Introduction
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The schools represented in this document are -
Music Departments,
Hessle High School
Headlands School and Community Science College
Driffield School
Withernsea High School and Sports College
For further details of the 'Exchanging Practice' initiative or
for any other information please contact -
David Mell, Teaching and Learning Consultant, Creative Arts
Tel: (01482) 392466
E-mail: david.mell@eastriding.gov.uk
Aims
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The 'Exchanging Practice' Project is aimed at providing
Curriculum Network Support for Heads and Teachers of Art & Design
and Music Departments from the East Riding's Secondary Schools.
The initiative is identified in the East Riding's Education Development
Plan.
The purpose of the programme is -
- to create supportive networks for the inter-change of
ideas and practice for the secondary Art & Design and
Music communities
- to create a programme of 'exchanging practice', where
secondary teachers of Art & Design and Music are enabled
to share with each other, aspects of their current and planned
provision for their subject
- to disseminate exemplar materials and models of good
practice, utilising a variety of formats and media, which
serve to illustrate how schools have successfully approached
one or more subject related issues, challenges or problems
- to promote and support approaches to teaching and learning
in Art & Design and Music, which are creative, challenging,
open-ended and involve risk- taking
- 'Exchanging Practice' is aimed at Secondary Art &
Design and Music departments, in schools where aspects of
their provision have been identified and prioritised for
further development and departments where there is good
practice in Art & Design and Music provision
- Involvement in 'Exchanging Practice' will enable Departments
to consolidate their work, to share and celebrate their
achievements and to signpost areas for future development,
through published and digital media, and to share these
with the wider Art & Design and Music education community
Hessle High School
Jonathan Chapman, Head of Music
Music and Computers
Currently our PCs are set up in the following fashion:
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- 12 machines
- Cubasis x12
- Sibelius x12
- Sub server and mini network
- Midi linked
- Same software
- Departmental Desktop
- Full access to designated machine
- 'Live' drives on all machine
The soundcards fit into a CD Rom space slot on the front of the
PC.
These are available from:
www.soundbaster.com
or the European subsidiary
www.uk.europe.creative.com/products
How we use it
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- Assessment (on laptops)
- Setting work across the network
- Accessing work from anywhere in the School
- All compositions are sequenced and printed
Website: www.hesslemusic.eril.net
- Purpose
- Functionality
- Mailing List
- Homework Help
- Topic Outlines and Guidance
Deliverance:
(October 2002)
- 28 in Year 10 studying GCSE Music
- 12 in Year 13 studying AS Music Technology
The Future
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- Increase machines to 16
- Older machines moved to Lower School for Year 7 & 8
- Pupils self-assessments stored on network
- E-mail facilities for homework submission
- Interactive whiteboard - with lessons taught from website
- Lessons stored on website for reference
- PC based cover work
For further information on this aspect of curriculum provision
or for any other information regarding music at Hessle Hign School please visit their website or contact:
Jonathan Chapman, Hessle High School
Heads Lane
Hessle
East Riding of Yorkshire
HU13 0JQ
Tel: 01482 684604
Fax: 01482 643207
E-mail: hesslehigh@eril.net
Website: www.hesslehigh.ik.org
Music Department website: www.hesslemusic.eril.net
Withernsea High School and Sports College
Mark Keith, Head of Music, Withernsea High School and Sports College
The drive to increase the numbers taking making at GCSE and striving
to maintain the creative relevance of the subject in the face of
SAT statistics are key elements of music at Withernsea.
A common plan for arts subjects at Withernsea has been developed
and Music is a key component in the rapidly developing Creative
Arts Faculty.
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There is a culture of positive criticism with all details of assessment,
targets and other information freely available for all to use to
evaluate their own, and others, work.
All level details, which match the National Curriculum Levels are
on the walls and in full view of all thus making all students aware
of expectations.
Assessment for Music at Key stage 3 - Staff Guide
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Marks
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Communication Skills
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Pergformance Skills
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Composition Skills
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Reflecting and Evaluating
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Contributions, but is often unco-operative, obstructing and
reluctant. Tends to lack patience and sustained co-operation.
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Demonstrates small knowledge and understanding of task.
Hesitant, partial participation, limited awareness of ensemble
or performance direction.
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Orders simple rhythmic and note patterns with limited success.
Sometimes makes appropriate contributions to decision making.
Only vaguely aware of the creative effects of musical elements.
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Makes very simplistic comments, which are generally descriptive
of the task. Limited reference to skills and techniques. Limited
references to won ideas and decisions. Likely to make value
judgements.
