· Web viewYou can compose a functional accompaniment for a melodic part (appropriate chords, rhythm and bass line). 6 You can accurately identify simple musical changes (loud/quiet,

Year 7Performing Arts

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KS3 Assessment criteria in Performing Arts: MUSICPlease find below assessment criteria that will be used to measure attainment in reports in music:

Listening & Appraising Performing Composing

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You can accurately identify more complex musical changes (shorter/longer note durations, changes in melodic shape/rhythm) and have a good knowledge of the musical elements.

You can use adjectives and musical vocabulary to describe musical features and the basic effects they have on the listener.

You can perform simple pieces (approx. grade 1/two parts/use of basic chords) with secure accuracy of pitch, intonation and rhythm.

You can perform with an imaginative sense of artistic interpretation and idiomatic style suitable for simple pieces.

You can create a melodic line that has a sense of shape (balanced, question and answer).

You can compose pieces that show appropriate organisation and sequence within a recognisable structural framework.

You can compose an accompaniment for a melodic part that demonstrates a good musical awareness (bass line using passing notes).

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You can identify common musical changes (pitch, dynamics, tempo, texture) and accurately use musical vocabulary to describe them.

You can use appropriate adjectives and some musical vocabulary to describe the mood and atmosphere of musical pieces.

You can perform simple pieces (approx. grade 1/two parts/use of basic chords) with good accuracy of pitch, intonation and rhythm.

You can perform with an appropriate sense of artistic interpretation and idiomatic style suitable for simple pieces.

You can create an extended melody with a good sense of structure (beginning, middle and end).

You can compose pieces that show appropriate organisation and sequence within a structural framework.

You can compose an accompaniment for a melodic part that demonstrates a musical awareness (bass line using root, 3rd & 5th, rhythm using crotchets, quavers and semi-quavers).

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You can identify some simple musical changes and use musical vocabulary to describe them (pitch, dynamics).

You can use appropriate adjectives within a sentence to describe the mood and atmosphere of musical pieces.

You can perform simple pieces (approx. grade 1/two parts/use of basic chords) with reasonable accuracy of pitch, intonation and rhythm.

You can perform with a developing sense of artistic interpretation and idiomatic style suitable for simple pieces.

You can create a melody with an appropriate sense of structure (beginning, middle and end).

You can compose pieces that show organisation and sequence within a simple structural framework.

You can compose a functional accompaniment for a melodic part (appropriate chords, rhythm and bass line).

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You can accurately identify simple musical changes (loud/quiet, up/down) and can recognise and describe some simple musical terms.

You can use adjectives within a sentence to describe the mood of musical pieces.

You can perform very simple parts/pieces (single line melody) with secure accuracy of pitch and rhythm.

You can perform with an imaginative sense of artistic interpretation and style suitable for very simple pieces.

You can create a simple melody with a limited sense of structure (beginning and end).

You can compose pieces that show organisation and sequence.

You can compose an accompaniment for a melodic part that demonstrates a developing musical awareness (bass line using root notes, basic triads).

5 You can identify different sound sources (timbre), identify simple musical changes and can recognise some simple musical terms.

You can use adjectives to describe the mood of musical pieces.

You can perform very simple parts/pieces (single line melody) with good accuracy of pitch and rhythm.

You can perform with an appropriate sense of artistic

You can create a simple melody using an extended range of notes.

You can compose pieces that show simple organisation.

You can compose a simple accompaniment for a melodic part (repeating simple bass line, additional simple melody).

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interpretation and style suitable for very simple pieces.

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You can recognise that music has different layers and sounds.

You can identify appropriate words that describe the mood of musical pieces.

You can perform very simple parts (single line melody) with some accuracy of pitch and rhythm.

You can perform with a developing sense of artistic interpretation & style suitable for very simple pieces.

You can create a simple melody using a limited range of notes.

You can compose pieces that have a sense of organisation.

You can compose a very simple accompaniment for a melodic part (rhythm using mainly crotchets and quavers, drone).

KS3 Assessment criteria in Performing Arts: Drama & Dance

Please find below assessment criteria that will be used to measure attainment in reports in Drama & Dance:

Appreciation Performing Devising

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You can accurately identify a range of devising skills used to create successful performances.

You can use adjectives and suitable vocabulary to describe performance elements and strategies with detail and analysis.

You can perform complex pieces with secure use of a range of performing skills.

You can perform with an imaginative sense of artistic interpretation and style suitable for the genre.

You can devise creative and challenging performance pieces and wok well as an ensemble.

You can devise pieces that show appropriate organisation and structure using the correct intention.

You can devise performance work using a wide range of performance skills that are suitable to the theme.

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You can clearly identify a range of devising skills used to create successful performances.

You can use adjectives and suitable vocabulary to describe performance elements and strategies with detail and some analysis.

You can perform challenging pieces with secure use of a range of performing skills.

You can perform with a creative sense of artistic interpretation and style suitable for the genre.

