Music at MES

1. What are the learning objectives for music?
2. What does Year 8 music consist of?
3. What will I learn in Unit 1 - Wimmoweh?
4. What will I learn in Unit 2 - Duration, Pace and Rhythms?
5. What will I learn in Unit 3 - Samba Music?
6. What will I learn in Unit 4 - Graphic Notation?
7. How will I be assessed?
8. Performing
9. Composing
10. Appraising

What are the learning objectives for music?

As outlined by the DfES and National Curriculum the syllabus employed at MES 
aims to achieve the following outcomes:

�	develop pupils understanding and appreciation of a wide range of 
music, extend their own interests and increase their ability to make 
judgements about music quality; 
�	acquire the knowledge, skills and understanding needed to make 
music, eg in community music making, and, where appropriate, to follow a 
music-related career; 
�	develop the skills, attitudes and attributes that can support 
learning in other subject areas and are needed for employment and life, eg 
listening skills, concentration, creativity, intuition, aesthetic 
sensitivity, perseverance, self-confidence and sensitivity towards others. 
The schemes of work taught at MES:
�	develop each of the interrelated skills of performing, composing and 
appraising in all activities; 
�	extend these skills through applying listening skills and musical 
knowledge and understanding; 
�	enable pupils to make connections between all areas of knowledge and 
musical experiences. 
Pupils at MES also have the opportunity to learn:
�	how music is constructed, eg the use of musical elements and 
devices; 
�	how music is produced, eg the use of instruments, ICT, musical 
processes and procedures, including relevant symbols and notations; 
�	how music is influenced by time and place, eg the effect of the 
occasion, purpose or venue.

Back to Top

What does Year 8 music consist of?

Over view of Year 8:

Four units enabling active involvement and further development in composing, 
appraising and performing. Two exams testing general musical knowledge and 
unit specific information obtained throughout the course of the year.

Back to Top

What will I learn in Unit 1 - Wimmoweh?

Unit 1:  WIMMOWEH MUSIC  (6-8 weeks)

�	Listen to musical excerpts from Africa and African instruments- 
making comparisons between Western music and the music of Afrcia in pair, 
group and class work.
�	Sing through �Wimmoweh� as a class focusing on pupils� ability to 
sing the song convincingly (controlling pitch, rhythm and diction).
�	Learn the 3 harmony lines and build the song up to include solos, 
semi chorus and chorus.
�	Pupils learn to play the piano part and the melody. Summative 
assessment on their playing paying particular detail to correct rhythms, 
fingering and notes. 
�	Group arrangements of �Wimmoweh� using instruments and singing. 
Pupils given chance to be creative and add in percussion parts.
�	Performance of these compositions to the whole class.
�	Compositions recorded and appraised by pupils. Summative assessment 
of pupils� performances.
�	Self reflection and evaluation of the performances, both individual 
and peer evaluations. Class discussion about ensemble skills and ways of 
improving in the future.

Back to Top

What will I learn in Unit 2 - Duration, Pace and Rhythms?

Unit 2:  DURATION, PACE AND RHYTHMS  (6-8 weeks)

�	Class listens to and discusses the performance of �underground� 
�	Class learns and performs �underground� in unison paying particular 
detail to diction, rhythms, tempo and rests.
�	Class splits in to a two part round. If pupils more able then 
continue to split until a four part round is achieved. Perform until secure.
�	Pupils split into groups of 4-5 students. Pupils given a map of the 
London Underground system. Each group follows one tube line and notes down 
all the station names. Pupils list station names into columns, according to 
the number of syllables in the titles.
�	Pupils compose their own �underground� piece by ordering the station 
names as they choose making sure to include rests and different syllables to 
make their piece more interesting. 
�	Pupils practise their compositions and as they perform with more 
fluidity and sense of ensemble they can add in sound effects to enhance the 
overall performance. (e.g. platform announcements, motion noises etc�)
�	Performance of these compositions to the whole class.
�	Compositions recorded and appraised by pupils. Summative assessment 
of pupils� performances.
�	Self reflection and evaluation of the performances, both individual 
and peer evaluations. Class discussion about ensemble skills and overall 
unit.

Back to Top

What will I learn in Unit 3 - Samba Music?

Unit 3:  SAMBA MUSIC  (8-10 weeks)

�	Listen to the sounds of South America and in particular to Samba 
instruments- making comparisons between these instruments and similar 
Western instruments in pair, group and class work.
�	Rhythmic samba patterns clapped as a class. Divide class into 
smaller groups with different rhythms to increase complexity.
�	Class learn the melody of �Rio Samba� by singing and clapping first 
of all to secure the rhythms. 
�	Class learn to play the melody and receive a summative assessment 
mark for their playing. There is also the Bass line that pupils can attempt.
�	Class split into groups of approximately 4-5 students. 
�	Group compositions of �Rio Samba� using instruments and singing. 
Pupils to compose an introduction, structure and texture of piece. 
�	Performance of these compositions to the whole class.
�	Compositions recorded and appraised by pupils. Summative assessment 
of pupils� performances.
�	Self reflection and evaluation of the performances, both individual 
and peer evaluations.
�	ICT project- pupils researching and finding out relevant information 
on the history, culture and instruments of South America to give a 
presentation to the class. Paying particular interest to the origins of 
Samba Music.
�	Self evaluation and peer evaluation of the ICT project. Summative 
assessment mark given for content, creativity and overall presentation.

