SCHEME OF WORK 2017 Faculty ARTS Subject 9703 Music Level A2

College  Aims  Senior  College  was  established  in  1995  to  provide  a  high  quality  learning  experience  for  senior  secondary  students.  Its  stated  task  is  educating  young  women  and  men  who  will  make  a  difference.  It  is  organised  to  assist  every  student  to  gain  success  in  an  enjoyable  and  stimulating  environment.  Students  are  treated  as  responsible  young  adults  and  they  are  encouraged  and  supported  to  take  responsibility  for  their  own  learning.      Central  to  its  philosophy  are  the  following:  • A  clear  and  challenging  sense  of  purpose.  • A  focus  on  learning  with  a  commitment  to  on-­‐going  and  life-­‐long  learning.  • A  collective  and  individual  commitment  to  excellence  based  on  high  expectations.  • Tall  poppies  are  encouraged  and  cultivated.  • Effective  use  of  ICT  as  a  tool  for  learning.  • A  focus  on  the  individual  and  personalised  systems.  • High  quality  teaching  in  a  collaborative  atmosphere.  • Effective  use  of  time.  

Curriculum  Aims  and  Objectives  • To  foster  a  discriminating  aural  appreciation  of,  and  an  informed  critical  response  to,  music  of  

the  Western  tradition  from  at  least  two  representative  genres  and  periods  • To  encourage  the  development  of  creative  and  interpretative  skills  through  the  disciplines  of  

composing  and  performing  in  Western  and/or  non-­‐Western  traditions  • To  deepen  understanding  of  music  in  its  wider  cultural  context    • To  communicate  understanding,  supporting  judgments  by  argument  based  on  evidence.  

Assessment  Objectives  Candidates  will  be  required  to  demonstrate:    (a)   an  ability  to  listen  attentively  and  responsively    (b)   understanding  of  the  processes  at  work  in  music    (c)   an  ability  to  communicate  clearly  knowledge,  understanding  and  musical  insight    (d)   technical  and  interpretative  competence  in  performing    (e)   musical  invention  in  composing    (f)   an  ability  to  work  independently.  

Course  Aims  and  Objectives  The  required  coursework  for  the  A2  Programme  are  to  be  submitted  before  19  October.  

Students   will   select   two   of   the   following   three   components   (More   in-­‐depth   details   of   the  requirements  of  each  option  will  be  given  and  discussed  at  the  start  of  the  A2  course).  

COMPONENT  3:  Performing  Coursework  (100  marks);  Board-­‐assessed    

Candidates  will   be   required   to  perform  music   from  any   tradition   that   reflects   a   single   focus,   for  example   one   substantial   piece   or   a   group   of   pieces   which   reflect   a   common   theme,   style   or  purpose,  on  any   instrument   (or  voice).  The  programme  should  not   last   less  than  twelve  minutes  nor  more  than  twenty  minutes,  and  should  be  performed  on  a  single  occasion  (an  audience  may  be  present  at  the  candidate’s  discretion).  The  candidate  will  introduce  the  programme,  orally,  in  a  brief  explanation  of   the  principal   features  of   the   repertoire   to  be  performed  and  how   individual  items  reflect  the  focus.  

The   performance   will   be   assessed   on   the   range   and   level   of   technical   and   interpretative   skills  demonstrated  by   the  candidate:   the  appropriateness  of   the  music,  as  outlined  by   the  candidate,  will  be  taken   into  consideration.  Candidates  may  perform  solo,   in  an  ensemble  or  duet,  or  as  an  accompanist.  Where  two  instruments  are  closely  related  (descant  and  treble  recorder,  cornet  and  trumpet),  music  for  both  may  be  presented,  provided  that  they  both  contribute  to  the  focus  of  the  programme.   The   performance   must   be   submitted   on   tape/CD   and   video   (if   possible)   and  forwarded  to  CIE  for  assessment.  

COMPONENT  4:  Composing  Coursework  (100  marks)  Board-­‐assessed    

A  single  composition  or  group  of  shorter  related  pieces  conceived  as  a  whole  must  be  submitted  for  any  instrument,  voice  or  combination  lasting  between  8  and  12  minutes.  The  composition  may  draw  on,   or   be   a   fusion   of,   any   traditions   or   styles.   It   should   be   submitted   in   both  written   and  recorded  (on  tape/CD)  forms.  If  the  style/tradition  is  not  precisely  notatable,  a  full  account  of  the  composition  and  recording  processes  must  be  provided.  

