• Music 1
  • Music 2
  • Music 3

Music

Head of Department: Mr N Duff

Music is a hugely important subject at Warlingham School. The students at this school have access to an extensive range of instruments and opportunities both inside and outside of the classroom. Students learn how to appreciate music and how it forms an important and vital part of their lives. They develop their performing skills and their composition skills as well as learning to listen to music critically and analytically.

Music is a subject that increases pupils’ confidence, develops their ability to work with others, allows them to express themselves, to be creative and to have fun! 

Music is a truly cross-curricular subject

  • it is a science
  • it is mathematical
  • it is a (universal) language
  • it is a physical subject
  • it is an art form

Music at Warlingham not only develops musicianship, but actively encourages and develops many other benefits

  • Musical training helps develop language and reasoning
  • A mastery of memorization
  • Students learn to improve their work
  • Increased co-ordination – physically and socially
  • A sense of achievement
  • Students stay engaged in school
  • Success in society
  • Emotional development
  • Fine-tuned auditory skills
  • Music builds imagination and intellectual curiosity
  • Music can be relaxing
  • Learning a musical instrument can teach discipline
  • Development in creative thinking
  • Music can develop spatial intelligence
  • Responsible risk-taking
  • Better self-confidence – emotionally and socially

The school has two well-equipped music classrooms, with a keyboard lab, a classroom of computers and a huge variety of both tuned and unturned percussion instruments. All students make full use of these extensive resources, from Key Stage 3 right up to Key Stage 5. We are lucky to have practice rooms with pianos and practice spaces. We also have a Cubase-based recording studio with a range of equipment and microphones for recording many different ensembles.

There are 3 Music teachers supported by technician and nine visiting musical specialists.

All students are regularly given the opportunity to improve their grade, with a variety of assessments and are advised how to reach their target grade via verbal feedback and an array of 'Assessment for Learning' resources in their folders. Students track their own progress using the Assessment Tracker in their folders.

All students study Music as part of their Key Stage 3 Music Curriculum.

Lessons are practical based and offer students the opportunities to perform, compose, listen to and appraise music across a wide range of historical genres.

In Year 7 – Students will perform in small ensembles, compose music based around the theme of ‘Alice in Wonderland’ and perform using Ukuleles.

Year 8 starts with a unit of study based around ‘Structures of Music’ – they will compose using Cubase software and perform on an instrument of their choice. After a unit on African drumming and Mbira composition, students will then compose and perform using the 12 bar Blues.

Year 9 start with ‘Masterpieces’ where they get to choose from a range of established repertoire. Students will then explore Popular music through composition, recording and performance.

Students will be set homework tasks based upon the established Focus on Sound web-based package which is provided free for all students.

Students can then opt to take Music as one of their GCSE options for Key Stage 4.

GCSE

Students follow the EDUQAS GCSE course.

The course is built up of 3 components:

Performing:

  • Total duration of performances: 4-6 minutes
  • Non-exam assessment: internally assessed, externally moderated
  • 30% of qualification

A minimum of two pieces, one of which must be an ensemble performance of at least one minute duration. The other piece(s) may be either solo and/or ensemble.
It is recommended that students attempt work of ABRSM Grade 3 standard or above to achieve the upper GCSE grades.

  • We have a wide range of resources to support students learning
  • We actively encourage students to have lessons on their instrument with a specialist teacher

Composing:

  • Total duration of compositions: 3-6 minutes
  • Non-exam assessment: internally assessed, externally moderated
  • 30% of qualification

Two compositions, one of which must be in response to a brief set by EDUQAS. Learners will choose one brief from a choice of four, each one linked to a different area of study. The briefs will be released during the first week of September in the academic year in which the assessment is to be taken. The second composition is a free composition for which learners set their own brief.

  • We have a large range of resources to support the composition process including books, computers, software as well as instruments and enthusiastic teachers.

Listening and Appraising:

Written examination: 1 hour 15 minutes 40% of qualification

This component is assessed via a listening examination in Year 11

Eight questions in total, 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

Two of the eight questions are based on extracts set – one classical and one popular.

Further details from http://www.eduqas.co.uk/qualifications/music/gcse/

At Key Stage 5 the school offers both Music A-Level and Btec Level 3 in Music Performance.

A-Level Music

The school follows the EDUQAS Course. In order to be accepted onto the course, candidates are required to have achieved a B grade at GCSE, or to have a Grade C and be a minimum of Grade 5 standard on one instrument.

There are three components to the course. Apprasing, Composing and Performing.

A Level Assessment Format

Students can choose to major in either Performance or Composition depending on their individual strengths.

Component 1: Performing -  Non-exam assessment: externally assessed by a visiting examiner from EDUQAS

Option A: Total duration of performances: 10-12 minutes

Option A: 35% of qualification

A performance consisting of a minimum of three pieces. At least one of these pieces must be as a soloist. The other pieces may be either as a soloist or as part of an ensemble or a combination of both. One piece must reflect the musical characteristics of one area of study. At least one other piece must reflect the musical characteristics of one other, different area of study.

or

Option B: Total duration of performances: 6-8 minutes

Option B: 25% of qualification

A performance consisting of a minimum of two pieces either as a soloist or as part of an ensemble or a combination of both. One piece must reflect the musical characteristics of one area of study.

