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GCSE Music Head of Department: Mrs Singh
Edexcel Exam 2022 Unit 1 Performing Solo performance Ensemble performance 15% Both completed in Year 11. 15% Marked internally and sent for moderating Unit 2 Composition to a brief 15% 4 briefs given by Edexcel Composition linked to Areas of Study Free Composition Unit 3 Listening 15% Both compositions completed in Year 11 Exam – questions 40% Exam lasts 1 h 45 and is sat in linked to 8 set works. May/June of Year 11 Short answer listening questions and 1 essay.
Curriculum Map 10 Autumn Introduction to all components Star Wars Set Work Composition Techniques 11 Killer Queen Set Work Beethoven Set Work Final Performances Final Free Spring Purcell Set Work Bach Set Work Composition 1 Mock Solo Performance Afro Celt Set Work Final Brief Composition Coursework improvements Revision Summer Esperanza Spalding Set Work Wicked Set Work Composition 2 Mock Ensemble Performance Revision all set works GCSE Exam
Students are being assessed through… Component 1 – Performing (30%) • One solo performance and one ensemble performance (a performance tothan support can be made up. How of more 1 piece). your child: • Ensure they are practicing their across both • Minimum duration 1 minute perregularly performance, 4 minutes instrument • Encourage them to record themselves to be recorded at Students are working on their first mock solo performance February half term. playing and listen back with them, looking atbe therecorded marking at criteria Their first mock ensemble will May half term. • Completewill their report necessary The final solo performance bepractice recorded at theif start of Year 11. The final ensemble performance will be recorded in Christmas of Year 11. There will be opportunities to re-record performances until the end of the Spring Term of Year 11.
Students are being assessed through… • • • Component 2 – Composing (30%) One “free” composition (minimum 1 minute) One composition to a brief released by the exam board (minim 1 minute) Combined minimum duration – 3 minutes How to support your child: Three compositions will betheir started and marked Year 10 with grades • Discuss composition andin commentary reported to students. Students willwith choose their highest scoring Year 10 them. composition to rework to be their GCSE “free” composition by October half term of Year 11. Briefs will be released by the exam board in September 2021. We will begin working on these compositions from October, to be submitted at the end of the Spring Term. Recordings must be submitted with a score or commentary (write up)
Students are being assessed through… Component 3 – Appraising (40%) Written exam lasting 1 hour 45 - marked out of 80. Section A – Short Answer Questions (68 marks) • Six listening questions related to the set works How to support your child: • Dictation exercise • Play the set works at home and discuss • Unfamiliar listening question them with your child Section B – Extended Response (12 marks) • One question where you will need to compare in detail a set work with an unfamiliar (but similar) piece.
Set Works Area of Study 1 : Instrumental Music Area of Study 3 : Music for Stage and How to support your child: J S Bach – Brandenburg Screen Concerto No. 5 • in D Major, 3 rdpieces as often as you can Listen to the J Williams– ‘Main Title/Rebel movement with your child Blockade Runner’ from Star Wars: L Beethoven – Piano Sonata no. • When listening to the pieces – talk about Episode IV – A New Hope 8 in C minor Op. 13, what ‘Pathetique’ you hear with them and ask them S Schwartz – ‘Defying Gravity’ from 1 st movement questions • Ensure that they are keeping their. Wicked folder up to date and responding to half termly Area of Study 2 : Vocal Music ‘Folder Monitoring’ H Purcell – ‘Music for a While’ from the incidental music to Oedipus Queen– ‘Killer Queen’ from the Area of Study 4 : Fusions Afro Celt Sound System – ‘Release’ from the album Volume 2: Release
Unfamiliar Listening and Dictation • Students also have to answer questions on unfamiliar pieces of music. These always relate to a set work but it is to support to your important. How for students bechild: comfortable • Listen to a wide range of music and speak using musical vocabulary about a wide about what you hear. Encourage students to explain using their musical vocabulary range of set works. • A dictation question will give students a rhythm or melody with a blank section that they will need to fill in from what they hear
An easy way to remember the musical elements is to remember the acronym… D R ynamics hythm How Metreto support your child: • Test your child on their understanding and ability to use musical vocabulary in a rticulation sentence (glossaries are filed in the back of empo their folders). tructure • Support them in using these words to onality some of the revision elody complete tasks on the next page A T T S M I T H nstrumentation/Sonority exture armony
Suggested Revision Tasks • Brainstorm/Mindmap the elements of music for each set work. Then test yourself by completing another mind map from memory • Create flash cards with key music terminology on one side and the definition on the other. Use these to test your understanding • Using command works (on the next slide) and the musical elements, write your own exam questions, then see if you can answer them about a set work extract. • Pick a musical feature (e. g. crescendo, chromatic melody) and go through each set work identifying each time your hear it. • Import midi files of the set works into Garageband record yourself identifying key features over the top.
Command Words Compare Contrast Comment on Define Explain based Describe Name / Identify Justify write about similarities and differences write about the differences ONLY write about what YOU think give a precise meaning give the reasons for. . . (these MUST be on the main musical elements) give a musical description using appropriate vocabulary give a precise name / musical label to. . . give your musical reasons for….
An outstanding student of Music will… 1. Regularly practice their instrument 2. Take risks to compose in a creative way 3. Listen to a wide range of music in a variety of styles 4. Be able to identify how musical elements are used in music in different styles by listening and score reading 5. Be able to link musical elements and features they hear to the impact they have on the listener
Resources and Learning Platforms MS Teams Resource Bank Key Word Glossaries (in folder) Teoria. com (for dictation practice Rhinegold Edexcel GCSE Revision Guide Youtube and Spotify for playlists of set works (and to explore unfamiliar music)
Who can I contact about GCSE Music? Head of Department: Mrs Singh [email protected] ool. co. uk Teacher of Music: Mr Mc. Carthy