COMPONENT  5:  Investigation  and  Report  (100  marks)  Board-­‐assessed    

The  topic  for  investigation  must  have  a  clearly  discernible  link  with  the  Performing  (Component  3)  or  Composing  (Component  4)  that  the  candidate  is  submitting  for  assessment  at  the  same  time.  The  link  with  Component  3  or  Component  4  must  be  made  explicit  in  an  introduction  to  the  Report.  Examples  of  how  this  link  may  be  made  are  as  follows:    

An  in-­‐depth  exploration  of  background  to  the  music  performed  in  Component  3    

An  analytic  study  of  music  which  has  influenced  the  candidate’s  approach  to  composing  in  Component  4    

A  critical  study  of  aspects  of  performing  practice  relevant  to  the  music  performed  in  Component  3    

A  study  of  instruments  and  performing  techniques  relevant  to  the  chosen  medium  in  Component  4    

The  Report  should  be  equivalent  in  length  to  an  essay  of  approximately  3000  words,  but  need  not  be  entirely  in  connected  prose:  other  forms  may  be  appropriate,  e.g.  one  or  more  tabular  analyses,  a  performing  edition  of  an  unpublished  piece,  or  of  music  notated  in  tablature  or  cipher  notation,  or  a  transcription  of  otherwise  un-­‐notated  music.  The  core  findings  of  the  candidate’s  Investigation  must   be   supported   by   an   accompanying   tape/CD   of   recorded   examples,   carefully   chosen   and  explained.  A  full  bibliography  and  discography  must  be  appended.  

Assessment  Schedule  2017  

 

Subject:  Music             Level:  A2  Topic   Assessment   Term   Week  

Research  Findings   Multi-­‐media  presentation   1   7  Listening  Log   Aural  Diary  Submission   1   11  School  Examinations   Examination  in  each  

component  2   5  

Diary,  Composition,  Performance  

Assessment  of  coursework   2   8    

School  Examinations   Examination  in  each  component  

3   6,  7  

Final  Check  marking   Assessment  of  complete  coursework    

3   10  

Completed  Work   Final  submission  of  work  and  performances  

4   1  

       The   two   components   in  which   students   are  enrolled   are  weighted  equally   and  both  assessed  at  each  examination  point.  

ICT  in  the  Classroom  ICT   helps   pupils   learn   in  music   by   supporting   the   development   of  musical   skills,   knowledge   and  understanding.   ICT   acts   as   a   tool   and   a   distinctive  medium   of  musical   expression.   For   example,  pupils  can  use  ICT  for  recording  or  listening  to  music  and  for  creating  electronic  sounds.  ICT  acts  as  a  means  of  research  and  analysis  and  can  play  an  important  role  in  the  creative  process.  Using  ICT  can  help  pupils  to:  

• access,  select  and  interpret  information  • recognise  patterns  and  relationships  • model,  predict  and  hypothesise  • test  reliability  and  accuracy  • review  and  modify  their  work  to  improve  the  quality  • communicate  with  others  and  present  information  • evaluate  their  work  • improve  efficiency  • be  creative  and  take  risks  • gain  confidence  and  independence  

ICT   provides   the   means   to   access   a   wide   variety   of   sources   of   information   and   provides   the  opportunity  for   interaction  between  people   involved   in  different  stages  of  music  production.  For  example,  ICT  can  help  pupils:  

• make  and  explore  sounds  • Record  for  different  purposes  • Structure  music  • Interact  with  different  information  sources  • Perform  and  compose  music  • Understand  musical  processes  

 These  soft-­‐  and  hardware  applications  and  systems  can  help  pupils'  learning  in  music  at  AS  Level:  

• digital  effects  units  with  decent  quality  microphones  and  amplification  • computers  with  high  quality  soundcards    • music  software  specifically  designed  for  exploring  structures  and  styles  • sequencing  software  • MIDI  keyboards  • sampling  and  processing  software  • 8-­‐  or  16-­‐channel  mixer  linked  to  one  computer  and  digital  effects  unit      • classroom-­‐based  PA  system  (linked  to  the  mixer).  

Also,  these  soft-­‐  and  hardware  applications  and  systems  can  develop  pupils'  composition  work:  

• music  notation  software  • innovative  sound  manipulation  and  control  tools  • additional  keyboards/synthesizers  with  extended  features  • advanced  software-­‐based  sampler  and  editor  • digital  projector  with  internet  links  in  the  music  classroom.  

These  resources  have  become  an  integral  part  of  music  education,  and  of  production,  performance  and  appreciation  in  the  world  of  professional  music.  The  Music  Department  at  ACG  Senior  College  hopes   to  develop  so   that   students  may  be  able   to  complete   the   requirements  of   the  curriculum  with  full  access  to  current  available  technology.  

Study  Skills  The   CIE   AS   and   A2   Level   Music   courses   comprise   two   main   strands.   The   first   revolves   around  ‘Listening’  and  commenting  on  Music,  its  structures  and  effects.  

