Introduction
Music contributes to the development of pupils and to the school curriculum by providing a powerful and distinctive form of communication and expression.
Music can change the way children feel, think and act. It affects emotion and moods providing opportunity for personal expression, reflection and emotional wellbeing. It develops thinking, increasing perception, imagination, creativity and physical co-ordination: skills that can be transferred to other areas of experience and learning. Music enables children to define themselves in relation to others, their friends, social groups and to the culture in which they live. Music is an integral part of culture, past and present.
The teaching of music extends to everyday experiences, providing opportunities and links between home, school and other outside agencies. It develops the ability to focus on listening and analyse what is heard. It introduces pupils to different forms of music-making and encourages objective judgement of musical quality. Music stimulates the acquisition of the skills, attitudes and attributes needed for life such as listening skills, concentration, aural memory, presentation and teamwork. It also develops creativity, risk-taking, intuition, sensitivity, perseverance and a sense of achievement and enjoyment.
Approach to Teaching the Music
Music is taught to all pupils in Grade 8 for two periods a week. One period a week is dedicated to the development of performance skills through teaching all pupils to play a musical instrument (Guitar, Violin or Piano) in small groups with a member of the school’s instrumental music staff. The second period each week focuses on the development of general musicianship skills through the study of topics such as Jazz and Blues music, World music or periods of Western traditional music.
Aims and Objectives
Develop pupils’ listening skills to enable them to be able to describe music using correct vocabulary and voice opinions about pieces of music unfamiliar to them
Pupils will be encouraged to develop their performance skills on an instrument of their choice within the range of instruments offered at TISB
Have a knowledge of basic compositional techniques and structures within music
Experience performing in public
Have the theoretical knowledge to be able to achieve a better musical understanding
Learning Outcomes (see also IB Learner Profile for Middle School Music) By the end of Grade 8 pupils will be able to:
Identify the main musical periods of Western Classical Music
Recognise and discuss, using correct musical vocabulary, the main elements in a piece of music they hear.
Learn about minimalist music: its structures and functions
Learn about and compose music using chords and other principles from jazz music
Understand the features of themes and variation music.
Perform in an ensemble and play simple music with up to one sharp or flat in the key
Develop work on improvised music
Perform in a public concert
Curriculum Content
Term 1
In term one, pupils cover work on minimalist music, one of the key developments in 20th-century art music. This develops the musician’s skills of listening, performing and composing. The second project is centred around jazz music, studying some of its conventions and looking at how it developed alongside other forms of popular music. There is a MY ensembles concert that all pupils will perform in.
Term 2
In term two, pupils cover a unit on theme and variation form, one of the significant styles to emerge in the 18th century. This leads to composition work in small groups. The second unit is on further types of improvisation, developing skills begun in Grade 7. There is another MY ensembles concert that all pupils will participate in.
Assessment
Pupils will be assessed as follows:
Summative Assessment – students will be assessed on their performance in the Middle Years ensembles concert. Their practical work will be assessed in addition to stage etiquette.
Formative Assessment – will assess students’ technical and performance skills on their chosen instrument
End of Term Assessment will be in two parts
1. Practical assessment of performance skills
2. Written assessment of Theory and Listening Skills
Resources, References & General Advice:
Pupils who wish to gain the highest marks in formative assessments are likely to dedicate some time each week to practising their instrument. A pupil in Grade 8 should practise for 20 minutes three times a week, outside of lesson times.
To support pupils’ development in general musicianship it would be useful to encourage students to listen to and watch vocal and instrumental concerts available on the internet, or, when possible, to attend live concerts and recitals.
Pupils in the middle school will study music from Western Classical music through to Popular music forms and World music.
The IBO Learner Profile for Middle School Music
Inquirers
Inquiry skills will be developed through exposure to the work of others, questioning of their own ideas and experimenting with a range of styles and genre. This will be achieved through a variety of activities and learning opportunities within the school and the learner will be encouraged to attend concerts, recitals and workshops offered at TISB.
Thinkers
They will be set questions to solve which will focus on the musical impact of their composition or recital, what composers and styles of music will be most effective in different situations.
Communicators
Learners should be able to communicate ideas and intent, through written, spoken and most importantly through musical communication. The learner will need to be able to collaborate with fellow students, teachers and musicians.
Risk-takers
Learners will need to explore new areas of music from outside of their existing musical experience and be prepared to experiment with new performance techniques and compositional ideas.
Knowledgeable
Learners will develop a breadth and depth of knowledge from their experiences in the music curriculum. They will have the knowledge to be able to choose the most appropriate types of music to suit different occasions and understand how different styles and genres of music influence a variety of different cultures.
Principled
Learners will be expected to take responsibility for their actions and will need to be self disciplined in their preparation for lessons and performances.
Caring
Learners will need to have the emotional tolerance to deal with personal experiences, which are affected by working with other musicians and outside organisations.
Open-minded
Learners will need to develop a willingness to engage in and think about cultures, histories and traditions other than their own. They should respect other musicians’
thoughts and opinions and show openness towards new styles and musical techniques.
Well-balanced
As musicians they will need to learn to understand the importance of regular practice and preparation for lessons, rehearsals and performances.
Reflective
Musicians need to develop good skills in evaluating their work and performance skills in order to develop and enhance their musicianship