The KING’S Medium Term Plan - Music

Y11 LC2 Programme Legacy GCSE

Module

Area of Study 2

Analysing three additional set works. Learners will be required to focus their skills on new styles of notated music

and adapt to following much larger scores. Learners will learn about the characteristics of modern/20th century

music, specialising in musical theatre, minimalism and expressionism. Learners will use this knowledge and

apply their knowledge of Western Classical Music to composition.

AoS1 set works

Bernstein: Something’s Coming

Reich: Electric Counterpoint

Schoenberg: Peripetie

Building on

prior learning Learners have now learnt how to follow reduced music scores, larger orchestral and vocal scores. They will

continue to follow similar musical scores. Their understanding of the Western Classical Traditions will be reaffirmed

and extended to modern practices. Learners will be introduced to a broad historical understanding of the historical

Western periods will be learnt. This module specifically looks at 20th century “isms”.

Key

vocabulary

Modal jazz

Stereo

Sextet

Frontline

Improvisation

12 bar blues

Blue note

Mixolydian mode

Flattened 7th

Transcription

Waltz

Swing

Head

Chord progression

Riff

Chorus

Added 6th

Modal Cadence

Grace Note

Parallel chord

“Keeping time”

Coda

Tremolo

Pizzicato

Chromatic

Comping

Altered chord

Folk Rock

Rock ballad

Pre-chorus

Tab

Frets

Tonal ambiguity

Word painting

Primary triads

Chromatic

Col legno

Anacrusis

Interval

Reverb

Delay

Slide

EQ

Flange

Sample

Loop

Sequencer

Layering

Drum Machine

Synthesiser

Backbeat

Sub-bass

Harmonic Sequence

Dorian Mode

Accidental

Hexatonic

High pass filter

Low pass filter

Overarching

Challenge

question

‘What does “pop music in context” mean?

Lines of

enquiry

Week 1: How can you identify Minimalist techniques in analysis?

Week 2: What is a resultant melody?

Week 3: What is Expressionism?

Week 4: What are the Expressionist features of Peripetie?

Week 5: What is a hexachord?

Week 6: Assessment week

Week 7: GAP week

Exam board

links:

Topic

Progress

Statement

LC2: AOS3

In this unit students develop their listening and appraising skills through the study of music across a variety of styles and genres. In their responses to the questions in both sections, students will need to demonstrate an understanding of the following in relation to the set works within the Areas of Study:

the musical elements (pitch, duration, dynamics, tempo, timbre, texture, structure)

identifying how resources are used in different combinations (identifying instruments and groups of instruments)

identifying key musical features

identifying musical and melodic devices (ornamentation, ostinati, riffs, use of imitation, pedal point and sequence)

identifying rhythmic devices (syncopation, swung rhythms, dotted rhythms and triplets)

identifying and discriminating between major, minor, modal,

pentatonic, chromatic and atonal tonalities

relating music to the context in which it was created

identifying conventions used in different times and places

using appropriate musical vocabulary expressing and justifying opinions and preferences.

Examination

board grade

descriptors

A Candidates explore the expressive potential of musical resources and conventions used in selected genres, and traditions. They sing and/or play music with a sense of style, command of the resources used and making appropriate gradations of tempo, dynamics and balance. They compose music which shows a coherent and imaginative development of musical ideas and consistency of style and fulfils a brief. They make critical judgements about their own and others’ music using an accurate and extensive musical vocabulary. C Candidates sing and/or play music with control, making expressive use of phrase and dynamics appropriate to the style and mood of the music. They compose music which shows ability to develop musical ideas, use conventions, explore the potential of musical structures and resources and fulfils a brief. They make critical judgements about their own and others’ music using a musical vocabulary. F Candidates sing and/or play music with some fluency and control of the resources used. They compose music which shows some ability to organise musical ideas and use appropriate resources in response to a brief. They describe musical features using a simple musical vocabulary, make improvements to their own work and offer some justification of opinions expressed.

