Year 9Performing Arts

Name:Class:Teacher:

KS3 Assessment criteria in Performing Arts: MUSIC

Term

Attainment 8

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Please find below assessment criteria that will be used to measure attainment in reports in music:Listening & Appraising Performing Composing

9

You can accurately identify more complex musical changes (shorter/longer note durations, changes in melodic shape/rhythm) and have a good knowledge of the musical elements.

You can use adjectives and musical vocabulary to describe musical features and the basic effects they have on the listener.

You can perform simple pieces (approx. grade 1/two parts/use of basic chords) with secure accuracy of pitch, intonation and rhythm.

You can perform with an imaginative sense of artistic interpretation and idiomatic style suitable for simple pieces.

You can create a melodic line that has a sense of shape (balanced, question and answer).

You can compose pieces that show appropriate organisation and sequence within a recognisable structural framework.

You can compose an accompaniment for a melodic part that demonstrates a good musical awareness (bass line using passing notes).

8

You can identify common musical changes (pitch, dynamics, tempo, texture) and accurately use musical vocabulary to describe them.

You can use appropriate adjectives and some musical vocabulary to describe the mood and atmosphere of musical pieces.

You can perform simple pieces (approx. grade 1/two parts/use of basic chords) with good accuracy of pitch, intonation and rhythm.

You can perform with an appropriate sense of artistic interpretation and idiomatic style suitable for simple pieces.

You can create an extended melody with a good sense of structure (beginning, middle and end).

You can compose pieces that show appropriate organisation and sequence within a structural framework.

You can compose an accompaniment for a melodic part that demonstrates a musical awareness (bass line using root, 3rd & 5th, rhythm using crotchets, quavers and semi-quavers).

7

You can identify some simple musical changes and use musical vocabulary to describe them (pitch, dynamics).

You can use appropriate adjectives within a sentence to describe the mood and atmosphere of musical pieces.

You can perform simple pieces (approx. grade 1/two parts/use of basic chords) with reasonable accuracy of pitch, intonation and rhythm.

You can perform with a developing sense of artistic interpretation and idiomatic style suitable for simple pieces.

You can create a melody with an appropriate sense of structure (beginning, middle and end).

You can compose pieces that show organisation and sequence within a simple structural framework.

You can compose a functional accompaniment for a melodic part (appropriate chords, rhythm and bass line).

6

You can accurately identify simple musical changes (loud/quiet, up/down) and can recognise and describe some simple musical terms.

You can use adjectives within a sentence to describe the mood of musical pieces.

You can perform very simple parts/pieces (single line melody) with secure accuracy of pitch and rhythm.

You can perform with an imaginative sense of artistic interpretation and style suitable for very simple pieces.

You can create a simple melody with a limited sense of structure (beginning and end).

You can compose pieces that show organisation and sequence.

You can compose an accompaniment for a melodic part that demonstrates a developing musical awareness (bass line using root notes, basic triads).

5

You can identify different sound sources (timbre), identify simple musical changes and can recognise some simple musical terms.

You can use adjectives to describe the mood of musical pieces.

You can perform very simple parts/pieces (single line melody) with good accuracy of pitch and rhythm.

You can perform with an appropriate sense of artistic interpretation and style suitable for very simple pieces.

You can create a simple melody using an extended range of notes.

You can compose pieces that show simple organisation.

You can compose a simple accompaniment for a melodic part (repeating simple bass line, additional simple melody).

4

You can recognise that music has different layers and sounds.

You can identify appropriate words that describe the mood of musical pieces.

You can perform very simple parts (single line melody) with some accuracy of pitch and rhythm.

You can perform with a developing sense of artistic interpretation & style suitable for very simple pieces.

You can create a simple melody using a limited range of notes.

You can compose pieces that have a sense of organisation.

You can compose a very simple accompaniment for a melodic part (rhythm using mainly crotchets and quavers, drone).

Unit 1: Stage & Screen Lesson 1 Date:

The History of Silent FilmThe history of film began in the 1890s when motion picture cameras were invented and film production companies started to be established. Because of the limits of technology, films of the 1890s were under a minute long and until 1927 motion pictures were produced without sound. These films were known as silent movies. To enhance the viewers' experience, silent films were commonly accompanied by live musicians in an orchestra, a theatre organ, and sometimes sound effects and even commentary spoken by the showman or projectionist. Intertitles also known today as title cards, were always called "subtitles” during the silent film era. They were an essential part of silent films once the films became a sufficient length and there was a need for added detail to the dialogue or narration to help the audience understand what they were watching.Charlie Chaplin is considered to be one of the most pivotal stars of the early days of Hollywood. Charlie Chaplin is recognised as an icon of the silent film era, often associated with his popular character, the Little Tramp; the man with the toothbrush moustache, bowler hat, bamboo cane, and a funny walk.

