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Turing House
KS3 Curriculum Guide - Year 8 Music
Term 1The Blues   
Students will learn about the musical traditions of the African slaves and listen to spirituals and work songs analysing content and structure. They will learn about call and response and how European folk music blended with it to produce early country blues music. They will learn about the 12 bar blues format using tonic, subdominant and dominant chords and in groups compose their own 12 bar blues which will be recorded and evaluated. Students will develop improvisation skills on their chosen instrument and write lyrics which reflect the nature of the blues. Each song will be evaluated through peer and teacher assessment.
Assessment: Students will be assessed on their ability to recognise the genre and structure of the topic area via written aural and oral listening exercises. They will be continually assessed during the composing of the music with a final assessment of the performance. Students will appraise theirs and others' composition and performance. These marks will then come together to give a final level.Key Words and Terms
 
Term 2Hooks and riffs in Popular Song  
Students will learn about the accepted structure of popular song from the Beatles onwards. They will listen to a variety of different songs and artists and analyse how the hook/riff is used. Students will be given a choice of 3 songs to learn and they will be required to compose their own riff to go with that song. This will be recorded using the multi-track recorder with each student learning the how to record different layers and mixing them down to one track. Each song will be evaluated through peer and teacher assessment.
Assessment: Students will be assessed on their ability to recognise the genre and structure of the topic area via aural and oral listening exercises. They will be continually assessed during the composing of the music with a final assessment of the performance and recording of their piece. These 3 marks will then come together to give a final level.Key Words and Terms
 
Term 3African Music  
Students will learn about the traditional African instruments and their functions within an African community. They will learn about the complex nature of both rhythm and texture and in particular how the over lapping and interlocking creates cross and poly rhythms They will compose a short piece based on a song from the Congo and use the 4 note Yiri scale and various untuned percussion instruments. There will be opportunity for improvisation and the creation of increasingly complex rhythms.
Assessment: Students will be assessed on their ability to recognise the genre and structure of the topic area via aural and oral listening exercises. They will be continually assessed during the composing of the music with a final assessment of the performance. These 3 marks will then come together to give a final level.Key Words and Terms
 
Term 4Round the World Rondo  
Students will find out how rondo form developed historically and how the music is structured. They will listen to different examples to reinforce the structure and style. They will then compose a class rondo piece of their own; the A section will be a class composition and the episodes will be in groups based on different countries. They will be expected to use the skills of melody and harmony which they have been developing. The class piece will be recorded, performed and evaluated using peer and teacher assessment.
Assessment: Students will be assessed on their ability to recognise the genre and structure of the topic area via aural and oral listening exercises. They will be continually assessed during the composing of the music with a final assessment of the performance. These 3 marks will then come together to give a final level.Key Words and Terms
 
Term 5Programmatic music  
Students will understand what the term programmatic means and listen to various examples such as Vivaldi's 4 Seasons and Pictures at an Exhibition by Mussorgsky. They look at different structures which have been used and how they have conveyed the composer's intentions. In groups they will select a stimulus eg a poem from which to create their programmatic music and select appropriate timbre and structure to best convey their ideas. The piece will be recorded, performed and evaluated using peer and teacher assessment.
Assessment: Students will be assessed on their ability to recognise the genre and structure of the topic area via aural and oral listening exercises. They will be continually assessed during the composing of the music with a final assessment of the performance. These 3 marks will then come together to give a final level.Key Words and Terms
 
Term 6National Anthems  
Students will discuss what the purpose of a national anthem is and situations where it is used/useful. They will look at and evaluate various national anthems from around the world and analyse what impression they give of each country. Our national anthem was composed in the 18th century to reflect society then. Students will compose an anthem that reflects today's values and circumstances selecting appropriate timbre and structure. The piece will be recorded, performed and evaluated using peer and teacher assessment.
Assessment: Students will be assessed on their ability to recognise the genre and structure of the topic area via aural and oral listening exercises. They will be continually assessed during the composing of the music with a final assessment of the performance. These 3 marks will then come together to give a final level.Key Words and Terms
 

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