Back to Top

What will I learn in Unit 4 - Graphic Notation?

Unit 4:  GRAPHIC NOTATION  ( 8- 10 weeks)

�	Pupils introduced to term �Graphic Notation� and invited to suggest 
ideas of what musical term means through pair, group and class discussion.
�	Teacher illustrates examples on the board and with instruments. 
Pupils encouraged to contribute ideas including vocal and body sounds. 
Emphasis on transferring sounds into graphics. Not vice versa.
�	Pupils perform in small groups one of the four graphics provided and 
the class have to guess which graphic was performed. Appraisal of 
performances.
�	Pupils split into groups of approximately 4-5 students and given the 
following stimuli to choose from; sea, storm or space. Pupils are to compose 
their own graphic score and composition based on their chosen stimulus. 
�	Group notates graphic score on the group sheet and practises their 
own composition. Make sure each group has a mixture of vocal, body and 
instrumental sounds.
�	Performance of these compositions to the whole class.
�	Compositions recorded and appraised by pupils. Summative assessment 
of pupils� performances.
�	Appraisal of 20th Century graphic score �Stripsody.�
�	Pupils follow graphic score and offer suggestions as to what this 
piece is about. 
�	Evaluation of �Stripsody� and group and class discussion 
about �graphic notation� as a way of notating music.
�	Written argument for and against �Graphic Notation.�

Back to Top

How will I be assessed?

Each unit in the Key Stage 3 music curriculum at MES allows for both types 
of assessment as detailed below.

Formative:  Questioning throughout each unit to determine what pupils have 
understood and how much they have retained. Also by the use of field notes 
(weekly record kept by the teacher making a few comments on how well each 
group has progressed in their composition and a list of names in each 
group). The quiz/test at the end of some units will also be an informal 
assessment to show pupils how well they have understood a particular unit.

Summative:   Each unit allows two chances of summative assessment, the first 
for an individual mark on how well the pupils play an assessed part. Pupils 
will be given a mark out of 5 (see below for set assessment criteria).The 
second summative mark is for each pupil�s performance within their group 
composition. Again each pupil will be given a mark out of 5 with regards to 
a number of factors. Ideally an overall group mark will also be given in 
case the teacher would like to show the recording to other classes as an 
example of good work or improvable work.

Back to Top

Performing

5	Excellent The pupil plays fluently with correct rhythms, notes and 
excellent technique. The pupil has excellent attention to detail and no 
mistakes are made. Excellent ensemble skills.
4	Good	The pupil plays mostly fluently with majority of correct 
rhythms, notes and good technique. The pupil has good attention to detail 
and some mistakes are made. Good ensemble skills.
3	Satisfactory	The pupil plays a little fluently with half correct 
rhythms, notes and satisfactory technique. The pupil has satisfactory 
attention to detail and quite a few mistakes are made. Satisfactory ensemble 
skills.
2	Weak 	The pupil�s playing has very little fluency to it with very 
few correct rhythms, notes and technique. The pupil has weak attention to 
detail and a lot of mistakes are made. Weak ensemble skills.
1	Poor	The pupil does not play fluently at all and has more wrong 
rhythms, notes and technique than correct. The pupil has poor or no 
attention to detail and many mistakes are made. Poor ensemble skills.

Back to Top

Composing

5	Excellent The pupil shows an excellent response to the composition 
stimulus and the unit of work. The piece is clearly structured and has 
excellent use of variation.
4	Good The pupil shows a good response to the composition stimulus and 
the unit of work. The piece is generally clearly structured and has good use 
of variation.
3	Satisfactory The pupil shows a satisfactory response to the 
composition stimulus and the unit of work. The piece has some structure and 
has a satisfactory use of variation. 
2	Weak The pupil shows a weak response to the composition stimulus and 
the unit of work. The piece has minimal structure and weak use of variation.
1	Poor The pupil shows a poor response to the composition stimulus and 
unit of work. The piece has very little or no structure and poor or no 
variation.

Back to Top

Appraising

5	Excellent The pupil clearly identifies the good points and clear 
suggestions for improvement when evaluating their work through appraisal. 
The pupil clearly identifies key characteristics and features of the unit of 
work and can recognise its main instruments and purpose through appraisal of 
the music examples.
4	Good The pupil recognises and identifies most of the good points and 
offers general suggestions for improvement when evaluating their work 
through appraisal. The pupil can identify majority of the key 
characteristics and features of the unit of work and can recognise most of 
the main instruments and their purpose through appraisal of the music 
examples.
3	Satisfactory The pupil recognises and identifies some good points 
and offers some suggestions for improvement when evaluating their work 
through appraisal. The pupil can identify some of the key characteristics 
and features of the unit of work and can recognise some of the main 
instruments and their purpose through appraisal of the music examples.
2	Weak The pupil recognises and identifies a few good points and 
offers some suggestions for improvement when evaluating their work through 
appraisal. The pupil can identify a few of the key characteristics and 
features of the unit of work and can recognise a few of the main instruments 
and their purpose through appraisal of the music examples.
1	Poor The pupil recognises and identifies little or can state perhaps 
a good point and offers little or no suggestions for improvement when 
evaluating their work through appraisal. The pupil can identify little or 
none of the key characteristics and features of the unit of work and can 
recognise little or none of the main instruments and their purpose through 
appraisal of the music examples.

Back to Top