Component 2: Composing - Non-exam assessment: externally assessed by EDUQAS

Option A: Total duration of compositions: 4-6 minutes

Option A: 25% of qualification

Two compositions, one of which must reflect the musical techniques and conventions associated with the Western Classical Tradition and be in response to a brief set by EDUQAS. Learners will have a choice of four set briefs, released during the first week of September in the academic year in which the assessment is to be taken.
The second composition is a free composition.

or

Option B: Total duration of compositions: 8-10 minutes

Option B: 35% of qualification

Three compositions, one of which must reflect the musical techniques and conventions associated with the Western Classical Tradition and be in response to a brief set by EDUQAS. Learners will have a choice of four set briefs, released during the first week of September in the academic year in which the assessment is to be taken

Component 3: Appraising
Written examination: 2 hours 15 minutes 40% of qualification

Three areas of study:

Area of study A: The Western Classical Tradition (The Development of the Symphony 1750-1900) which includes two set works. Choose one set work for detailed analysis and the other for general study.

—Symphony No. 104 in D major, 'London': Haydn

—Symphony No. 4 in A major, 'Italian': Mendelssohn

A choice of one Area of Study from:

  • Area of study B: Rock and Pop
  • Area of study C: Musical Theatre
  • Area of study D: Jazz

A choice of one area of study from:
Area of study E: Into the Twentieth Century including two set works:

—Trio for Oboe, Bassoon and Piano, Movement II: Poulenc

—Three Nocturnes, Number 1, Nuages: Debussy

Area of study F: Into the Twenty-first Century including two set works:

— Asyla, Movement 3, Ecstasio: Thomas Adès

—String Quartet No. 2 (Opus California) Movements 1 (Boardwalk) and 4 (Natural Bridges): Sally Beamish

Questions:

1. Set work analysis with a score
2. Extended responses on wider context
3. Unprepared extracts of music with and without a score

4. Comparison questions

Further details from http://www.eduqas.co.uk/qualifications/music/as-a-level/

Btec Level 3 Subsidiary Diploma in Music – 100% coursework.

This course is running for 2016/2017 only and will be replaced by a new Btec Level 3 Music course once approved by Ofqual.

We have twenty units we can chose from to study, the following are the units which have been the most popular over the last few years.

Working and Developing as a Musical Ensemble

The aim of this unit is to develop learners’ abilities to work together in musical ensembles.

On completion of this unit a learner should:

1 Understand the elements of musical ensembles

2 Be able to plan as a musical ensemble

3 Be able to develop as a musical ensemble

4 Be able to perform as a musical ensemble.

Composing Music

The aim of this unit is to enable learners to develop some of the underpinning knowledge and the skills required in order to compose music in a variety of contexts.

On completion of this unit a learner should:

1 Be able to originate compositional ideas

2 Know how to extend, develop and manipulate musical material

3 Be able to appreciate the role and importance of the structural elements of composition

4 Be able to present a portfolio of compositions in an appropriate format.

Pop Music in Practice

This unit is designed to enable learners to expand their knowledge of pop music grounded in practical experience of rehearsing and performing relevant works. Learners will know different styles and genres of pop music and how pop music has developed through different eras. Learners will then be able to perform their own compositions and works of others relative to the styles and genres studied.

On completion of this unit a learner should:

1 Know different genres of pop music

2 Know how pop music developed

3 Be able to perform original pop music

4 Be able to perform pop music as part of an ensemble.

Solo Music Performance Skills

The aim of this unit is to enable learners to develop their techniques for both solo and group performance, from practice through to performance.

On completion of this unit a learner should:

1 Know effective instrumental or vocal technique through a structured practice routine

2 Be able to apply effective instrumental or vocal technique in solo performance

3 Be able to apply effective instrumental or vocal technique in group performance.

Music in the Community

In this unit, learners will explore the context and function of community music-making. Learners will develop practical skills in running workshop activities, and contribute to a real-life community project. Careful planning, monitoring and evaluation of the process are central to its success and potential.

On completion of this unit a learner should:

1 Know the context and purpose of community music-making including practitioners and organisations

2 Be able to lead practical music-making activities

3 Be able to plan and participate in a community music-making project for a specific community group and/or venue

4 Know how to monitor and evaluate a community music-making project.

Marketing and Promotion in the Music Industry

The aim of this unit is to enable learners to develop their knowledge of the types of marketing strategies used by music organisations. Learners will then apply their learning to the marketing of a recording production or performance event.

On completion of this unit a learner should:

1 Know about marketing techniques used by music businesses

2 Be able to produce a marketing strategy for a music product or event

3 Be able to contribute to a marketing campaign for a music product or event

4 Understand the success of a marketing campaign.

Extra-Curricular Programme

In addition to many exam support classes, booster clubs for KS3 and drop-in revision sessions, the department also offers an extensive extra-curricular programme.

There are

  • two choirs
  • an orchestra
  • a Music Technology group
  • a School of Rock
  • Brass ensemble
  • Wind ensembles
  • Djembe, Djembe, Djembe!
  • Ukulele ensemble

All of these activities are open to all students and students are actively encouraged to participate. There are concerts put on by the school throughout the academic year giving all students the opportunity to perform. Trips are also offered to those students who participate in the musical life of the school, ranging from trips to the West End to overseas tours.

Learning a musical instrument.

One of the most worthwhile, stimulating and enjoyable activities in Music is learning a musical instrument or having singing lessons and then performing in an ensemble.  Warlingham School is able to offer tuition on a wide range of instruments and ensembles delivered by our own experienced and talented visiting music teachers or through Surrey Arts that employ experienced tutors here at school. All tutors are DBS checked and experienced on their specialist instrument and in teaching.  Lessons will take place during the school day and after school on a rota basis. For any further information, please contact the Head of Music, Mr N. Duff 

(August 2016)