The KING’S Medium Term Plan - Music

Y11 LC3 Programme Legacy GCSE

Module

Area of Study 2 and 4

Analysing three additional set works. Learners will be required to focus their skills on new styles of notated music

and adapt to following much larger scores. Learners will learn about the characteristics of modern/20th century

music, specialising in musical theatre, minimalism and expressionism. Learners will also be introduced to world

music.

AoS2 set works

Schoenberg: Peripetie

AoS4 set works

Koko: Yiri

Capercaille: Skye Waulking Song

Rag Desh

Building on

prior learning Learners have now learnt how to follow reduced music scores, larger orchestral and vocal scores. They will

continue to follow similar musical scores. Their understanding of the Western Classical Traditions will be reaffirmed

and extended to modern practices. Learners will be introduced to a broad historical understanding of the historical

Western periods will be learnt. This module specifically looks at 20th century “isms” and music from outside of the

WCM culture.

Key

vocabulary

Folk rock Celtic fusion

Gaelic Fiddle

Accordian

Uillean pipes Bouzouki

Waulking song

Compound quadruple metre Tremolo

Vocables

Pentatonic Diatonic

Refrain

Cluster chord Plagal cadence

Cross rhythm

Dialogue Heterophonic

Counter melody

Raga Tal

Sam

Alap Jhor

Jhala Tan

Drone

Gat Sitar

Tabla

Tanpura Sarangi

Pakhawaj

Melisma Tihai

Bansuri

Esraj Shruti box

Swarmandel

Meend Rasa

Bhajan

Dayan Bayan

Tintal

Balaphon Djembe

Talking Drum Accicaatura

Unison

Call and Response Imitation

Syncopation

Cross rhythm Chorus

Hexatonic

Ostinato Heterophonic

Monophonic

Membraphones Aerophones

Chordaphones

Idiophones Polyrhythmc

Oral tradition

Overarching

Challenge

question

‘What is world music?

Lines of

enquiry

Week 1: What is Expressionism?

Week 2: What are the Expressionist features of Peripetie?

Week 3: What is a hexachord?

Week 4: How can we analyse non-WCM music?

Week 5: What is a balaphon?

Week 6: Assessment week

Week 7: GAP week

Exam board

links:

Topic

Progress

Statement

LC2: 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, swung rhythms, dotted rhythms and triplets)

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.

A

Examination

board grade

descriptors

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.

Progress

objectives

AO1: Performing skills: performing/realising with technical control, expression and interpretation. 30% AO2: Composing skills: creating and developing musical ideas with technical control and coherence. 30% AO3: Listening and appraising skills: analysing and evaluating music using musical terminology. 40%

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

Hypothesis: Schoenberg described Peripetie as "a vivid, uninterrupted succession of colours and moods". He was wrong.

Line of enquiry: What is Expressionism?

Hour 1 & 2

Introduction to Schoenberg and Expressionism.

Links to art e.g. The Scream

Hour 3

Starting to analyse Peripetie

Home Learning

Schoenberg HW 1, 2 and 3 (Leningrad Symphony, Shostakovich; Quator pour le fin, Messiaen; 20th century composer

sheet)

Success criteria

KGP4: Learners will use musical vocabulary when describing this piece, but will need guidance in applying words correctly.

KGP5: In addition to GP 4, learners will make attempt to identify mood.

KGP6: In addition to GP3, 4 & 5, learners will notice the absence of firm tonality without guidance.

KGP7: In addition to GP4, 5 & 6, learners will make observations to how the orchestral sections are employed in the work and identify changes of timbre.

KGP8: In addition to GP4, 5, 6 & 7, learners will clearly identify motifs

Week 2

Week 2: Tone rows are easy compositional tools

Line of Enquiry: What are the expressionist features in Peripetie?

Hour 1 & 2

Serialism and expressionism worksheet

Introduction to a tone row Composing a tone row Further analysis of the work Hour 3

Completing composition

Home Learning

Serialism missing words and crossword

Success criteria

KGP4: Learners will understand the hexachord principal and be able to write out a tone row with checking.

KGP5: In addition to GP4, learners will be able to write out a tone row without help.