The  Second   is   ‘Practical  Musicianship’.  Students  are  required  to  create  original  compositions  and  perform  prepared  pieces  for  assessment  against  the  criteria  published  by  CIE.    

While   these   two   components   compliment   each   other,   the   range   of   study   skills   that   should   be  employed   to   develop   successful   understanding,   fluency   and   ability   in   each   strand   will   differ  significantly   and   will   also   depend   upon   the   previous   musical   experiences   of   each   individual  student.  

Study  Skills  for  Component  Five:  Listening  and  Research  

• Access  and  listen  to  different  recordings  of  the  prescribed  works  or  research  material.  • Watch  different  performances  of  the  works  on  NPR  website  or  YouTube.  • Complete  tabular  analysis  of  form/structure  of  the  prescribed  works  and  other  related  works.  • Read  biographies  and  /or  collections  of  letters  on  the  composers  of  the  set  works.  • Listen  regularly  to  the  prescribed  works  while  following  with  scores.  • Become  familiar  with  compositional  devices  used  in  composition  and  identify  instances  in  set  

works  when  our  composers  use  these  devices.  • Identify  how  the  composers  create  “effect”  and  how  this  creates  an  experience  for  the  

performer  and  audience.  • Read  music  texts  in  order  to  become  familiar  with  writing  style.  • Play  through  extracts  from  the  set  works  in  an  ensemble  or  on  your  own.  • Prepare  essay  plans.  • Write  complete  essays  under  a  time  restriction  and  submit  for  marking.  • Create  tabular  analyses  of  the  set  works  using  the  elements  of  music  as  headings.  These  can  

be  in  the  form  of  comparative  tables.  • Listen  to  the  Concert  Programme  and  classical  music  internet  radio  stations.  You  will  

frequently  hear  documentaries  and  comment  on  composers  and  their  works.    

Study  Skills  for  Components  Three  and  Four:  Practical  Musicianship  

• Go  to  concerts  and  pay  attention  to  the  ways  in  which  musicians  execute  their  performances.  • Research  instruments  and  their  capabilities.  • Read  magazines  such  as  ‘Wired’,  which  focus  on  contemporary  approaches  to  Music  making.  • Listen  to  and  research  the  music  of  styles,  cultures  and  instruments  that  are  outside  your  

comfort  zone.  • Attend  lectures  and  performances  at  Auckland  University.  • Familiarise  yourself  with  Sibelius,  Logic,  Garageband,  and  how  to  set  up  appropriate  

equipment  and  microphone  technique.  • Consult  with  your  instrumental  teacher  with  regard  to  appropriate  repertoire  for  

assessments.  • Discover  new  material,  techniques  and  inspirations  by  researching  specific  composers.  • Apply  the  form,  techniques  and  devices  used  our  studied  composers  to  your  own  work.  • Rehearse  and  perform  recital  repertoire  on  a  regular  pieces.    

Final  grades  for  Prize-­‐giving    Your  final  ranking  for  prize-­‐giving  purposes  will  be  determined  by  the  ranking  of  a  mark  weighted  40%  Examination  1  and  60%  Examination  2.  For  Reports  the  term  mark  will  be  determined  by  the  assessments  to  that  date.  

Curriculum  Programme  ACG  SENIOR  COLLEGE  A2  LEVEL  MUSIC  2017  

Course  Programme  for  Teachers  • Students  select  two  components  from  Performing,  Composing  and  Investigation  and  Report  • All  Students  who  select  Performing  are  required  to  be  enrolled  in  private  instrumental  lessons.  These  

lessons  are  essential  in  developing  the  student’s  Musical  skill  level  for  assessment  in  Component  Three.  The  subject  teacher  and  student  must  liaise  with  the  instrumental  teacher  to  ensure  that  they  are  aware  of  course  requirements  and  assessment  dates.  

• Resources:  There  are  no  set  texts  for  the  A2  level  Music  programme.  A  range  of  texts,  musical  recordings  and  scores  will  be  sourced  and  used  where  appropriate.    

• Books  and  serials  will  be  put  on  desk  copy  in  the  school  library  and  checked  off  when  students  have  used  them.  

• The  teaching  of  composition,  aural,  analysis,  and  theory  will  be  taught  alongside,  and  in  conjunction  with  the  teaching  of  the  Musical  Knowledge  content  of  the  course.  

• Students  will  perform  the  pieces  they  are  working  on  every  fortnight.    