Starter Activity: Charlie Chaplin and The Lion’s Cage

What type of genre is the film? How do you know this?

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How does the music support the narrative?

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Name three performance skills the actors use successfully?

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2) ______________________________________________________________________

3) ______________________________________________________________________

Task: Mirror Mime

Learning Objectives I will know about the history of silent film I will understand how to use physical acting skills to create situations and characters I will be able to work as part of an ensemble

Get into pairs and label yourselves A and B and then sit opposite each other. A will start by making a movement (these should be slow and controlled) and B should copy as if you are

looking in a mirror. Once your teacher tells you to do so swap so that B is in control of the movements and A will copy.

Extension – Try to create a sequence of controlled movements that show a story.Stock charactersWhat do you think is meant by the term stock characters?_____________________________________________________________________________________

Where may have you seen stock characters before?_____________________________________________________________________________________

Task: Creating a silent movie You are going to use the stock characters to create a short-improvised scene. However, this scene MUST be performed completely in mime What situation could you include all the characters in above? What other techniques will be valuable within this improvisation?

Success Criteria:A performance that successfully demonstrates the use of performance skillsA performance which demonstrates highly effective ensemble skillsA performance which makes good and appropriate use of levels, timing, reactions and physical skills

Group Performance ReviewProvide feedback for your whole group (peer feedback) referring to the success criteria above.

Progress made (what did they do well?):

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Progress further (what could they do to improve)?

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Personal Performance ReviewTick the PM/PF boxes that apply to your own rehearsal and performance today.

PROGRESS MADE PROGRESS FURTHER & TASK☐ Make better use of theatrical and performance skills☐ Better group/ensemble skills ☐ I could have been more focused

☐ Successful use of theatrical and performance skills☐ Good use of group/ensemble skills☐ I worked to the best of my ability

Unit 1: Stage & Screen Lesson 2 Date:

Film Composer Biography: John WilliamsJohn Williams is one of the most famous film composers who has ever lived. His film credits include: Jaws, Star Wars, E.T., Harry Potter 1-3, Home Alone, and Jurassic Park. John Williams is also the recipient of many awards, including: five Oscars; seven British Academy Awards; twenty-two Grammy Awards; and four Golden Globe awards.

Listening task Watch the video on the evolution of film music and answer the following questions;

What is the role of music in films?

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What is a motif?

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What is a leitmotif?

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Key Terms: Diegetic music: music that is heard by characters on-screen, for example, music played in a café or bar, music the characters hear on the radio etc. Non-diegetic music: music that is only heard by the audience, that highlights what is happening on-screen, for example, the Jaws theme is not heard by the characters but helps to build suspense in the audience. Dynamics: the volume of a phrase or pieceArticulation: the way the music is played (e.g. short and sharp or smoothly and well-connected)

Task

Learning Objectives I will know about John Williams and the music he composed I will understand how to identify features in film music I will be able to recognise the vital role that music has in films

Watch the following clips and categorise them as examples of diegetic or non-diegetic music. Describe their dynamics and articulation, too.1. _________________________________________________________________________________2. _________________________________________________________________________________3. _________________________________________________________________________________4. _________________________________________________________________________________

Task: Composer fact fileCreate a fact file about John Williams and the music he wrote. Use the video to help you with the information.

Task: JawsFor each of the key moments in one of the scenes from Jaws you need to write what is happening in the music. Use music specific terminology (tempo, pitch, dynamics, articulation etc.).

1.24 MAN STARES OUT TO SEA FOR MISSING DOG.

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1.32 UNDERWATER SHOT FROM SHARK’S VIEWPOINT.

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1.40 SHARK GETS CLOSER.

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1.45 SHARK GETS EVEN CLOSER!

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1.53 OVER WATER SHOT OF SHARK ATTACK AND BLOOD AND GUTS.

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1.58 BACK UNDERWATER AS BLOOD AND GUTS SPILL EVERYWHERE.

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2.02 CLOSE UP ON BRODY AS HE NOTICES THE ATTACK.

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2.04 GENERAL PANIC AND PEOPLE LEAVING WATER

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2.33 LAST PERSON LEAVES WATER

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2.36 MUM REALISES HER CHILD IS MISSING AND BLOODY WATERBED WASHES UP.

