To understand the features. The students will be lead through the score and annotate it Be able to stylistic features with where appropriate. explain how in the music. dynamics, tempo and End of week set work assessment task. tonality are used. Component 2 composing free composition: students will – – continue to develop their piano compositions investigating how a variety of different and contrasting textures can be created on the piano. Home learning: Students will complete Associated board theory questions to develop understanding and knowledge. Students will continue to practice their instrument. They are able to use the music department in independent study sessions. Students to complete an extended essay question on the set work. Week 5 Hypothesis: was home to like-minded music individuals’ ‘Paris Learning objective: Learning activity: Success criteria: To learn how Liszt Students will Component 3 appraising: – was influenced by have produced examples, Berlioz, and how this a brief analysis Students will investigate and analysis Faust Symphony’ by Liszt. Liszt score, ‘A can be seen in his of Faust ‘A Students will compare the two works looking for similarities and exam mark music. Symphony’ by differences, features of the time period and programme music. They scheme, To learn how to use List. will compare the use of orchestral writing and romantic harmony. writing wider listening They will be Students will look at exam technique and how to successfully scaffolding examples to support able to complete an extended writing question. Students will use the opinions about the comment on the template, marking criteria to assess their own work and then make appropriate music students are similarities and Sibelius corrections. commenting on. differences Computer between the two End of week set work assessment task. Package, pieces. Component 2 composing free composition: students will Students will – – continue to develop their piano compositions investigating how a have created a
To understand the stylistic features with in the music. features. The students will be lead through the score and annotate it where appropriate. End of week set work assessment task. Component 2 – composing – free composition: students will continue to develop their piano compositions investigating how a variety of different and contrasting textures can be created on the piano. Home learning: Students will complete Associated board theory questions to develop understanding and knowledge. Students will continue to practice their instrument. They are able to use the music department in independent study sessions. Students to complete an extended essay question on the set work. Be able to explain how dynamics, tempo and tonality are used. Week 5 Hypothesis: ‘Paris was home to like-minded music individuals’ Learning objective: Learning activity: Success criteria: To learn how Liszt was influenced by Berlioz, and how this can be seen in his music. To learn how to use wider listening examples to support opinions about the music students are commenting on. Component 3 – appraising: Students will investigate and analysis ‘A Faust Symphony’ by Liszt. Students will compare the two works looking for similarities and differences, features of the time period and programme music. They will compare the use of orchestral writing and romantic harmony. Students will look at exam technique and how to successfully complete an extended writing question. Students will use the marking criteria to assess their own work and then make appropriate corrections. End of week set work assessment task. Component 2 – composing – free composition: students will continue to develop their piano compositions investigating how a Students will have produced a brief analysis of ‘A Faust Symphony’ by List. They will be able to comment on the similarities and differences between the two pieces. Students will have created a examples, Liszt score, exam mark scheme, writing scaffolding template, Sibelius Computer Package,
Y12-LC3-Music.docx