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Largely involved but lacking in real confidence. Some reluctance
to communicate openly or to share ideas. Positive focus is
inconsistent.
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Much more secure - use of pulse and similar rhythms only
occasionally inconsistent. Use of note patterns generally
co-ordinated. Follows ensemble passively.
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Aware of task conditions. Understanding secure. Some inconsistencies
in use of musical techniques, but regular, logical choices
are made. Can be indecisive, often following advice from others
passively. Does contribute to creative process.
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Reflects honestly on own contributions. Will make some accurate
references to composition and performance skills. Not confident
enough to write in a detailed way, but can convey progress
of work.
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Confident and reliable. Makes regular, positive contributions
and is a supportive group worker.
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Co-ordinated and secure. Competent control over pulse, rhythm,
melody and dynamics. Reliable and supportive in ensemble work.
Will adjust own part to improve ensemble.
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Actively using the musical elements to control and shape
the composition. Accurate and logical. Results of decisions
will be competent and coherent. Able to make effective refinements
to decisions already taken.
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Reflects and evaluates in an accurate and coherent manner,
detailing most aspects of the work. Will make some use of
technical vocabulary, sometimes inaccurately. Will make limited
reference to the work of others.
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Ambitious and considerate. Confidence of expression is natural
and fluent. Can negotiate in a logical, detailed fashion.
Will fully consider the needs of the team.
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Leading, sensitive to ensemble, actively seeks improvements,
subtle, fully co-ordinated, assured and fluent. Impressive.
Expressive use of dynamics and phrasing.
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Inventive, detailed, original and creative. Able to evoke
mood and contrasts by controlling pulse, rhythm, pitch, interval
relationships, dynamics and tempo. Always seeking alternative
solutions.
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Evaluates effectiveness of own work in full detail - genuinely
informative comments. Will make perceptive and useful comments
about the work of o other pupils and relate these observations
to own work. Good use of extended musical vocabulary
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N.B. ½ marks can be awarded. Evaluative marking should
reflect both oral and written work.
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Assessment Sheet Sample Template
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Withernsea High School and Sports College
KS3 ASSESSMENT SHEET
(Sample Template)
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N.C.Level Indicators
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Year 7
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Year 8 |
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Mark
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Level
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Mark
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Level
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1
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2
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2
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3
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3
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4
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Level 2
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4
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Level 2
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5
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Beyond 2
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5
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Beyond 2
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6
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Towards 3
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6
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Towards 3
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7
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Level 3
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7
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Level 3
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8
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Beyond 3
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8
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Beyond 3
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9
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Towards 4
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9
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Towards 4
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10
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10
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Level 4
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Level 4
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11
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Beyond 4
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Beyond 4
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Towards 5
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Towards 5
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Level 5
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Beyond 5
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Level 5
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Towards 6
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Beyond 5
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Level 6
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- Levels 1 and 2 will only be relevant in very unusual
cases at KS 3, even in Year 7.
- It is expected that the majority of pupils will occupy
levels 4+ 5+ at the end of KS 3.
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- Levels 6 to 8 represent very high, exceptional levels
of musical accomplishment. This should not exclude pupils
who do not have separate instrumental tuition.
- This mark scheme is designed to indicate realistic expectations
of pupil performance through Yr7 to Yr 9. It is ultimately,
however, only a guide.
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As the demands made of pupils increase through Yr7 to Yr9,
so do their potential levels of achievement.
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For further information on this aspect of curriculum provision
or for any other information regarding music at Withernsea, please
contact:
Mark Keith, Withernsea High School and Sports College
Hull Road
Withernsea
East Riding of Yorkshire
HU19 2EQ
Tel: 01964 613133/4
Fax: 01964 614560
E-mail: withernseahigh@eril.net
Website: www.widehorizon.net
Headlands School and Community Science College
Richard Grantham, Head of Music, Headlands School and Community Science College
Mission Statement
Our mission is to create a learning environment that is relevant
to student's needs, believes in the potential of all and promotes
understanding and an appreciation of music in all its forms.
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We will do this by:
- engaging with our students in continuous learning and development
- serving our community
- seeing learning as an adventure and valuing diversity
- working together to overcome problems and obstacles
- balancing all of our roles
- radiating positive energy!
