Exam Board: Eduqas

Course Overview

The GCSE is broken down into three components.

1. Performing
2. Composing
3. Appraising

Performing: A minimum of two pieces is required. One must be an ensemble performance of at least one minute. The other piece(s) may be either solo or ensemble. One of the pieces performed must be linked to an area of study.

Composing: Two compositions are required, one of which must be in response to a brief set by the exam board. Learners will choose one brief from a choice of four, each one linked to a different area of study. The second is a free composition.

Appraising: This component is assessed via listening examination. It is a paper with eight questions in total, with two on each of the four areas of study:

Area of study 1: Musical Forms and Devices

Area of study 2: Music for Ensemble

Area of study 3: Film Music

Area of study 4: Popular Music

Assessment:60% Internal Assessment. 40% External Assessment

Exam Board: Pearson
Level: 3

Course Overview

Music Performance at Westlands consists of four units. Two internally assessed and two externally assessed.

1. Practical Music Theory and Harmony
2. Professional Practice in the Music Industry
3. Ensemble Music Performance
4. Music Performance Session Styles

During the first year of study, learners will develop their knowledge and understanding of music theory and harmony, and apply their understanding in practical scenarios. Alongside this learners will work as part of a musical ensemble to develop their skills and techniques in rehearsal and performance.

In the second year of study learners will explore what it is that makes someone a professional in the music industry and how to put a bid forward for work. They will then explore the styles of music encountered in the role of a modern session musician.

Assessment: 2 Internally assessed units and 2 Externally assessed units.

Term 1: Why is rhythm, pitch and dynamics important to create an perform music?

Term 2: How can we use rhythm to compose and perform a cohesive piece?

Term 3: How does hand position allow us to perform expressive melodies?

Term 4: Why do we need to structure melodies?

Term 5: Why is it important to create chord patterns which enhance the harmonic effect?

Term 6: How can I use the key components of performance to perform music in an ensemble?

Term 1: What is the importance of creating a suitable mood in music?

Term 2: What is the impact harmonisation can have on a piece of music?

Term 3: To what extent has non-Western music influenced Western music?

Term 4: How can we improvise and perform melodies with rhythmic complexity?

Term 5: How can I create an engaging and expressive performance?

Term 6: How can I create a suitable mood for a given stimulus?

Term 1: Why does an effective accompaniment enhance a melody line?

Term 2: How can expression take the listener on a musical journey?

Term 3: How do harmonies contribute to the emotions of music?

Term 4: How can I employ musical skills and devices to create a successful performance?

Term 5: Why does Western Music use a variety of devices?

Term 6: Why is musical contrast and control key for musical development?

Term 1: How do composers manipulate musical forms and devices to create contrast and development?

What strategies can we use to establish high-performance standards?

Term 2: How do different genres of popular music utilise musical elements to create their distinctive sounds?

What are the key rhythmic, melodic and harmonic elements in “Africa”?

Term 3: What are the key characteristics of various ensemble forms?

How do we balance individual expression with group cohesion to create a compelling performance?

Term 4: In what ways does the music in film enhance the storytelling and help establish the setting, mood and character?

What techniques can we use to effectively prepare for a performance?

Term 5 and 6: How can I use melody, harmony and instrumentation to enhance the quality of my composition?

What are the essential steps in preparing an ensemble piece from initial rehearsal to final performance?

Term 1: What techniques does Bach employ in “Bainerie” to showcase virtuosity and technique?

What role do musical devices like motifs, sequences and cadences play in creating coherence and interest?

Term 2: How does popular music differ from classical or traditional genres?

How can I use musical elements such as melody, harmony, rhythms, and texture to express a specific narrative?

Term 3: How can ensemble members develop listening skills to respond and adapt to changes in tempo, dynamics and expression?

How can I interpret and understand the requirements and constraints of a brief to effectively plan my composition?

Term 4: How can I employ musical and professional skills and devices to create a successful music product?

In what ways does the film genre influence the style of musical score?

Term 5: How can I employ musical and professional skills and devices to create a successful music product?

In what ways can recognising and utilising form and devices in music enhance my appreciation?

Unit 1: Practical Music Theory and Harmony-

DQ: Why does music use a range of signs and symbols in music notation?

DQ: How can I use the musical elements to compose a melody?

DQ: How can I harmonise a melody?

DQ: Why must notation be accurate for a performance composition?

Unit 3: Ensemble Music Performance

DQ: What skills are needed to hold an effective ensemble rehearsal?

DQ: How can I interpret an original piece of music?

DQ: In what ways can I contribute to a performance?

Unit 2: Professional Practice in the Music Industry

DQ: What are professional practices within the music industry?

DQ: How can I show the skills required to work within the music industry?

DQ: What is the purpose of professional presentation of ideas?

Unit 5: Music Performance Session Styles

DQ: Why do different genres of music use different musical techniques?

DQ: How can I identify different styles to rehearse showing effective progress?

DQ: What does a professional performance look like?

OSL runs on a Friday after school, this will not be every week, but at times where extra support is needed. There are a variety of extra-curricular activities available such as Guitar Club, Rock Band and a Tech club. Timetables of these clubs can be found in the music department.  

Eduqas Music Revision Book CGP.

Level 2

www.bbc.co.uk/education/topics/zxsv9j6 - BBC Bitesize GCSE music has 2 learner guides and 21 video clips on music creation.

Music Theory For Musicians & Normal People:

http://tobyrush.com/theorypages/index.html - a series of visually appealing free pdfs on Music Theory which cover all the essentials

Point Blank Music School:

www.youtube.com/user/pointblankonline/ - has video tutorials, masterclasses and production technique videos

Future Music Magazine:

www.youtube.com/user/FutureMusicMagazine - contains videos on the techniques & technology behind the hits.

Produce Like A Pro:

www.youtube.com/user/WarrenHuartRecording - contains videos on mixing & recording techniques

Thinkspace Education:

www.youtube.com/user/thinkspaceeducation/ - has various videos on scoring, soundtracking and sound design for films and computer games

BBC Documentaries:

www.bbc.co.uk/iplayer/categories/music/- contains a list of all currently available BBC documentaries about music history, styles & techniques.

Level 3

http://www.rockmusictimeline.com

http://www.bbc.co.uk/programmes/articles/11HFqlKMMTvKNwX9cDlXb9w/peoples-history-of-pop

http://www.thepeoplehistory.com/index.html