Music — Year 7

 

Music Overview
Curriculum

Term 1: Building blocks - The Elements of Music

The unit of work introduces students to the foundations of Music - The Musical Elements. Students will develop an understanding of Tempo, Dynamics, Texture, Instrumentation and Sonority throughout this module and will be able to use subject-specific vocabulary to describe these elements aurally. Students will work in groups to perform pieces of music using body and classroom percussion, and will compose to a brief, exploring programmatic music as a stimulus.

Students will be assessed through listening exercises on 'Focus On Sound' as part of ongoing homework. They will be assessed through their practical work in performance and composition against a series of success criteria. Their ability to meet a composition brief as well as using the musical elements creatively and to their full potential will be considered.

Tempo
The speed of pulse within Music

Dynamics
The control of 'louds' and 'softs' throughout Music

Instrumentation
The various instruments used to perform Music and their families - Strings, Woodwind, Brass, Percussion

Texture
The layers of sound and how they interact - 'Thick' and 'Thin'

Pitch
High and Low sounds

Ostinato
Repeated rhythm or melodic phrase

Ensemble
A group of musicians

xylophone
percussion instrument with wooden bars of differing length to create different pitches

metallophone
percussion instrument with metal bars of differing length to create different pitches

Percussion
Instruments that must be hit, scraped or shaken to produce a sound.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Social - Students will work in groups to develop, rehearse and master musical ideas collectively. They will use and develop extrinsic skills such as teamwork, communication, creativity, imagination and critical thinking.

Create a supportive community:

Term 2: Ensemble Skills - The Voice and Singing

This unit of work will develop students' confidence as performers through the use of their voices as well as working as part of an ensemble. They will explore their voices through performing rounds and songs as a class as well as enhancing their knowledge of musical notation. Students will develop their understanding of the musical elements in group and class performances, particularly pitch, texture, tempo, articulation and dynamics.

Students will be assessed on their ability to perform with their voices as part of an ensemble taking into consideration articulation, phrasing and dynamics to create an engaging, musical performance.

Rhythm
Patterns of sound created by different note lengths

Polyrhythms
Music where several different rhythms are played at the same time

Polyphonic
A texture device where there is more than two independently moving layers of sound

Bar
A measurement of time in number of beats

Time Signature
A device indicating the number of beats per bar.

Semibreve
A note lasting 4 beats (whole note)

Minim
A note lasting two beats in length (half note)

Crotchet
A note lasting for one beat (Quarter note)

Quaver
A note lasting for half a beat (Eighth note)

Semiquaver
A note lasting for a quarter of a beat (sixteenth note)

Pulse
A steady beat that runs throughout music and is controlled by Tempo

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Social - extrinsic skills - teamwork, communication, listening and creativity

Create a supportive community:
Social Skills - working with others, sharing creative ideas and implementing them in the creation of a vocal performance.

Term 3: English Folk Music

Students will be introduced to the functions of melody through the exploration of English folk music. They will gain an understanding of repetition and sequential movement as well as conjunct and disjunct movement. They will gain an understanding of staff notation through the study of the Treble Clef as well as the layout of the Piano/Keyboard. Students will also gain an understanding of triads as an accompaniment and the use of the Dorian Mode. In listening and appraising, students will explore various sea shanties as well as music by Ralph Vaughan-Williams.

Students will demonstrate their knowledge through listening activities on Focus on Sound as well as their studies of melodies through notation. They will perform in pairs on the keyboard by playing well-known folk tunes as well as their harmonies.

Melody
A sequence of notes that is musically satisfying

Treble Clef
A symbol indicating where notes are placed on the stave to the right of 'Middle C' (right hand).

Stave
The five lines and four spaces where music is written on manuscript paper

D Dorian Mode
A scale starting on D containing all white keys within the octave.

Octave
The distance between two notes of the same name

Tonic
The 'home' note and first note of the scale

Dominant
The fifth degree of the scale and the second 'strongest' note within the key and scale.

Accompaniment
Notes underneath the melody that are often harmonic in purpose.

Harmony
The use of chords

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students will work in pairs to embellish their teamwork, communication, creativity and listening skills.

Create a supportive community:
Students will work together in pairs and build their confidence through performances to each other.

Term 4: Indonesian Gamelan - Exploring Texture and Pentatonic Melodies

Students will gain an understanding and cultural awareness of Music from Indonesia through the study of Javanese Gamelan. They will explore the unique instrumentation and sonority of the Gamelan and gain an understanding of the cyclic nature of the Music. They will explore repeating pentatonic melodies, heterophonic texture and syncopated rhythms. Students will then compose their own Gamelan cycle by creating a Balungan (core melody) and write parts for each instrument. In listening and appraising, students will listen to several examples of Javanese Gamelan performances.