What We Do Well
- Good examination results at GCSE with above average numbers
- Large numbers at Advanced level
- Very good resources, particularly in terms of music technology
- Varied and high quality extra-curricular activities
- Excellent peripatetic team
- Strong support from SMT
- Good links with feeder Primary Schools and local community via Bridlington Music Festival
Examinations
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- Examination results at GCSE on rising curve
- 1994 - 4 candidates all gained A - C
- 2002 - 28 candidates gained 86% A - C
- Large numbers at A level since the introduction of Music Technology
- Current lower sixth has 4 doing Music and 8 doing Music Technology
- Upper sixth has 3 doing Music and 5 doing Music Technology
- So far at AS and A2 Music Technology, no candidate has got
lower than a grade C
How do we ensure exam success?
- At GCSE, give pupils maximum performance practice by having
half-termly class performances, which are marked with pupils using
the exam board marking criteria, and weekly performance studies
sessions
- Composition at GCSE is taught mainly in individual tutorials
enabling staff to target particular needs of pupils. Pupils keep
a detailed log of work in progress. A composition must be completed
each half term in Yr10
- All coursework is finished before Easter enabling an intense
'blitz' on the listening paper
- Many of these practices are continued through to advanced level.
The Tutorial system and independent work ethic is therefore not
a big shock
- Music and Music Technology are timetabled together so certain
days are 'priority days' for each subject. Students enjoy the
freedom of non-priority lessons to work on coursework. This particularly
suits Music Technology
By-Products
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- One of the by-products of bigger numbers is more capitation
if it is worked out by a formula based on pupil numbers opting
in. Also more leverage to argue for extra money
- Music department capitation at Headlands has been exceeded
in each of the last eight years by at least £3000 per year.
This means that the SMT have put in at least £24,000 above
capitation during my time at the school
- Music Technology has helped to make Music a 'happening' subject
in the school and also relevant to pupils musical interests
- Another by-product is, believe it or not an increase in singing.
Shows like Pop Idol and boy bands such as Westlife have raised
the profile of singing and the music industry. This is a rising
wave that we feel the department cannot afford to miss out on.
The Gospel Choir was formed on the back of this
Extra-Curricular
We try to put on a varied extra-curricular programme involving
as many pupils as possible.
- Orchestra (Toured Belgium in 2000)
- Wind band
- Junior Choir
- Gospel Choir
- Steel Band
- Recorder Ensemble
- Various small bands and ensembles run by students or instrumental
teachers
- We have good links with our feeder Primary schools and local
community via the Bridlington Music Festival
The Future?
- Exploration of stronger links with Art & Design, Dance
and Drama
- Development of Film Music studies and Music and Media in general
- Accelerated learning* model becomes the key planning tool for
the teaching and learning process
- Stronger links with Science under Science College status
- Extra-curricular more of an enrichment activity, particularly
with regard to exam classes
- Curriculum and resources geared up more to music industry standards
Science College Status
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- Accelerated Learning model (c.f. Alistair Smith) ties in with
Headlands Science Faculty's CASE programme
- We believe that music can be part of the Science College ethos,
particularly the Technological aspects
- Music was part of the Science Able and Talented Summer School
Project in August 2002
- Links with the Music Industry also fit into this ethos. We
have recently begun a relationship with a London agent who wishes
to 'try out' new pop bands prior to the release of their first
single
Key Issues
- Relevancy versus the traditional role of custodians and transmitters
of 'culture'
- If we are to keep music in the modern curriculum and not become
a minority fringe interest, it has to be relevant to all young
people, e.g. the 'I hate music' syndrome
- We feel that we have to 'stay current', constantly updating
our skills and knowledge
- Extra-curricular activities are becoming increasingly difficult
particularly with examination candidates. We are constantly in
competition with revision classes, booster classes, twilight exam
classes etc.
- Enrichment is one idea we are looking at. Much of our extra-curricular
activity involving older pupils will have to be linked to work
being done for GCSE and Advanced level courses. Edexcel courses
are good for this as they contain 'performing during the course'
elements
- The instrumental teachers will, I believe, have to play an
increased role in these developments
- Music and Media is a rich vein for us to mine. Cross-curricular
links and relevancy are addressed. Music for the moving image
is an interesting new area, which excites our pupils. One of my
key aims for Headlands is to develop a Film Studio
Staff Development
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Music department staff have many roles, which influence how
they teach young people.