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Unit 1: Stage & Screen Lesson 3 Date:

Starter Activity: E.T. Flying ThemeWatch the clip, and answer the following questions:

1. Describe how John Williams gave the impression of flying in the melody of this piece. -__________________________________________________________________________________________________________________________________________________________________

2. Describe the way the music changes when the bicycles become airborne, using the following key words: pitch; timbre, and articulation: -___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Do you think Steven Spielberg was right to re-film this scene to fit the music? Why or why not? __________________________________________________________________________________________________________________________________________________________________

Keywords for the Lesson

Pitch: how high or low the note Is, e.g. a flute is a a high-pitched instrument, and a tuba has a low pitch.

Timbre: the description of a sound e.g. a trumpet sounds bright and brassy, where a violin sounds thin and shimmery

Articulation: how the notes are played e.g. are they short and detached (staccato) or are they smooth and well-connected (legato)?

Dynamics: ensure you apply appropriate dynamics e.g. loud or quiet Fluency: ensure you focus on ensuring complete fluency Rhythms: work on ensuring complete accuracy in rhythm

Film ReviewUsing the lined paper on the next page, imagine you are in the audience for the opening scenes of Jurassic Park write a review for an online theatre publication. You should make sure your spelling and grammar is as accurate

Learning Objectives I will learn more about the works of John Williams I will understand how music can represent on screen actions I will be able to critique a film through a written article

as possible, and describe what you have seen in the video. Your article should either encourage other people to go and watch the musical, or explain why they shouldn’t go to see it. Your article will need a catchy title.

Mid-Unit Self-Assessment

Musical Knowledge

Describe how your musical knowledge has improved during this unit: ________________________________________________________________________________________________________________________________________________________________________________

Describe how your understanding of musical terminology in relation to film music has improved, and mention whether you understand the keywords in this unit: ________________________________________________________________________________________________________________________________________________________________________________

Define the following terms: Timbre:

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Dynamics: ____________________________________________________________________________________________________________________________________________________________________________________

Articulation: ____________________________________________________________________________________________________________________________________________________________________________________

Melody: ____________________________________________________________________________________________________________________________________________________________________________________

Unit 1: Stage & Screen Lesson 4 Date:

Starter Activity: CuesA cue is a section of music in a film. For example, in the case of the Star Wars films, a cue refers to the entire opening track.

Listen to an extract from the opening theme from Star Wars and use the following keywords as prompts to describe what you hear:

1. Rhythm: _____________________________________________________________________________________

2. Melody: _____________________________________________________________________________________

3. Timbre: _____________________________________________________________________________________

4. Dynamics: _____________________________________________________________________________________

5. Articulation: _____________________________________________________________________________________

Task: Listening Activity

1. Underline the statement that best describes the music at the beginning of the scene.

a) Trumpets play the main James Bond theme

b) A synthesiser and strings play sustained notes that gradually get louder

c) Violins play fast repeated notes at a high pitch

2. Circle the two instruments that start to play when James Bond runs towards the lab.

Trumpets Bassoons Violins Clarinets

3. What happens to the music at the moment of the explosion?

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4. String and brass instruments are added in until lots of notes are being played at the same time to build up the tension. Circle the musical term for more than one note being played at the same time.

Accent Scale Chord Minor

Learning Objectives I will learn more about cues in film music, and their purpose I will learn to play an excerpt from a film cue I will be able to critique my own, and others’ performances

5. When music exactly matches the action on the screen it is called a sync point. How does the music represent the machine gun being fired at James Bond?

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6. Describe the mood created by the music when James Bond drives the speedboat through the air into the water and begins the chase. Refer to dynamics, tempo and melody in your answer.

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Opening theme from ‘Skyfall’

1. Describe the mood of the song

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2. Which instrument plays the accompaniment in the first verse?

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3. List two other instruments you can hear in the first verse.

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4. There is a repeating chord sequence during the first verse. How many beats does the sequence last for before it repeats?

2 4 6 8

5. This song was created to be played at the beginning of the film, ‘Skyfall’ as well being sold as a single. Explain how you think the composer has done this successfully. Use technical vocabulary in your answer._______________________________________________________________________________

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6. Compare the ‘Skyfall’ theme with the music from the chase scene by describing three musical differences you can hear.________________________________________________________________________________

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Task: James Bond Theme

Listen to one of the James Bond themes. What do you think could be happening in the scene? In groups, create a story that links to the James Bond Theme.

Use the storyboard to draw out your scene section by section. Remember to add detail to explain what is happening in each box.

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Unit 1: Stage & Screen Lesson 5 Date:

Starter Activity: Orchestras and FilmWatch and listen to the BBC Proms Orchestra play “Hedwig’s Theme” (2011). Then answer the questions below.

1. How does the conductor influence the music? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Do you think that this is an interesting way to perform film music? Give your reasons why or why not. ____________________________________________________________________________________________________________________________________________________________________________________

Instruments of the orchestraBelow are the names of the instrumental families. Write down as many individual instruments as you can identify.

