LOWER SCHOOL

All pupils in Year 7, 8 and 9 receive a double lesson of classroom music every week. Subjects studied within this programme include notation, rap, instruments of the orchestra, gamelan, film music, pop songs, graphic scores, internet based music, copyright and many classroom performances. Pupils who do not learn instruments are able to be involved in performances and projects and learn keyboard skills. Those who already have some musical knowledge through learning instruments are able to use these skills in all our projects and take a leadership role in performances. The Key Stage 3 curriculum is designed to provide a solid grounding for GCSE music ensuring that the subject is open to all candidates who chose it.

GCSE

At year 10 pupils can opt to take GCSE Music should they wish. In a typical year up to 25% of pupils in a year group chose the subject. We use the AQA GCSE specification which caters well for pupils of all musical traditions. Whilst it is essential that all pupils taking the subject take instrumental lessons on at least one instrument (which can include Singing lessons) in order to complete the performing coursework requirements, we welcome all candidates who are willing to 'have a go'. We have a consistent 100% pass rate with a majority of pupils obtaining and A or A*.

25% Performing (1 solo and 1 ensemble)

25% Composing (1 Composition for a Special Event)

25% Integrated Assignment (AQA set composition and exam based write up)

25% Listening Exam (History of Music, styles and genres)

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A LEVEL

We use the new 2008 EDEXCEL specifications for A level music. Units 1, 2 and 3 are taken at the end of the L6th Year, with the final 3 units being taken at the end of the U6th Year.

Unit 1:

Performing Music

This unit gives students the opportunities to perform as soloists and/or as part of an ensemble. Teachers and students can choose music in any style. Any instrument(s) and/or voice(s) are acceptable as part of a five-six minute assessed performance. Notated and/or improvised performances may be submitted.

Unit 2:

Composing

This unit encourages students to develop their composition skills leading to the creation of a three-minute piece in response to a chosen brief. Students also write a CD sleeve note to describe aspects of their final composition and explain how other pieces of music have influenced it.

Unit 3:

Developing Musical Understanding

This unit focuses on listening to familiar music and understanding how it works Set works from the anthology provide the focus for the first two sections, through listening and studying scores. It is recommended that students familiarise themselves with each work as a whole, before learning how to identify important musical features and their social and historical context. In the third section, students use a score to identify harmonic and tonal features, and then apply this knowledge in the completion of a short and simple passage for SATB.

Unit 4:

Extended Performance

This unit gives students the opportunities to extend their performance skills as soloists and/or as part of an ensemble. Teachers and students can choose music in any style. Any instrument(s) and/or voice(s) are acceptable as part of a 12-15 minute assessed performance of a balanced programme of music. Notated and/ or improvised performances may be submitted.

Unit 5:

Composition and Technical Study

This unit has two sections: composition and technical study.

The composition section further develops students’ composition skills, leading to the creation of a final three-minute piece in response to a chosen brief. The technical study section builds on the knowledge and awareness of harmony gained in Unit 3 section C through the medium of pastiche studies.

Students must complete two tasks in this unit choosing from either one composition and one technical study or two compositions or two technical studies.

Unit 6:

Further Musical Understanding

This unit focuses on listening to music, familiar and unfamiliar, and understanding how it works. Set works from the anthology, using different selections from those in Unit 3 — provide the focus for much of the unit. It is recommended that students familiarise themselves with each work as a whole, before concentrating on important musical features, context and/or elements of continuity and change. Students should also listen to a wide range of unfamiliar music related to the two compulsory areas of study. They should learn how to compare and contrast pairs of excerpts, contextualise music and identify harmonic and tonal features.

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IB MUSIC

Typically musicians studying at this advanced level are leading members of the school's music community.

The IB Music syllabus features:

i) Solo performance (Higher Level, Standard Level option);
ii) Ensemble performance (Higher Level, Standard Level option) ;
iii) Composition (Higher Level, Standard Level option);
iv) Musical perception and analysis. (Both Levels).

(Higher level candidates study complete syllabus. Standard level candidates study one of Solo Performance, Ensemble Performance and Composition; as well as Musical Perception and Analysis.)

Solo performance involves development of instrumental/vocal repertoire, involving one-to-one coaching and regular practice with accompanist, leading to one or more public recitals.

Another aspect is development of instrument/vocal technique through specific technical studies and concentrated individual practice.

Regular participation in ensembles (e.g. choir, orchestra, Jazz band, Rock group) is essential. Recently one Music IB student tackled the demanding part of Maria in Bernstein's West Side Story, carrying the role off to high acclaim in a series of public performances. Another student played one of the solo violin parts in the show, again a very advanced challenge.

Composition work is tied closely to the study of Musical Genres and Styles. After studying features of a particular style and/or genre, students undertake their own exploration through composition.

Study of prescribed set work

Students study Purcell's Dido and Aneas throughout the course: analytically and contextually. Students will hear the complete work performed live on at least one occasion, by a professional orchestra.

Studies of Musical Genres and Styles

The syllabus requires that students study music from all traditions, in great detail. A limited range of extracts is chosen to represent a musical period or style, and analysis is carried out through the study of scores and through recorded extracts.

Independent Musical Investigation

Students carry out a comparative study of two musical genres/styles through the detailed study of two representative works. Any media may be chosen within which to present the final project.