Among these are those of performer, composer,
teacher and facilitator, good music teacher, we believe, can be
characterized by the
following traits:
- is constantly learning and renewing personal skills
- is service-orientated and wants to help others
- radiates a positive energy
- believes in the potential of others
A good music teacher also:
- balances their roles
- sees learning as an adventure
- is synergistic and believes that people working together can
create better solutions than those working apart
For further information on these materials or for any other information
regarding Music at Headlands, please contact:
Richard Grantham, Headlands School and Community Science College
Sewerby Road
Bridlington
East Riding of Yorkshire
YO16 6UR
Tel: 01262 676198
Fax: 01262 607907
E-mail: headlands@eril.net
website: www.headlands.eril.net
Driffield School
Julian Watson, Head of Music and Performing Arts, Driffield School
Development Priorities: Performing Arts 2002 - 03
1. To develop teaching and learning
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- The department will aim towards a greater sharing of ideas,
experience, lesson observation and discussion. Success will be measured
by departmental discussion and sharing with an increased expectancy
that staff are able to recognize their own strengths and areas for
development
- Head of Department to lead with the whole department expected
to be pro-active
- The majority of the department are either NQT or NQT+1
and it is expected that professional development both in and out
of school will be important. Staff to identify with Head of Department,
relevant courses and further development
- As well as formal discussion and observation/sharing the
most significant outcome should be the habit of discussing/sharing
informally as part of normal everyday conversation. To encourage
this we will create a display in the department of key questions
to provoke the above
2. To develop relevant skills in ICT and Music Technology
The desired outcome for us as a department will be:
- The establishing of a website, which will be informative and a
tool to aid teaching and learning
- To develop skills in audio recording with the use of the Logic
Audio programme
- To develop creative projects at KS3 using the PSR 340 keyboard
- To produce, with other departments, a Driffield School CD, which
will include music, artwork, essays, film and other relevant media
3. To deliver an extra-curricular programme, which may include:
- Les Miserables in December 2002
- Rock Challenge in the spring term 2003
- The visit to Australia in August 2003 to perform in the
Australian Rock Challenge National Final in Sydney
- A programme of music concerts, which will include an expansion
of the use of popular music with dedicated events for rock bands,
a 'Rock and Pop' day and the establishing of more extra-curricular
work dedicated to rock/pop/world ensembles
Music Key Stage 3 Scheme of Work3
Aims
1. To develop skills in listening, performing and composing
2. To provide all pupils with a stimulating and enjoyable experience
of music in the classroom
3. To provide an atmosphere of work, which is encouraging, promotes
self-esteem and produces a quality of relationships
4. To provide pupils with a sense of ownership of their own development
and progress
5. To develop creative approaches to problem solving
6. To develop cross-curricular links
7. To provide a frame of skills and confidence, which will enable
some pupils to effectively participate in Expressive Arts at GCSE
(Final year group to take this exam will be this year's Yr11 cohort
2002/03)
8. To provide a framework of skills and confidence, which will enable
some pupils to effectively participate in GCSE Music and Music at
post-16
Aims for staff
The purpose of this programme of study is to provide an agreed
framework, which will enable all staff to fulfil common objectives
for pupil learning and assessment and at the same time to make effective
use of staff strengths and expertise.
It is hoped that colleagues will feel that there is scope within
this framework to innovate, try out new approaches and ideas and
to share them.
Composing
This programme will identify common musical concepts and
projects especially in composing. We recognise that through
composing pupils are also fulfilling many important criteria
in listening/appraising and performing.
Composing is a reflective process and some projects need to be
given long periods of time to develop.
The addition of full sets of the PSR 340 keyboards and disk drives
should significantly enhance this process.
Performing
This programme is therefore intended to provide staff with more
scope to develop ideas in performing and cater for the individual
characteristics of classes.
It is expected that all pupils will develop performing skills
and participate in whole class, group and individual
performance.
Staff should feel at liberty to use songs and performance material
that they have developed and used well.
Scheme
Year 7 |
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Module 1 - Introduction to Music |
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Module 2 - Music Today |
Assessed Composition |
Module 3 - The Counting Song |
Assessed Composition |
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Module 4 - Next Door Neighbours Reports
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Assessed Composition |
Module 5 - World Music Module |
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Year 8 |
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Module 1 - Structures |
Assessed Composition |
Module 2 - Harmony & Texture |
Assessed Composition |
Module 3 - Baroque Music |
Assessed Composition |
Module 4 - The 12 Bar Blues Reports |
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Module 5 - Moods |
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Year 9 |
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Module 1 - Film and Media Music |
Assessed Composition |
Module 2 - Film Music (continued) or own choice |
Assessed Composition |
Module 3 - The Voice |
Assessed Composition |
Module 4 - Song. Exploring songs and the use of
music technology |
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Module 5 - Final Module. Own choice e.g. creating
a radio programme or dance music. |
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Display Work
As part of our departmental development we are aiming, in 2003/03,
to continue to improve our use of displays and noticeboards.