Strings – ______________________________________________________________________________

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Woodwind – ___________________________________________________________________________

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Brass – ______________________________________________________________________________

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Percussion – ___________________________________________________________________________

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Learning Objectives I will be able to discuss techniques used when analysing film themes I will be able to analyse clips of songs from different musicals I will understand the instruments of the orchestra and how they are used within films

Setting a Film to Music

When recording a film soundtrack, the conductor often views the action on a small screen and conducts the orchestra accordingly. This is a time-consuming process, but so far, it still gives better sounding results than using digital instruments.

Clip Title Tempo? Dynamics? Instruments used? Emotion/drama created?

Task: Storyboard

Draw out 6 of the main scenes from the clip that you have just watched. Below each image you should write how the music helps to enhance the drama on screen.

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Unit 1: Stage & Screen Lesson 6 Date:

Starter Activity: The Role of the Foley ArtistIn a film, sound effects don’t just appear by themselves. Even natural sound effects, such as footsteps or the kettle boiling, are enhanced with artificially created sounds. There is a person who is responsible for adding the sound effects to films and television. That person is called a Foley Artist.

How would you create the sound of something that had never been heard by humans, such as a dinosaur?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Watch the clip outlining the role of a Foley Artist, then list your ideas about how the following sound effects would be produced:

1. Horses walking along a road ______________________________________________________________________________________________________________________________________________________________

2. Car tyres on gravel: ______________________________________________________________________________________________________________________________________________________________

3. A fist fight: ______________________________________________________________________________________________________________________________________________________________

Task: Scripts and effectsWrite a short scene or take a scene from a story or a book. Consider the sound effects that you want to include to enhance your story, these should be written in as stage directions. Try to include natural sounds, human sounds, location sounds and mechanical sounds.

Learning Objectives I will be able to discuss how sound effects are created for film I will be able to understand the process of synchronising sound effects I will be able to create my own film theme for a chase scene

Unit 1: Stage & Screen Lesson 7 Date:

Starter ActivityWrite down as many names of musicals as you can think of._____________________________________________________________________________________

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What do you think musical theatre offers that a play can’t?

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Why do you think musical theatre hasn’t died out despite us now having TV, internet etc.

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Task: One Day MoreWatch a performance of the song ‘One Day More’, from the musical Les Misérables, taken from the 1987 Royal Variety Performance and answer the questions in the boxes as you watch and listen.

West side story: Synopsis

Learning Objectives I will be able to consider the role that music has in musical theatre I will be able to write my own lyrics to fit a backing track I will be able to review my progress from this term

What do you notice about the staging of the music?

How is the music accompanied and by who?

Why are the singers in costume? What is this song about?

A musical in which a modern-day Romeo and Juliet are involved in New York street gangs. Based in 1957 on the harsh streets of the upper west side, two gangs battle for control of the turf; The Jets and The Sharks. The situation becomes complicated when a gang member falls in love with a rival’s sister.

Task: LyricsWhat do these lyrics tell you about why there might be tension between the gangs?_______________________________________________________________________________________

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What do you expect the music that goes with these lyrics to sound like?_____________________________________________________________________________________

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How does the music fit in with the lyrics?_____________________________________________________________________________________

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Task: HamiltonWatch and listen to the montage of songs from Hamilton and write down what you notice about each of the songs including the action on stage as well as the music.

0:46 Alexander Hamilton

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2:10 The Schuyler Sisters

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3:23 Helpless

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4:14 Yorktown (The World Turned Upside Down)

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7:25 What Did I Miss?

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8:58 The Room Where It Happens

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Task: Writing your own rapYou are going to write your own rap to a backing track that your teacher will play you. The lyrics you write should fitwith the mood of the track and you should aim to make the rhythm of the lyrics fit.

Topic: _______________________________Lyrics:______________________________________________________________

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End of term review

Do you think that your musical knowledge has improved during this unit? Give at least two examples of something you didn’t know at the beginning of the unit, that you know now: __________________________________________________________________________________________________________________________________________________________________________

Do you feel that you are able to remember from lesson to lesson, what you have been learning? __________________________________________________________________________________________________________________________________________________________________________

Write in the definitions of each of the key terms that you have learnt this term:

Leitmotif______________________________________________________________________________________

Digetic______________________________________________________________________________________

Non-digetic______________________________________________________________________________________

Tempo______________________________________________________________________________________ Dynamics______________________________________________________________________________________

Do you have any other comments that you would like your teacher to note? __________________________________________________________________________________________________________________________________________________________________________