| Unit | Content |
|---|---|
|
Unit 1 Early Rock & Roll |
In this unit students explore the early rock and roll music of the 1950s. They learn to play a basic chord sequence on the ukulele that will allow them to play a wide variety of songs. Students study the music of well-known musicians from this period like Elvis Presley, Jerry Lee Lewis, and Chuck Berry. Key knowledge developed:
Key skills developed:
Assessment: Students receive formative assessment on their work throughout the unit. Final performances of a rock song will be assessed at the end of the unit. Students will also take a short quiz at the end of the term to assess their knowledge of key terms and concepts. |
|
Unit 2 West African Drumming (Musical Cycles 2) |
In this unit, students explore the drumming culture of West Africa through listening, performance and composition. They learn basic djembe drumming techniques, including call and response patterns, complementary rhythms, and improvisation. They listen to and perform a range of music from Senegal, Ghana, Liberia and other West African countries. Key knowledge developed:
Key skills developed:
Assessment: Students receive formative assessment on their work throughout the unit. Their final assessment tests their ability to performance a call and response pattern in a djembe ensemble, sing a Liberian song in three parts, maintain a steady pulse, and perform complementary rhythms with accuracy. |
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Unit 3 Human Locomotion (Moving Image 2) |
This project develops students’ knowledge of the function and techniques of film music. It consolidates their understanding of the ways in which music is used in film, focusing specifically on music that accompanies human locomotion. It emphasises the ways in which musical ideas can communicate energy and excitement. It develops students’ ability to compose their own music in response to the moving image. Key knowledge developed:
Key skills developed:
Assessment: Students receive formative assessment on their work throughout the unit. Their final film scores are assessed formally at the end of the unit and they complete an in-class listening activity that tests their understanding of the unit's key concepts. |
|
Unit 4 Theme and Variation |
In this unit, students explore Edward Elgar’s Enigma Variations, Op. 36 (1899). Students learn about Elgar’s inspiration for this work and use a similar strategy to compose their own theme and variations. Students perform a simplified version of the theme from Enigma on the keyboard. Key knowledge developed:
Key skills developed:
Assessment: Students receive formative assessment on their work throughout the unit. Their compositions and performances are assessed formally at the end of the unit. |
|
Unit 5 Carmen (Landmarks in Music 2) |
This project is an introduction to Bizet’s Carmen. Students study the music and characters of the opera and related works. They compose a piece in the habanera style, learning how to perform a chord sequence and to write a melody and counter-melody. The project focuses on chords, melodies, character, ensemble playing and composing to a given brief. Key knowledge developed:
Key skills developed:
Assessment: Students receive formative assessment on their work throughout the unit. Their habanera compositions are assessed formally at the end of the unit and they complete an in-class listening activity that tests their understanding of Bizet's opera. |
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Unit 6 Reggae (Music for Change 2)
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In this unit, students explore the reggae music of Jamaica through listening, performance and composition. They learn basic reggae chord sequences, rhythms and strumming techniques on the ukulele. They listen to and perform a range of music from traditional and contemporary reggae artists. Key knowledge developed:
Key skills developed:
Assessment: Students receive formative assessment on their work throughout the unit. Their reggae performances and compositions are assessed formally at the end of the unit. |