You can devise challenging performance pieces and wok well as an ensemble.

You can devise pieces that show organisation and structure using the correct intention.

You can devise performance work using a range of performance skills that are suitable to the theme.

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You can identify a range of devising skills used to create successful performances.

You can use adjectives and suitable vocabulary to describe performance elements and strategies with detail.

You can perform creative pieces with a range of performing skills.

You can perform with a sense of artistic interpretation and style suitable for the genre.

You can devise creative performance pieces and wok well as an ensemble.

You can devise pieces that show organisation and structure using a basic intention.

You can devise performance work using a range of performance skills that are suitable to the theme.

6 You can identify a small range of devising skills used to create successful performances.

You can use some adjectives and suitable vocabulary to

You can perform interesting pieces with a range of performing skills.

You can perform with a sense of

You can devise interesting performance pieces and wok as an ensemble.

You can devise pieces that show appropriate organisation and structure.

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describe performance elements and strategies with some detail.

artistic interpretation and style suitable for the genre.

You can devise performance work using some performance skills that are suitable to the theme.

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You can identify a range of devising skills used to create successful performances.

You can use suitable vocabulary to describe performance elements and strategies with little detail.

You can perform basic pieces with some use of basic performing skills.

You can perform with an imaginative sense and style suitable for the genre.

You can devise basic performance pieces and wok well as an ensemble.

You can devise pieces that show some organisation but lack clear structure.

You can devise performance work using some performance skills.

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You can accurately identify a range of devising skills used to create successful performances.

You can use some suitable vocabulary to describe performance elements and strategies.

You can perform very basic pieces with an attempt to use some basic performing skills.

You can perform with sense of imagination and style suitable for the genre.

You can devise very basic performance pieces.

You can devise pieces that show basic organisation but lack structure.

You can devise performance work using few performance skills.

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Unit 6: Live Performance Review

Lesson 1 Date:

Starter Activity: Stomp!

Stomp is a _________ group, originating in ______________, United Kingdom, that uses

__________ and ordinary objects to create a physical _____________ performance, using

rhythms, acrobatics, and ____________________.

1. How did the performers capture the audience’s attention?

_____________________________________________________________________________

_____________________________________________________________________________

2. Which everyday items were used to form part of the performance?

_____________________________________________________________________________

_____________________________________________________________________________

3. What skills would you need to re-create a performance like this?

_____________________________________________________________________________

_____________________________________________________________________________

Learning Objectives I will explore the work of a professional practitioner I will understand their work through practical exploration I will be able to self-assess and peer assess a practical performance

Pantomime percussion theatre Brighton body

Practical Task: STOMP!

In groups of 4 people, create your own Stomp inspired performance. Make use of everyday objects available to you, e.g. pens, pencils, rulers Make sure you think about the following:

o Structure: how the music is organisedo Dynamics: the volume you are usingo Rhythms: a strong, regular, repeated pattern that shows different layers

Using your own objects, create your own polyrhthmic phrases by filling in the table. It should sound organised and controlled, not noisy and frantic.

1 & 2 & 3 & 4 & 1 & 2 & 3 & 4 &

A

B

C

D

My group members are:

____________________________________________________________________________

Practical ReviewEvaluate your group’s work using the PM/PF guide below, then tick the boxes that apply to your own practical task today.

Progress made (what did we do well?): ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Progress further (what could we do to improve)? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Personal Performance ReviewTick the PM/PF boxes that apply to your own rehearsal and performance today.

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PROGRESS MADE PROGRESS FURTHER & TASK

☐ Make better use of rhythmic layering

☐ I need to work better in my group

☐ I could have been more focused

☐ Make better use of everyday items

☐ Successful understanding of rhythmic layering

☐ Successful group collaboration☐ I worked to the best of my ability

☐ Imaginative use of everyday items


Lesson 2 Date:

Starter Activity: Call & Response and Polyrhythm Call and response is a musical term for a phrase that is then repeated in another part of

the ensemble. Polyrhythm is the musical term for many rhythmic layers played together (“poly” is the

Greek prefix meaning many. A polygon is a many-sided shape, and polyrhythm is the term for many rhythms).

1. How do Stomp create interest using only body percussion? ________________________________________________________________________________________________________________________________________________________________________________

2. How do the performers encourage audience participation? ________________________________________________________________________________________________________________________________________________________________________________

Practical Task: STOMP!

