dominant, dominant 7th, chromatic movement. Introduction to area of study 4: Ensemble Class performance performance and of Since You've Popular Music, with terminology as peer assessment of Been Gone appropriate: group work (available from rock and pop styles (revisiting Assessment of WJEC Eduqas Blues from KS3) chordal work and website: free GCSE strophic form, 32 bar song form, ideas in composing resources) verse, chorus, middle 8, riffs, sketch book Incorporating bridge, fill, break, intros and Short listening tests, synthesized sounds outros, backing tracks, interspersed with vocal work and improvisation throughout the accompaniment project Composing with Appraising - more challenging Holiday homework chords (and – choose a pop or rock theoretical and aural work: melody); also song to analyse/appraise relevant rhythmic and give a short primary and secondary chords, ideas presentation after the cadences, standard chord Include all relevant holiday. progressions, power chords, ideas in composing rhythmic devices such as ‘sketch book’ syncopation, driving rhythms Improvisation tasks, the relationship between melody both in groups, and chords and twos (for ‘call How to a piece using the ‘describe’ answer’ technique) elements of musical language and individually Introduction to prepared extract – Listening exercises Since You've been Gone: to develop notation instrumentation, lead and backing skills; aural vocals, strophic form, repetitive recognition of the chord sequences, cadences difference between (chordal analysis), solo, rhythmic major and minor, features (triplets, syncopation, and ‘perfect’ driving rhythms), walking bass, intervals i.e. 4th, key change 5th, 8ve Listening exercises to develop the ability to identify musical elements AO3 and appraising skills AO4
dominant, dominant 7th, chromatic movement. Introduction to area of study 4: Popular Music, with terminology as appropriate: rock and pop styles (revisiting Blues from KS3) strophic form, 32 bar song form, verse, chorus, middle 8, riffs, bridge, fill, break, intros and outros, backing tracks, improvisation Appraising - more challenging theoretical and aural work: primary and secondary chords, cadences, standard chord progressions, power chords, rhythmic devices such as syncopation, driving rhythms the relationship between melody and chords How to ‘describe’ a piece using the elements of musical language Introduction to prepared extract – Since You've been Gone: instrumentation, lead and backing vocals, strophic form, repetitive chord sequences, cadences (chordal analysis), solo, rhythmic features (triplets, syncopation, driving rhythms), walking bass, key change Class performance of Since You've Been Gone (available from WJEC Eduqas website: free GCSE resources) Incorporating synthesized sounds with vocal work and accompaniment Composing with chords (and melody); also relevant rhythmic ideas Include all relevant ideas in composing ‘sketch book’ Improvisation tasks, both in groups, twos (for ‘call and answer’ technique) and individually Listening exercises to develop notation skills; aural recognition of the difference between major and minor, and ‘perfect’ intervals i.e. 4th, 5th, 8ve Listening exercises to develop the ability to identify musical elements AO3 and appraising skills AO4 Ensemble performance and peer assessment of group work Assessment of chordal work and ideas in composing sketch book Short listening tests, interspersed throughout the project Holiday homework – choose a pop or rock song to analyse/appraise and give a short presentation after the holiday.
Suggested%20GCSE%20Music%20Course%20Plan.docx