Progress

objectives

AO1: Performing skills: performing/realising with technical control, expression and interpretation. 30% AO2: Composing skills: creating and developing musical ideas with technical control and coherence. 30% AO3: Listening and appraising skills: analysing and evaluating music using musical terminology. 40%

Knowledge and Skills

LO1 - To learn compositional/arranging techniques and learn to apply these independently to complete

Unit 5MU02

LO2 - To understand music theory and apply it showing knowledge and understanding for use in Unit

5MU02/03

LO3 - To perform in front of an audience with an increasing level of technical ability and perfection in

regards to pitch and rhythm for Unit 5MU01

LO4 - To analyse performances using an increasing level of performance interpretation (technical and

expressive control) 5MU01/03

LO5 - To understand structural devices within appraised music 5MU03

LO6 - To analyse music aurally/visually (using a score) and to demonstrate with increasing independence

knowledge and understanding of: musical elements; structural devices; expressive features; contextual

issues; resources and technology. 5MU03

LO7 - Understand features/characteristics belonging to different periods/genres of music. 5MU01/2/3

Week 1

Week 1:

Hypotheses It would not matter if minimalist techniques did not have names Enquiry: How can you identify Minimalist techniques in analysis?

Steve Reich: Electric Counterpoint Hour 1 & 2 Identifying minimalist techniques within the set work Completing Reich worksheets Hour 3 Minimalist composition Home learning Steve Reich HW (biography) Success Criteria KGP 3: Learners understand the 12 bar blues structure and can apply it in at least 2 keys KGP 4: Learners identify changes of motifs KGP 5: Learners identify note addition and subtraction KGP 6: Learners identify metric displacement KGP 7: Learners identify phase shifting KGP 8: Learners identify resultant melody

Week 2

Week 2:

Hypothesis: Reich planned his composition

Line of enquiry: What is a resultant melody?

Hour 1 & 2

Minimalist puzzle and definition worksheets

Complete the analysis of Electric Counterpoint

Electric counterpoint exam question

Home learning

Facades listening sheet

Success Criteria KGP 3: Learners understand the 12 bar blues structure and can apply it in at least 2 keys KGP 4: Learners identify changes of motifs KGP 5: Learners identify note addition and subtraction KGP 6: Learners identify metric displacement KGP 7: Learners identify phase shifting KGP 8: Learners identify resultant melody and metamorphasis

Week 3

3 hours of

lessons plus 1

hour of home

learning each

week

Hypothesis: Schoenberg described Peripetie as "a vivid, uninterrupted succession of colours and moods". He was wrong.

Line of enquiry: What is Expressionism?

Hour 1 & 2

Introduction to Schoenberg and Expressionism.

Links to art e.g. The Scream

Hour 3

Starting to analyse Peripetie

Home Learning

Schoenberg HW 1, 2 and 3 (Leningrad Symphony, Shostakovich; Quator pour le fin, Messiaen; 20th century composer

sheet)

Success criteria

KGP4: Learners will use musical vocabulary when describing this piece, but will need guidance in applying words correctly.

KGP5: In addition to GP 4, learners will make attempt to identify mood.

KGP6: In addition to GP3, 4 & 5, learners will notice the absence of firm tonality without guidance.

KGP7: In addition to GP4, 5 & 6, learners will make observations to how the orchestral sections are employed in the work and identify changes of timbre.

KGP8: In addition to GP4, 5, 6 & 7, learners will clearly identify motifs

Week 4

Week 4: Tone rows are easy compositional tools

Line of Enquiry: What are the expressionist features in Peripetie?

Hour 1 & 2

Serialism and expressionism worksheet

Introduction to a tone row Composing a tone row Further analysis of the work Hour 3

Completing composition

Home Learning

Serialism missing words and crossword

Success criteria

KGP4: Learners will understand the hexachord principal and be able to write out a tone row with checking.

KGP5: In addition to GP4, learners will be able to write out a tone row without help.

