Music Year 7 Block 4 - Programme Music Music Home Page

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SUGGESTED ACTIVITIES AND RESOURCES

(listening, composing, performing or ICT – those highlighted must be assessed)

AN EXAMPLE LESSON-BY-LESSON PLAN

This is an extremely broad summary of the order in which tasks may be tackled. Lessons must feature some form of starter (which may be a discussion point to engage pupils for learning) and a plenary (which may be a summary of work covered and suggested future developments). Within extended performing/composing tasks, brief and informal interim peer-assessments should break up the work wherever possible.

Lesson 1

Programme music illustrated through teacher example and brief composing task

“Ma Vlast” listening task

Lesson 2

*L2L: MY THINKING: Memory skills (Mnemonics)

Methods of learning the notes on the stave and on the keyboard reinforced.

Learning of “Promenade” theme

Lesson 3

Assessed performances of “Promenade” theme

Musical elements listening examples

Lesson 4

Brief composing task based on elements

“Pictures at an Exhibition” listening task

Lesson 5

Graphic score listening tasks – matching score to music

* L2L: MY LEARNING: Understand their own learning styles (VAK – all three)

Pupils rotate in groups of three: One draws graphic symbols on cards, one places them on a sheet, one performs.

Lesson 6

Explanation of composing task/allocation of groups

* L2L: MY PEERS: Collaborate effectively (Suggesting ideas)

Pupils have a box into which they throw in as many separate ideas as possible based on their given stimulus, before drawing them out for discussion.

Lesson 7

Introduction of chord types through listening and performing

Continuation of programmatic composing task

(including reminders of approaches to notation)

Lesson 8

Continuation of programmatic composing task

Lesson 9

Sharing of completed work for assessment

ASSESSMENT

Whilst grades are A to D, as this system is preferred by the department, the numbers in brackets refer to the level that such grades will lead to in this block and assessment criteria is, as such, designed to match end of Key Stage 3 descriptors.

Lesson 2 – “Promenade” performing

A (5)    Either entire right-hand part or top two lines with both hands performed accurately

            (“perform significant parts…from notations with awareness of their own contribution”)

B (4)    Top line of right-hand part performed completely accurately

            (“performing…from simple notations they maintain their own part with awareness of how the different parts fit”)

C (3)    Only a limited amount of the given melody performed accurately

            (“perform rhythmically simple parts that use a limited range of notes”)

D (2)    Melody completely unrecognisable or non-attempt

            (unable to meet quote above)

Lesson 4 – “Pictures at an Exhibition” listening

A numerical mark is given then converted to an A-D grade, possibly:

A (5)    15 or above

            (“evaluate how venue, occasion and purpose affects the way music is created, performed and heard”)

B (4)    12 to 14

            (“describe, compare and evaluate different kinds of music using an appropriate musical vocabulary”)

C (3)    6 to 11

            (“recognise how the different musical elements are combined and used”)

D (2)    5 or below

            (unable to meet quote above)

Lesson 9 – Composition of programme pieces

A (5)    At least three ideas were contributed which showed greater complexity and coherence (“using appropriate musical devices such as melody, rhythms, chords and structures”)

B (4)    Three ideas were contributed but were more limited in complexity

            (“compose by developing ideas within musical structures”)

C (3)    Contributed less than three ideas and/or these contributed little to the piece

            (“combine several layers of sound with awareness of the combined effect”)

D (2)    Pupil did not meet the demands of this task

            (unable to meet quote above)