| Unit | Content |
|---|---|
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Unit 1 Shock Horror! (Moving Image 3) |
Students learn the techniques and tropes of music written to accompany horror films. They encounter film music by composers such as Bernard Herrmann, John Williams and Jane Campion, learning how a soundtrack can augment, foreshadow or subvert the meaning of the visual images on screen. Students learn how to use two specific harmonic devices and to deploy these in the context of their own minute-long horror film scores. 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. |
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Unit 2 West Side Story (Landmarks in Music 3) |
In this project, students build their understanding of the music of Bernstein's West Side Story. They learn about the music and context of the work, and study a number of songs in detail. They use the rhythmic pattern of ‘America’ as the starting point for a chord-based composition and learn to perform their work. The project focuses on musical theatre, composition and ensemble performance skills. Key knowledge developed:
Key skills developed:
Assessment: Students receive formative assessment on their work throughout the unit. Their final compositions are assessed formally at the end of the unit and they complete an in-class listening activity that tests their understanding of West Side Story's context and key features. |
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Unit 3 1960s: Rock & Roll 2 |
In this project, students explore the development of rock and roll music during the 1960s. They explore folk revival, the ‘British invasion’, and counterculture. They learn about the background and context of these developments, and listen to and study a number of songs in detail. They perform a song of their choice in an ensemble, arranging the material for their chosen combination of instruments and in their chosen style. Key knowledge developed:
Key skills developed:
Assessment: Students receive formative assessment on their work throughout the unit. Their folk song performances are assessed formally at the end of the unit and they complete an in-class listening activity that tests their understanding of the context and background of 1960’s rock and roll. |
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Unit 4 Protest Songs (Music for Change 3) |
This unit builds on students' knowledge of music in the 1960s. Students explore the music of artists such as Bob Dylan, Marvin Gaye and John Lennon. They analyse the context and meaning of these works and the related social and/or political issues. Students compose their own protest songs using verse-chorus structure. Key knowledge developed:
Key skills developed:
Assessment: Students receive formative assessment on their work throughout the unit. Their final protest song compositions 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. |
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Unit 5 Samba (Musical Cycles 3) |
In this unit, students explore the drumming culture of Brazilian samba through listening, performance and composition. They learn basic samba drumming techniques, including call and response patterns, the 3/2 clave rhythm, and improvisation. They listen to and perform a range of music from Brazil. Key knowledge developed:
Key skills developed:
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Unit 6 Bandlab Composition |
In this unit, students learn about musical structure. Students study examples of common types of musical structure in popular music. They create a composition with a specific musical structure using BandLab. Students will their compositions using peer feedback. Key knowledge developed:
Key skills developed:
Assessment: Students receive formative assessment on their work throughout the unit. Their final compositions are assessed formally at the end of the unit. |
