The KING’S Medium Term Plan - Music
Y11 LC1 Programme – out-going GCSE
Module
Area of Study 2
Analysing three additional set works. Learners will be required to focus their skills on new styles of notated music
and adapt to following much larger scores. Learners will learn about the characteristics of modern/20th century
music, specialising in musical theatre, minimalism and expressionism. Learners will use this knowledge and
apply their knowledge of Western Classical Music to composition.
AoS1 set works
Bernstein: Something’s Coming
Reich: Electric Counterpoint
Schoenberg: Peripetie
Building on
prior learning Learners have now learnt how to follow reduced music scores, larger orchestral and vocal scores. They will
continue to follow similar musical scores. Their understanding of the Western Classical Traditions will be reaffirmed
and extended to modern practices. Learners will be introduced to a broad historical understanding of the historical
Western periods will be learnt. This module specifically looks at 20th century “isms”.
Key
vocabulary
Second Viennese School Atonal
Expressionism Hauptstimme
Nebenstimme
Divisi Pizzicato
Arco
Bell up Sextuplet
Tutti
Tremolo Hexachord
Interval
Semitone Motif
Dissonance
Rondo Diminution
Contrary Motion
Glissando
Imitation Counterpoint
Inversion Augmented chord
Whole tone scale
Octave displacement Canon
Retrograde
Inversion Prime
Tritone
Ad lib Marcato
Subito
Sempre Tenor
Syllabic
Syncopation Riff
Bridge
Tonal
Metre Cross rhythm
Harmonics Blue note
Neapolitan
Postmodernism Minimalism
Register
Ostinato Hexatonic
Note Addition
Metrical displacement Resultant Melody
Cells
Phasing Note subtraction
Loop
Modal Tonal ambiguity
Overarching
Challenge
question
‘What is “modern/20th century” music?
Lines of
Enquiry Week 1: Revision of Something’s Coming
Week 2: What are “isms”? What is Expressionism?
Week 3: What are the Expressionist features of Peripetie?
Week 4: What is a hexachord?
Week 5: Can motifs have different orchestral colours and moods?
Week 6: Assessment
Week 7: GAP week
LC2 Questions
Week 1: What evolved in music to create the different “isms” in the 20th century?
Week 2: What is Minimalism?
Week 3: How can you identify Minimalist techniques in analysis?
Week 4: What is a resultant melody?
Week 5:
Exam board
links:
Topic
Progress
Statement
AOS2
In this unit students develop their listening and appraising skills through the study of music across a variety of styles and genres. In their responses to the questions in both sections, students will need to demonstrate an understanding of the following in relation to the set works within the Areas of Study:
the musical elements (pitch, duration, dynamics, tempo, timbre, texture, structure)
identifying how resources are used in different combinations (identifying instruments and groups of instruments)
identifying key musical features
identifying musical and melodic devices (ornamentation, ostinati, riffs, use of imitation, pedal point and sequence)
identifying rhythmic devices (syncopation, note addition, )
identifying and discriminating between major, minor, modal, atonal, dissonant, concordant, hexatonic, atonality
tonalities and modulating relationships
relating music to the development of 20th century music
identifying conventions used in different times and places
using appropriate musical vocabulary expressing and justifying opinions and preferences.
Knowledge and Skills
LO1 - To learn compositional/arranging techniques and learn to apply these independently to complete
Unit 5MU02
LO2 - To understand music theory and apply it showing knowledge and understanding for use in Unit
5MU02/03
LO3 - To perform in front of an audience with an increasing level of technical ability and perfection in
regards to pitch and rhythm for Unit 5MU01
LO4 - To analyse performances using an increasing level of performance interpretation (technical and
expressive control) 5MU01/03
LO5 - To understand structural devices within appraised music 5MU03
LO6 - To analyse music aurally/visually (using a score) and to demonstrate with increasing independence
knowledge and understanding of: musical elements; structural devices; expressive features; contextual
issues; resources and technology. 5MU03
LO7 - Understand features/characteristics belonging to different periods/genres of music. 5MU01/2/3
Week 1
Lesson 1 Enquiry: Revision of Something’s Coming
(AoS 2)
Lesson 1:
Revising the first piece of AoS2.
Outlining the timeline of Year 11 to the students: March 2017 final solo and ensemble performance day. April 1st 2017 Composition Coursework deadline.
Lesson 2:
Revisiting old composition tasks. Deciding upon material to keep or change. Logging one piece as a submission.
Home Learning:
Revise all AoS1, 3 and Something’s Coming for an informal test in week 2. To be marked on July 2017 grade boundaries.
Hypothesis:
There can be no lose ends!
Success Criteria:
KGPs according to Edexcel grade boundaries
scores available in the Edexcel GCSE Anthology of Music ed. Julia Winterson (Pearson Education, 2009)
Audio available on the Edexcel Anthology of Music CD (2009) — CD2
Analysis of the set work and a selection of listening questions available in the Edexcel GCSE Music: Student Book by John Arkell and Jonny Martin (Pearson Education, 2009)
Composition tasks available in Edexcel GCSE Music: Teacher Resource Pack by John Arkell and Jonny Martin (Edexcel, 2009) and Edexcel GCSE Music: Student Book
Week 2
Week 2
(AoS 2)
Schoenberg
Line of enquiry: What are “isms”? What is Expressionism?