KGP6: In addition to GP4 & 5, learners will be able to identify the hexachord pitches in the three motifs.

KGP7: In addition to GP4, 5 & 6, learners will make links to serialism.

KGP8: In addition to GP4, 5, 6 & 7, learners will confidently and correctly apply all expressionist terms.

Week 3

Hypothesis: The title “Peripetie” (Sudden changes) makes sense.

Line of enquiry: What are hexachords?

Hour 1 & 2

Completing the analysis of the set work – focus on the timbral effects chosen by the composer

How to write an extended answer for this set work

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

Answering aural questions on the set work

Home Learning

Exam style Schoenberg question

Success criteria

KGP4: learners will associate particular motifs to different sounds, but may not apply timbre terms correctly.

KGP5: In addition to GP4, learners will apply timbre terms as and when they can hear them being played.

KGP6: In addition to GP4 & 5, learners will correctly apply timbre terms to motifs.

KGP7: In addition to GP4, 5 & 6, learners will offer opinions to the effect of timbre choices for each motif.

KGP8: In addition to GP 4, 5, 6 & 7, learners will offer opinions as to what the effect might have been if the composer had chosen different timbres.

Week 4

Hypothesis: It is important that we translate lyrics

Line of Enquiry: How can we analyse non-WCM music?

Hour 1 & 2

Analyse Yiri

Hour 3

Completing composition

Home Learning

Yiri worksheet

Success criteria

KGP4: Learners will understand the call and response technique.

KGP5: In addition to GP4, learners will identify structure.

KGP6: In addition to GP4 & 5, learners will be able to identify heterophonic examples.

KGP7: In addition to GP4, 5 & 6, learners will identify one ostinato.

KGP8: In addition to GP4, 5, 6 & 7, learners will identify both ostinatos.

Week 5

Week 6

Week 7

Hypothesis: African music requires more enthusiasm than musicality

Line of enquiry: What is a balaphon? Hour 1 Complete analysis of Yiri Complete essay style answer Homelearning Yiri listening questions

KGP4: Learners will understand the call and response technique.

KGP5: In addition to GP4, learners will identify structure.

KGP6: In addition to GP4 & 5, learners will be able to identify heterophonic examples.

KGP7: In addition to GP4, 5 & 6, learners will identify one ostinato.

KGP8: In addition to GP4, 5, 6 & 7, learners will identify both ostinatos.

Week 6: Assessment week Hour 1 & 2: Composition coursework and performance examination Week 7: gap teaching

Examples of

GCSE

questions

Schoenberg When was the piece composed? Name the composer and title? Is the music tonal or atonal? What is the basic form of the piece? What is a hexachord? What does sehr rasch mean? Describe one feature of the dynamics? Describe a feature of the texture? What is the name for the ensemble that performs it? What is a tremolo and which family play it? List four feature in the piece which reflect the 20th century music What style of music is this? Define Klangfarbenmelodie? Name two comtepories (composers during the time) of Schoenberg’s What key is it in? What is a tritone?

Motif A

Motif B

Motif C

Koko: Yiri Give 3 features of the rhythm in this piece Name 3 types of African drum What is the instrument similar to a xylophone? Is this piece hexatonic or pentatonic? In the opening of this piece what is the texture? How is a piece like this learnt? What is the name given to people responding to something played by the leader of the piece? The drums play a ……………………throughout the piece What is the tonality of this piece? Where did this piece come from? Capercaille What is the name given to nonsense syllables? This piece is an example of a ………….. song What is the language being sung in this piece? How many sections are there in this piece? What typical folk instruments are used? What electric instruments are used? What is the structure of this piece? What is the tonality of this piece?

Rag Desh What do all 3 versions of the rag start with? What is the most commonly used string instrument? Name 4 string instruments What is the name given to the Indian flute? Who plays the sitar in the first extract? What is the name given to a Hindu devotional song? In the 2nd version of the rag, what is a feature of the vocal performance? What is the common structure of rag desh? Rag desh is associated to what 2 features? Name 8 Indian instruments What is a tal? Does the Gat have a fixed beat? Which section of an Indian rag is improvised?