This will include the display of musically relevant vocabulary,
mark schemes and information supporting relevant modules.
African Drums
A key development for 2002/03 will be the development of the use
of the recently acquired African drums.
This will be incorporated in the scheme of work as staff develop
ideas and expertise and can be used at any time, with any group.
Sample Module and Assessment
Year 8 Music Module - Structures
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Aims:
The main aim for this module is to help pupils gain an understanding
of the place of structure in music.
They will learn to recognise through listening a range of musical
structures/features.
Pupils will explore the ideas of repetition and contrast and should
aim to complete a musical composition.
Performance and singing will also reflect structure e.g. verse/chorus,
call and response.
Keywords/concepts:
Contrast/Repetition |
Rondo ABACA |
Motif |
Drone |
Scale |
Ostinato |
Verse/Chorus |
Call/Response |
Drone |
ABA |
Assessment:
We are hoping that pupils will be able to achieve at least level
4/5 during Year 8.
"Pupils identify and actively explore the relationship
between sounds and how music can reflect different intentions. They
maintain their own part with awareness of how the different parts
fit together and the overall effect. They create melodic and rhythmic
phrases as part of a group performance and use musical structures
with different sections linked through the use of common musical
features. They respond to musical structures, e.g. by creating dances
with sections and use repeated motifs. They suggest improvements
to their own and others' work, commenting on how the intended effect
has been achieved." (National Curriculum level descriptions)
Composition:
Click on image to enlarge |
Pupils will complete a composition in ABA form. Section A will
use a drone and/or other accompaniment and a scale idea/melody.
Pupils will need to be given careful advice on creating a contrasting
section B. Work will be completed on disk and assessed.
Performing:
Rondo pieces, call and response songs and rounds.
Year 8 Composition in ABA form
Drone |
Scale |
Repetition |
Contrast |
Voice |
Track |
Motif |
Register |
Dynamics |
Balance |
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Section A
Track 1 |
Record a drone for 1 minute
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Voice 52/Strings or your own choice |
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Drones have 2 notes e.g. A+E or D+A or C+G |
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Track 2 |
Record a scale in a interesting and musical way
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Choose a voice
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The scale may go up or down or both
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You may play it using a rhythm or a pattern
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Section B
Track 3 |
This section will be a contrast to section
A |
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Think carefully about the following changes3 |
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Change the voice or instrument
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Change the register
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Change the dynamic
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Use a motif - a short musical idea
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Record you motif using a structure such as
- 3
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ABA or AABA
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Section A
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Record Section A again making sure that it sounds like the music comes to a finish |
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You may need to record the drone again to make it longer |
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ABA Composition
Name:
Form:
I have saved this work as:
Section A:
Please tick the following that apply to your composition.
This is my own work:
I have used a different voice in Section B. It is:
I have composed this with:
I have changed the dynamics. Section B is
than Section A
Section A:
Please tick the following that apply to your composition.
I have changed the register. Section B is than
Section A
I have recorded a drone. My drone notes are:
I have used a motif
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Which Level Have You Achieved?
Level 3 |
Level 5 |
Only section A completed |
In addition to the above: |
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You have successfully recorded a drone on track
1 and a scale on track 2 |
You have completed all three sections |
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Your drone and scale blend together well |
Your ideas are imaginative. |
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Level 4 |
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Circle which level you think you have achieved: |
In addition to the above you have: |
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Level 4
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Level 5
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Recorded section B |
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You have recorded your scale idea musically and
in an appropriate way for the instrument chosen. |
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Your section B has a number of contrasts to section
A but still sounds like it is part of the same piece of music. |
Teacher Comment: |
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Your ideas in section B are structured, for example
you may have used a motif using the pattern ABA or AABA or ABACA. |
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You have recorded your ideas in section B musically
and in an appropriate way for the instruments chosen. |
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For further information on these materials or for any other information
regarding music at Driffield, please contact:
Click on image to enlarge |
Julian Watson, Driffield School
Manorfield Road
Driffield
East Riding of Yorkshire
YO25 5HR
Tel: 01377 253631
Fax: 01377 841053
E-mail: driffieldschool@eril.net
Website: www.driffieldschool.net
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icon next to it, it can be clicked to expand and contract.
