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Music

Learning Journey & Sequencing Rationale

Starting with the use of music in different film and stage Genres and progressing through to the historic and contemporary use of the djembe in African culture, the music curriculum at Harrow High embraces and celebrates the history and diversity of music. Theory lessons are integrated into practical studies, with the opportunity to learn about the Baroque, Classical and Modern eras. Students benefit from a specialist music teacher in weekly lessons in year 7 and, in years 8 and 9, a double weekly lesson for 11 weeks where they will compose, perform and analyse in several genres. 

We are delighted to also have specialist instrumental tutors and four dedicated practice studios for those students who wish to focus on taking their national grades. We work closely with Harrow Music Services to ensure that instruments are available for long term loan and that peripatetic staff are available to accommodate growing demand.

 

 

 

unit overview

Subject: Music

Skills

Explore History of Blues Music and its properties

  • Reading music notation
  • Playing piano/keyboard
  • Performance Analysis

Prepare a performance using musical skills practiced in class.

  • Pitch, Rhythm, Beat and Sonority

Knowledge

Knowledge will be demonstrated through the following skills:

  • Correct application of pitch, rhythm and beat in performance
  • Correct use of stimulus (sheet music) as an aid to the performance
  • Demonstration of musical intent and successful communication with audience, creating engagement with audience

Key skills:

  • Identifying and applying aspects of Blues music and its historical context
  • Applying Elements of Music within Blues style
  • Perform a short musical work/song
  • Engage an audience, using blues genre
  • Oral and written evaluation of performance
  • Successfully identify areas for improvement in performance

Extended Writing:

  • Evaluating performance through analysing the skills of blues performers and how successful they are in their ability.
  • Justifying performance choices using understanding of historic context

Rationale

Studying The 12 Bar Blues will allow learners to study Blues music and the social & historical context in which it arose. This will encourage learners to view music as a cultural product, rather than purely auditory stimulus, and will give them analytic skills that can be applied to other disciplines and art forms.

Applying the Elements of Music to the study of Blues Music enables learners to draw connections between style, genre and performance context. Combining abstract and practical skills enables competence that will aid learners in other subjects.

Interpersonal relationships will be developed through paired and group work.

Year 8 Music builds on skills and learning from the previous year, challenging students in applying their understanding of Music Elements into practice in performance and analysis. Skills learners develop will lead to creative composition work and the ability to perform different styles of music. GCSE composition component looks at how learners apply different styles and genres of music to their creations.

knowledge organisers

A knowledge organiser is an important document that lists the important facts that learners should know by the end of a unit of work. It is important that learners can recall these facts easily, so that when they are answering challenging questions in their assessments and GCSE and A-Level exams, they are not wasting precious time in exams focusing on remembering simple facts, but making complex arguments, and calculations.

We encourage all pupils to use them by doing the following:

  • Quiz themselves at home, using the read, write, cover, check method.
  • Practise spelling key vocabulary
  • Further researching people, events and processes most relevant to the unit.