Lesson 1
Introduction to impressionism, expressionism, serialism, minimalism, atonalism, nationalism, aleatoric scores etc. Using the art to relate music to visually. Lesson 2 & 3 Composition coursework. All learners will be at different stages in their work and receiving advice that is personal to each of them. Home learning Research Schoenberg and produce an A4 sheet of your work. You should also include a paragraph on expressionism in art. Hypothesis Expressionism is pain Success criteria
KGP4: Learners can aurally identify the differences between genres but may not be able to identify the “ism” they can hear.
KGP5: In addition to GP4, learners are able to identify impressionism by making links to romanticism. They will be able to identify expressionism and serialism by “dischordant” sounds, but may not be able to distinguish between the two.
KGP6: In addition to GP 4 & 5, learners will be able to identify nationalistic music.
KGP7: In addition to GP4, 5 & 6, learners will be able to justify how different movements “gave birth” to one another.
Week 3
KGP8: In addition to GP4, 5, 6 & 7, learners will be able to distinguish between all “isms”.
Week 3
(AoS 2)
Schoenberg: Peripetie
Line of enquiry: What are the Expressionist features of Peripetie?
Lesson 1
Who Schoenberg was
The second Viennese School
The expressionist movement
Schoenberg’s five orchestral pieces
Beginning to analyse Peripetie
Lesson 2
Composition coursework
Home Learning
Research Schoenberg’s Five Orchestral Pieces
Hypothesis
Schoenberg described Expressionism as "a vivid, uninterrupted succession of colours and moods". He was wrong.
Week 4
Success criteria
KGP4: Learners will use musical vocabulary when describing this piece, but will need guidance in applying words correctly.
KGP5: In addition to GP 4, learners will make attempt to identify mood.
KGP6: In addition to GP3, 4 & 5, learners will notice the absence of firm tonality without guidance.
KGP7: In addition to GP4, 5 & 6, learners will make observations to how the orchestral sections are employed in the work and identify changes of timbre.
KGP8: In addition to GP4, 5, 6 & 7, learners will clearly identify motifs
Week 4
(AoS 2)
Schoenberg: Peripetie
Line of enquiry: What is a hexachord?
Lesson 1&2
Introduction to a tone row Composing a tone row Further analysis of the work identifying the use of hexachords in the motifs Lesson 3 Composition coursework Home Learning Draw out motif A, B and C and annotate the analysis points. Prepare for your performance assessment. Success criteria
KGP4: Learners will understand the hexachord principal and be able to write out a tone row with checking.
KGP5: In addition to GP4, learners will be able to write out a tone row without help.
Week 5
KGP6: In addition to GP4 & 5, learners will be able to identify the hexachord pitches in the three motifs.
KGP7: In addition to GP4, 5 & 6, learners will make links to serialism.
KGP8: In addition to GP4, 5, 6 & 7, learners will confidently and correctly apply all expressionist terms.
Hypothesis
Tone rows are easy composition tools
Week 5
(AoS 2)
Schoenberg: Peripetie
Line of enquiry: Can motifs have different orchestral colours and moods?
Lesson 1
Completing the analysis of the set work – focus on the timbral effects chosen by the composer
How to write an extended answer for this set work
Marking example essays (top, middle, low examples) – becoming familiar with the mark scheme.
Answering aural questions on the set work Lesson 2 Composition coursework/performance assessment Home Learning Revision Hypothesis Colour is a choice, not something that happens by chance.
Week 6
Week 7
Success criteria
KGP4: learners will associate particular motifs to different sounds, but may not apply timbre terms correctly.
KGP5: In addition to GP4, learners will apply timbre terms as and when they can hear them being played.
KGP6: In addition to GP4 & 5, learners will correctly apply timbre terms to motifs.
KGP7: In addition to GP4, 5 & 6, learners will offer opinions to the effect of timbre choices for each motif.
KGP8: In addition to GP 4, 5, 6 & 7, learners will offer opinions as to what the effect might have been if the composer had chosen different timbres.
Week 6: Assessment week Questions on the set work, plus a solo performance and submission of their composition coursework.
Week 7
Gap teaching
Extended learning opportunities
Intervention will be given bi-weekly to underperforming students and to gifted and talented to allow a more personalised approach to help our students. Choir and band are also available to our students. Each student receives a 1-2-1 lesson each week on their instrument/voice.
Schoenberg When was the piece composed? Name the composer and title? Is the music tonal or atonal? What is the basic form of the piece? What is a hexachord? What does sehr rasch mean? Describe one feature of the dynamics? Describe a feature of the texture? What is the name for the ensemble that performs it? What is a tremolo and which family play it? List four feature in the piece which reflect the 20th century music What style of music is this? Define Klangfarbenmelodie? Name two comtepories (composers during the time) of Schoenberg’s What key is it in? What is a tritone?
Motif A
Motif B
Motif C
Reich What is the style of this music? Give four facts about the music Give four techniques used in this music How many guitars does the piece use in total? Who composed the piece? What is the starting time signature? What is looping? Who was it written for? How many movements does it have and which are we studying? What is the melody made up of? What’s the texture? The Key changes between… What are canons?
Opening
Guitar 3 note addition
Bass guitar note addition
Something’s coming What type of voice is used? What style is it from? When was it composed? Who is the composer? Comment on the orchestra in west side story What types of music are in musicals? What is the key of the song Name other musicals and their composers? What does diatonic mean? What is Tony singing about? What is the effect of the pianissimo at the beginning? What key is it in? What is a tritone?
Theme A
Theme B
Theme C