In groups of 4 people, create your own Stomp inspired call and response performance Make use of body percussion such as clapping, clicking your fingers, stepping in time,

or clapping your partner’s hands Make sure you think about the following:

o Structure: how the music is organisedo Dynamics: the volume you are usingo Rhythms: a strong, regular, repeated pattern that shows different layers


____________________________________________________________________________

Practical ReviewEvaluate your group’s work using the PM/PF guide below. Progress made (what did we do well?): ________________________________________________________________________________________________________________________________________________________________________________

Progress further (what could we do to improve)? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Learning Objectives I will explore the work of a professional practitioner I will understand their work through practical exploration I will be able to self-assess and peer assess a practical performance


Lesson 3 Date:

Starter Activity: The OrchestraName the four types of orchestral instruments below (the fifth type is a bonus!):

1.___________________________________________________________________________

2. __________________________________________________________________________

3. __________________________________________________________________________

4. __________________________________________________________________________

5. __________________________________________________________________________

Mambo (West Side Story)After you watch the clip, answer the following questions. 1. Which of the orchestral families does the composer feature in this piece?

________________________________________________________________________________________

________________________________________________________________________________________

2. How does the composer want the audience to feel while this piece is being played, and why do you think

this is?

________________________________________________________________________________________

________________________________________________________________________________________

3. How has the composer made this piece sound joyful and excited?

________________________________________________________________________________________

________________________________________________________________________________________

4. Why do you think the composer wrote this piece for the musical?

________________________________________________________________________________________

________________________________________________________________________________________

Musical ReviewUsing the lined paper on the opposite page, imagine you are in the audience for the opening scene of West Side Story, and write a review for an online theatre publication. You should make sure your spelling and grammar is as accurate as possible, and describe what you have seen in the video. Your article should either encourage other people to go and watch the musical, or explain why they shouldn’t go to see it. Your article will need a catchy title.

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Learning Objectives I will explore the work of a professional practitioner I will develop creative responses to live performances I will understand the link between music and imagination

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Lesson 4 Date: Starter Activity: Music and Imagination

Music is used to create a certain type of mood or atmosphere in films, TV, advertising, and onstage. Being able to understand how a composer can make the audience feel certain things is important for any performer. Watch an orchestra performing Ride of the Valkyries (Wagner) and then a clip from “Rango” to show how this music has become a way for filmmakers to foreshadow a battle scene.

1. What is a Valkyrie, and why would this music represent them?

________________________________________________________________________________________

________________________________________________________________________________________

2. How does Wagner create a sense of tension in the music?

________________________________________________________________________________________

________________________________________________________________________________________

3. Which instruments feature at the beginning of the piece, and what mood do they create?

________________________________________________________________________________________

________________________________________________________________________________________

4. What is the timbre of this piece (timbre is the description of sounds you hear)?

________________________________________________________________________________________

________________________________________________________________________________________

5. How is Wagner using different instruments in his piece to represent different moods or emotions?

________________________________________________________________________________________

________________________________________________________________________________________

Practical Task: Pink Panther Theme

Listen to the Pink Panther Theme. What do you think could be happening in the scene? In groups, create a story that links to the Pink Panther Theme. For example, the story

could be about a masked robber creeping into a museum to steal something. Use the storyboard to draw out your scene section by section. Remember to add detail

to explain what is happening in each box.

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Lesson 5 Date:

Starter Activity: Lion King

Answer the following questions, after watching the clip.

1. How have the costume department made the actors look like animals?

________________________________________________________________________________________

________________________________________________________________________________________

2. How was the set or lighting designed to feel like it was outdoors?

________________________________________________________________________________________

________________________________________________________________________________________

3. What skills would the actor playing adult Simba need to use?

________________________________________________________________________________________

________________________________________________________________________________________

Practical Task In groups, create four masks that represent each of the following characters:

Simba Scar Rafiki Hyena

Extension TaskDraw a costume for one of the characters. The costume must link with the mask, this could be by using similar colours or patterns.

Success Criteria: To create a mask that clearly links to the character To create a mask that is interesting with lots of detail

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Creative Task ReviewEvaluate your group’s work using the PM/PF guide below. Progress made (what did we do well?):

________________________________________________________________________________________

________________________________________________________________________________________

Progress further (what could we do to improve)?

________________________________________________________________________________________

________________________________________________________________________________________

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Lesson 6 Date:

Practical Task Using the cup your teacher gives you, try to copy the first two bars of the “Cup Song” Once mastered, add on your section. Try and find a variety of ways to make different

sounds with the cup. Now include different sounds by creating body percussion such as clapping, clicking

your fingers, stepping in time, or clapping your partner’s hands.

Success Criteria: Be able to learn the first two bars of the “Cup Song” Include your own section that includes using the cup in a variety of ways Include a section that includes body percussion


____________________________________________________________________________

Term 1 Review

Answer the following questions in as much detail as possible, and make sure to give examples where you are able.

1. I can remember performance terminology and use it when describing different pieces: ________________________________________________________________________________________________________________________________________________________________________________

2. I have worked hard this term and tried to solve any problems by applying my existing knowledge (give an example of when you have done that): ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. I have listened to my teacher’s feedback and made changes where appropriate (give an example of when you have done so): ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Teacher’s signature: _______________________________________________

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Documents

· Web viewYou can compose a functional accompaniment for a melodic part (appropriate chords, rhythm and bass line). 6 You can accurately identify simple musical changes (loud/quiet,