KGP6: In addition to GP4 & 5, learners will be able to identify the hexachord pitches in the three motifs.

KGP7: In addition to GP4, 5 & 6, learners will make links to serialism.

KGP8: In addition to GP4, 5, 6 & 7, learners will confidently and correctly apply all expressionist terms.

Week 5

Week 5:

Hypothesis: The title “Peripetie” (Sudden changes) makes sense.

Line of enquiry: What are hexachords?

Hour 1 & 2

Completing the analysis of the set work – focus on the timbral effects chosen by the composer

How to write an extended answer for this set work

Marking example essays (top, middle, low examples) – becoming familiar with the mark scheme.

Answering aural questions on the set work

Home Learning

Exam style Schoenberg question

Success criteria

KGP4: learners will associate particular motifs to different sounds, but may not apply timbre terms correctly.

KGP5: In addition to GP4, learners will apply timbre terms as and when they can hear them being played.

KGP6: In addition to GP4 & 5, learners will correctly apply timbre terms to motifs.

KGP7: In addition to GP4, 5 & 6, learners will offer opinions to the effect of timbre choices for each motif.

KGP8: In addition to GP 4, 5, 6 & 7, learners will offer opinions as to what the effect might have been if the composer had chosen different timbres.

Week 6: Assessment week Hour 1 & 2: Composition coursework and performance examination Hour 3: Exam assessment on all of AoS 1, AoS2 and AoS3 works Week 7: gap teaching

Examples of

GCSE

questions

Schoenberg When was the piece composed? Name the composer and title? Is the music tonal or atonal? What is the basic form of the piece? What is a hexachord? What does sehr rasch mean? Describe one feature of the dynamics? Describe a feature of the texture? What is the name for the ensemble that performs it? What is a tremolo and which family play it? List four feature in the piece which reflect the 20th century music What style of music is this? Define Klangfarbenmelodie? Name two comtepories (composers during the time) of Schoenberg’s What key is it in? What is a tritone?

Motif A

Motif B

Motif C

Reich What is the style of this music? Give four facts about the music Give four techniques used in this music How many guitars does the piece use in total? Who composed the piece? What is the starting time signature? What is looping? Who was it written for? How many movements does it have and which are we studying? What is the melody made up of? What’s the texture? The Key changes between… What are canons?

Opening

Guitar 3 note addition

Bass guitar note addition

Something’s coming What type of voice is used? What style is it from? When was it composed? Who is the composer? Comment on the orchestra in west side story What types of music are in musicals? What is the key of the song Name other musicals and their composers? What does diatonic mean? What is Tony singing about? What is the effect of the pianissimo at the beginning? What key is it in? What is a tritone?

Theme A

Theme B

Theme C

Schoenberg When was the piece composed? Name the composer and title? Is the music tonal or atonal? What is the basic form of the piece? What is a hexachord? What does sehr rasch mean? Describe one feature of the dynamics? Describe a feature of the texture? What is the name for the ensemble that performs it? What is a tremolo and which family play it? List four feature in the piece which reflect the 20th century music What style of music is this? Define Klangfarbenmelodie? Name two comtepories (composers during the time) of Schoenberg’s What key is it in? What is a tritone?

Motif A

Motif B

Motif C

Reich What is the style of this music? Give four facts about the music Give four techniques used in this music How many guitars does the piece use in total? Who composed the piece? What is the starting time signature? What is looping? Who was it written for? How many movements does it have and which are we studying? What is the melody made up of? What’s the texture? The Key changes between… What are canons?

Opening

Guitar 3 note addition

Bass guitar note addition

Something’s coming What type of voice is used? What style is it from? When was it composed? Who is the composer? Comment on the orchestra in west side story What types of music are in musicals? What is the key of the song Name other musicals and their composers? What does diatonic mean? What is Tony singing about? What is the effect of the pianissimo at the beginning? What key is it in? What is a tritone?

Theme A

Theme B

Theme C