| Vision:
The music department at St. Francis Xavier’s College aims to make sure that all pupils have the opportunity to learn one of the highest forms of creativity. Music is a universal language and we as a department ensure that all pupils receive a high quality music education through inspiration and creativity. All pupils have the opportunity to increase their knowledge, self-confidence and achievement through performing, composing and listening. We strive to inspire pupils passion for music and to develop their talents as a musician. |
Staff:
Music Peripatetic Staff:
Courses: Key Stage 3 – what course are you following: Year 7 – Term 1 Building Blocks & Chinese Music These courses focus on the following skills and knowledge: Vocal technique, posture and breathing. Whole class singing in unison and two parts. Music in context, Music literacy Staff notation: treble clef, time signatures, signs and symbols Improvisation
Year 7 – Term 2 Composing a melody This course focuses on the following skills and knowledge: Composing an 8 bar melody using western staff notation and putting it into context through performance. Music literacy Staff notation: treble clef, time signatures, signs and symbols Rhythmic activities, improvisation, call & response, rhythmic composition.
Year 7 – Term 3 Keyboard skills & The Instruments of the Orchestra These courses focus on the following skills and knowledge: Keyboard skills: both hands, accompaniment patterns, fingering Learn about the symphony orchestra – its layout and structure. Large group ensemble playing (individual layers).
Year 8 – Term 1 Dance music across the ages This course focuses on the following skills and knowledge: Music in context (Dance music across the ages) Composition (Sequencing & looping) Group performance (Ensemble playing & singing) Music Literacy
Year 8 – Term 2 Musical Futures & Reggae These courses focus on the following skills and knowledge: To recognise the stylistic conventions of reggae music How chords contribute to the texture of a song, building on chord sequences and patterns through popular performance. To recognise the key features of a reggae bass line To understand syncopation and how it is used in reggae music To identify the different layers that make up reggae music Understand the key themes and style of reggae lyrics Whole Class Performances Individual stylistic improvisation Reggae listening assessment based on key musical features involved
Year 8 – Term 3 Music of the Western Classical tradition This course focuses on the following skills and knowledge: Music in context; the study of the western classical music canon (key dates, events, people, pieces, musical features etc…) Whole Class group performances Ground Bass Compositions Listening Analysis
Year 9- Term 1 Jazz/Blues & Rock ‘n’ Roll These courses focus on the following skills and knowledge: How improvisation is used in Jazz and Blues Music. Improvise using some of the notes of the blues scale. What makes an “effective” improvisation Triads, the 12-bar blues, the blues scale, swing rhythms and seventh chords. Perform a Bass line using the single notes of C, F & G to the 12-Bar Blues chord sequence. About the different textural layers in Jazz and Blues Music About different types of Jazz – Blues and Ragtime
Learn about the key musical features of Rock ‘n’ Roll music Learn about chords and triads, how these are constructed and formed from a bass line. Understand that seventh chords are different to “normal” chords with an added note and a difference in sound and perform these individually. Learn about how chords and triads create harmony Learn how a Rock ‘n’ Roll song is put together in terms of structure, different harmonic parts and lyrics. Perform a simple Rock ‘n’ Roll repeating bass line. Sing Rock ‘n’ Roll songs with support as part of a group with some awareness of harmony.
Year 9- Term 2 Film Music These courses focus on the following skills and knowledge: How music can enhance the visual images and dramatic impact of film, and can reflect the emotional and narrative messages of the drama. How film soundtrack composers use sound effects, leitmotifs, themes and instrumentation together with tools such as cuesheets and storyboards to assist their planning of a film soundtrack. How film music can change the viewer’s interpretation of a scene How to create an effective musical narrative for a film scene, using appropriate techniques and structures to create an intended effect. Perform the James Bond Theme 1 and/or 2 using one or two hands and playing the correct black notes and remembering the repeat marks as part of a performance with an awareness of how other themes fit together and with the leitmotif. Evaluate soundtrack compositions commenting on effective features and how soundtracks could be improved. Identify some basic musical features such as the use of specific instruments to create particular effects in Westerns performing parts of a ‘Western’ theme with some sense of style. Perform one of the parts of a “musical discord”. Film Music Listening Assessment including identifying instruments and basic musical devices used by film music composers. Perform some simple famous Leitmotifs from films with a sense of style with assistance Explore a range of songs from musicals in class and ensemble performance.
Year 9- Term 3 Popular Music in Context & Samba These courses focus on the following skills and knowledge: About the different types and styles of songs from different times, places and styles. How popular songs have been performed in different arrangements by different groups and artists. About the importance of structure in popular songs. Learn about hooks and riffs and how these have been used in popular songs
To identify instruments, structures and textures in a piece of percussion ensemble music About the musical conventions used in Latin-American music How rhythmic patterns can be built over a pulse About the use of different timbres About call and response
To create own popular song that uses structure, instrumentation , lyrics, chords, melody and other features learned about. Identify songs from different times and places. Identify different musical features in different arrangements of a popular song. Take part in a group arrangement of a popular song singing the melody line and performing the bass line textural layers. Evaluate own and other’s work and identify some basic musical differences when listening to other arrangements of the same song. Compose OR perform, as part of a group, part of a popular song such as simple riff pattern or a chorus with some sense as to how the different textural layers (parts) fit together.
To perform as part of a group in a whole class performance. |
Key Stage 4 – what course are you following with exam board and spec title:
Year 10 – Term 1 Introduction to area of study 1: Forms and Devices with terminology as appropriate: o binary, ternary and rondo forms o repetition, contrast, sequence, ostinato, dotted rhythms, conjunct and disjunct movement, broken chord/arpeggio, melodic and rhythmic motifs, simple chord progressions
o anacrusis, simple triple time, repeat marks, ornamentation, trill, conjunct movement, sequence, octaves, minuet and trio, G major, D major, chordal analysis (using Roman numerals), perfect cadence, imperfect cadence, modulation to dominant, dominant 7th, chromatic movement and instrumentation Year 10 – Term 2 Introduction to area of study 4: Popular Music, with terminology:o rock and pop Appraising; more challenging theoretical and aural work: o strophic form, verse, chorus, middle 8, riffs, bridge, fill, break, intros and outros o primary and secondary chords, cadences, standard chord progressions, power chords, rhythmic devices such as syncopation, driving rhythms o the relationship between melody and chords
o instrumentation, lead and backing vocals, strophic form, repetitive chord sequences, cadences (chordal analysis), solo, rhythmic features (triplets, syncopation, driving rhythms), walking bass, key change Year 10 – Term 3
o Monophonic, homophonic, unison, chordal, melody and accompaniment Introducing the more challenging concepts of melody, harmony and tonality: o inversions, dissonance, range, intervals, pentatonic, blue notes, modulations to relative major/minor
Year 11 – Term 1 Introduction to area of study 3: Film Music, with devices and terminology: o Layering, imitation chromatic movement and dissonance in harmonic work, leitmotifs, thematic transformation
Year 11 – Term 2 & 3 Revisit all topics covered and prepare for the appraising examination with exam practice and revision.
Key Stage 5 – what course are you following with exam board and spec title:
Year 12 – Terms 1 & 2
Year 12 – Term 3
Year 13 – Terms 1 & 2
Year 13 – Term 3
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Out of Hours Activities (what, when,where):
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Department Website Links (including exam boards, revision sites etc):
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