scheme.

Answering aural questions on the set work

Week 6

Week 7

Hour 3 Composition coursework Home Learning Revision & completing the Mozart essay. Hypothesis A recapitulation is a lazy ending. Success criteria

KGP3: Learners can recognise some key features, but there are significant omissions.

KGP4: In addition to GP3, learners will make links to modulation.

KGP5: In addition to GP3 & 4, learners will identify key features and analyse the relationships between devices.

KGP6: In addition to GP3, 4 & 5, learners will analyse the melodic material retained throughout the sonata.

REACH: Learners will make further in-depth links to the compositional reasons behind extended orchestral works and why this piece is successful. There will be no significant omissions in their analysis.

Week 6: Assessment week Questions on the set work, plus a solo performance and submission of their composition coursework.

Week 7

Gap teaching plus continuation of AoS1

(AoS 1) Mozart

Gap teaching of the set work. Feedback of solo performances.

Assessed ensemble performance.

Extended learning opportunities

Intervention will be given bi-weekly to underperforming students and to gifted and talented to allow a more personalised approach to help our students. Choir and band are also available to our students. Each student receives a 1-2-1 lesson each week on their instrument/voice.

Examples of

GCSE

questions

Handel What are the 4 voices? What type of cadence does it finish with? What is the key of the piece? Name 2 textures used Name a rhythmic feature used Name a melodic feature used Which period of musical history was the piece composed in? What year was this piece written in? What is the tempo of this piece? Give 2 musical features that make it joyful What is a pedal and where is one used? Give four features about Baroque music Name three other baroque composers What instruments does Handel use? What does Adagio mean? What is a basso continuo and what instruments play it? Which two features in the last bars make it sound finished? Motif 1 “And the Glory of the Lord”

Motif 2 “Shall be revealed”

Motif 3 “and all flesh shall see it together”

Motif 4 “for the mouth of the Lord hath spoken it”

_

Mozart What key is the piece in? What is the Italian tempo marking and what does it mean? Name two instruments not used in the orchestra? What structure does the piece use? How many subjects are used in the exposition? Give two ways the recapitulation is different to the exposition? What does the symbol sf mean? What is a coda?

What texture is the final few bars of the coda? When was this written? What is a sequence? From which period is this music? Give four features from that period? What is the key of the first subject? What is the key of the second subject?

They must be able to notate the following as dictations: Subject 1

Subject 2

Chopin

What key is the piece in? What era is it from and what are four features from the era? What is the form or structure of the work? What is the main texture? What die smorzando mean? Name three other romantic composers What does rubato mean? What does cantabile mean? How do the dynamics change from A to B? They must be able to notate the following as dictations:

Section A – opening motif

Section B – raindrop