Verbal feedback of class and group performances of a Gamelan Cycle. Formative assessment of students' own composition of a Gamelan cycle demonstrating their own understanding of Pentatonics and layering along with other musical elements.

Gamelan
A group of percussion instruments originating from Bali and Java in Indonesia

Pentatonic
A scale of five notes

Cyclic
Music that repeats itself within 'cells'

Polyphonic
Multiple layers in independently moving sound / melodies

Interlocking melody
A melody that plays in between the beats to create a feeling of syncopation

Balungan
The 'core' melody from which the Gamelan cycle is constructed

Gongs
Instruments that are either suspended vertically or horizontally

Metallophones
Instruments closely related to western xylophones but are made of metal

Slendro
A tuning system used in Javanese Gamelan using notes similar to that in the western pentatonic scale

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Deeper understanding of the cultures of Indonesia, and the social contexts of Gamelan performances in both Bali and Java.

Create a supportive community:
Extrinisic musical skills include listening, teamwork, communication and sharing of ideas.

Term 5: Pop Song Harmony: 3 and 4 Chord Tricks

Students will be introduced to functional harmony through the study of Pop Songs and their use of three and four chord tricks. They will develop an understanding of triads and the role of the Tonic and Dominant. They will gain an understanding of primary and secondary triads within C, G and F major and compose their own chord sequences for Piano/Keyboard. In listening and appraising, students will listen to several of the many examples of pop music where artists have utilised three or four chord tricks e.g. Journey: Don't Stop Believing and Sam Smith: Stay with me

Students will work as an ensemble to perform a pop song that employs a 3 and 4 chord trick. Students will demonstrate their new skills on Guitar as well as their ability to work as a group. Further assessments on Focus On Sound.

Harmony
The use of chords and how they're related

Triad
A chord using three notes

Dyad
A chord using two notes

Major
A chord that sounds bright and positive

Primary Triads
Chords belonging to the Tonic, Subdominant and Dominants notes in the chosen key signature

Secondary Triads
Triads belonging to the Supertonic, Mediant and Submediant notes of the scale

Minor
Chords that sound dark and mysterious

Sequence
A composed series of chords that are often repeated as a 'trick' in pop and rock music

Key Signature
A device telling us which notes are 'flat' and which ones are 'sharp'.

Sharp
Notes raised by a semitone

Flat
Notes lowered by a semitone

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Awareness of popular genres in western music and the harmonic systems employed in pop and classical music.

Create a supportive community:
Perseverance and resilience in group work and whilst learning a new instrument.

Term 6: Pop Song Writing - Music Technology (1)

Students will be introduced to Logic Pro XI and music sequencing in this module as well as Sequenced Realised Performance. They will explore the common features of Pop Music, particularly verse/chorus form, rhythmic grooves and fills in the drum kit, texture and instrumentation. Students will then use their understanding of 4 chord tricks to create their own pop song instrumental. In listening and appraising, students will listen to some of the numerous examples of songs that use conventional and unconventional instrumentation, as well as songs that use different interpretations of verse/chorus form

Students will be assessed through ongoing listening exercises on Focus On Sound. They will be assessed through Composition, creating their own Pop song instrumental on Logic Pro, showing their knowledge of Harmony, Instruments, Rhythm and Texture.

Sequencing software
A programme where music can be recorded, layered and edited

Electric Guitar
A Guitar powered by an amplifier

Acoustic Guitar
A Guitar that creates sound without the need of an amplifier

Bass Guitar
An electric guitar that performs notes which are low in pitch.

Synthesizer
A keyboard instrument that digitally recreates the sounds of other instruments

MIDI Keyboard
'Musical Instrument Digital Interface' - a keyboard that controls sounds produced by sequencing software

Sample
A clip of recorded sound

Channel
An allocated input of sound that can be programmed to record sounds from the MIDI keyboard, or from external instruments such as an Electric Guitar or Microphone

Drum Kit
A set of percussion instruments that typically contain a bass drum, snare drum, hi-hat, toms and cymbals

Verse/Chorus Form
A structure used in pop music containing a verse, chorus, intro, outro, middle 8 and an instrumental

Layering
The process of music samples being recorded on top of each other

Looping
The method of digitally repeating a sample.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Opportunities to think about recycling so-called rubbish to create something musical and useful.

Create a supportive community:
Protecting the environment in a positive way. Thinking about looking after their community and environment for the future.