Differentiation  in  A2  Music  Every  Music  classroom  will  be  comprised  of  students  with  different  sets  of  musical  backgrounds  and  levels  of  experience.  One  student  may  be  an  accomplished   instrumentalist  yet  may  struggle  with  composing,  while  another  may   be   an   excellent   essay   writer   while   not   being   able   to   read  music.   Consequently   there   are   a  diverse  range  of  tasks  and  situations  in  which  teachers  will  be  required  to  provide  for  advanced  students  and  those  who  are  struggling.  

The  following  gives  a  few  examples  of  differentiation  opportunities  across  the  four  components  of  the  course.  Differentiation  will  occur  on  a  day-­‐to-­‐day  basis  and  teachers  must  cater  for  each  student’s  needs  depending  on  the  type  of  activity  being  completed.  

Listening  and  Research  

• Less  advanced  students  will  complete  aural  assignments  to  identify  sections  of  the  orchestra  and  will  describe  the  timbral  qualities  and  roles  of  the  instruments  in  each  section.  

• Less  advanced  students  will  perform  excerpts  of  the  prescribed  works.  • Advanced  students  will  analyse  harmonic  patterns  in  the  prescribed  works  and  related  works.  • Advanced  students  will  complete  self-­‐directed  analysis  of  relevant  works.  • Advanced  students  will  be  set  composition  tasks  that  utilise  advanced  musical  devices.  • Less  able  students  will  submit  essay  plans  for  marking  and  critiquing.    • Less  able  students  will  carry  out  extra  reading  to  become  familiar  academic  writing  relating  to  music.  • Less  able  students  complete  assignment  on  the  use  of  programme  music  in  films.  • In  the  A2  course  advanced  students  will  be  required  to  contact  composers  and  musicologists  to  

conduct  primary  research.  Less  able  students  will  conduct  surveys.  

Performing:  

• Advanced  students:  Focus  upon  displaying  mastery  of  advanced  skills.  Complete  extra  assignment  work  on  the  techniques  used  by  the  composers  in  the  pieces  they  performed.  Research  and  listen  to  the  works  being  performed  by  a  range  of  performers.  

• Less  able  performers  will  focus  their  preparation  upon  accuracy  of  pitch,  rhythm  and  tempo  and  confidence  in  their  interpretation  of  the  pieces.  

Composing:  

• Advanced  students  will  be  set  assignments  which  require  them  to  compose  for  larger  ensembles,  utilising  more  complex  chord  colours,  including  modulation  and  a  number  of  advanced  compositional  devices.  

• Less  advanced  students  will  be  set  assignments  in  which  simplicity  is  encouraged.  Utilise  repeating  patterns  in  rhythm,  ostinato,  riffs  and  chord  structures.  Emphasis  can  be  placed  on  studied  forms  (Ternary,  Rondo,  Theme  and  Variation).  

• Advanced  students  can  explore  non-­‐conventional  sounds  and  instruments.  Less  advanced  students  can  focus  on  their  own  performance  instrument  and  more  common  small  ensembles.  

• Advanced  students  will  compose  in  advanced  styles  (counterpoint,  chorales,  jazz  chords).  • Advanced  students  will  be  extended  by  having  to  include  elements  of  the  contents  of  component  one  

into  their  compositions.  

Opportunities  for  Critical  Thinking  

• How  do  we  research  through  listening?  • How  does  academic  Music  research  impact  upon  our  creativity  as  composers  and  performers?  • What  is  it  that  characterises  the  sound  of  the  music  of  a  particular  style  or  composer?  • How  does  contextual  understanding  improve  a  performer’s  delivery  of  a  piece  of  music?  • Does  ICT  disrupt  the  creative  process?  

Plagiarism  Guidelines  

Each  piece  of  work  which  is  assessed  for  course  requirements,  must  be  demonstrably  the  student’s  own  work.  The  following  shall  be  grounds  for  considering  that  a  student  may  have  breached  this  requirement:  

1. Plagiarism:  including  the  direct  copying  of  textual  material  (including  electronic  material)  and  the  use  of  other  people’s  data  without  acknowledgment  (and/or  permission,  where  appropriate)  and  the  use  of  ideas  from  others  without  adequate  attribution.  

2. Use  of  personal  material  produced  for  the  same  or  a  similar  assessment  by  another  student  (past  or  present),  even  if  acknowledged.  

3. Fabrication  and  falsification  of  data.  4. Identical  or  closely  similar  pieces  of  work  submitted  by  two  or  more  students  (except  where  

group  work  is  to  be  submitted  in  such  a  form).  5. Access  to  any  unauthorised  material  or  equipment  during  an  examination  or  an  assessment  

done  under  examination  conditions.  6. Communication  in  any  way  with  another  student  or  unauthorised  person  during  an  

examination  or  an  assessment  under  such  conditions.  

Plagiarism  is  viewed  seriously  and  could  result  in  a  student  forfeiting  all  marks.