The arts make us feel connected to one another and less isolated. Through the arts we share an emotion and that sharing connects us with each other and we realise we all feel the same emotions. The arts are our last hope. We find our identity and make it easier and more pleasurable to live and they also give us wisdom.
Arthur Miller (Playwright and Director)
We are immensely proud of the Performing Arts at Central Foundation and the impact it has had on our school community. It is this strength that led to us being designated a Specialist Arts College in 2004. The Performing Arts plays a key role our students’ personal development; over the last ten years the subjects of Music, Dance and Drama have provided all of our students with so many rich and varied opportunities to experience the arts, which develops creative, confident and capable students, who go out into the world and impress others with their abilities.
Exciting schemes of learning are delivered in our excellent performance facilities which include; a brand new auditorium with state of the art lighting and sound, a dance studio, two fully equipped music rooms, a music studio, four music practice spaces, three drama studios as well as the David Sharp Theatre. These lessons are complimented by a wide range of extra-curricular trips, clubs and performances such as our annual whole school musical, showcase performances, two plays (KS3 and KS4) a dance show, music concerts and lots of workshops with visiting professionals in their field.
The Performing Arts faculty is staffed with specialist teachers (see specific subject areas for names of staff), most of whom have significant professional experience in the arts, as well as an Artist-in-Residence: Mr McIntosh – who regularly still performs professionally both within the UK and abroad.
PERFORMING ARTS COMMUNITY OUTREACH PROGRAMME
Our community outreach programme has received national recognition as it is one that ensures that performing arts experiences travel beyond our school gates and enrich our community too. We work in partnership with Phoenix school and the Coburn Centre, to bring the arts to children and adults with special educational needs, as well as working with a variety of local primary schools and other institutions, which vary to meet the demands of our programme.
Some of the highlights of this year’s community outreach programme are our students: producing a music program at the Wigmore Concert Hall; touring bespoke theatre-in-education shows to local primary schools and a programme which sees our students taking the life-stories of the elderly of Tower Hamlets and celebrating their rich experiences through the medium of Dance, Drama and Music. We also host the Tower Hamlets Dance Festival.
ENRICHMENT OPPORTUNITIES
You can take part in our exciting annual programme of arts activities, which include clubs, trips, shows, master-classes and personal tutoring; many of these opportunities allow students to achieve qualifications, for example LAMDA examinations, Rock School music examinations and Arts Awards.
PE AND DANCE
We study PE and Dance to develop the physical, social and emotional well-being of our students. At CFGS we aim to provide an engaging and challenging curriculum that allows all students to achieve beyond their expectations. We link our planning to meet those of the national curriculum guidelines for each key stage and ensure all students are given opportunities to get a broad and balanced curriculum both in and out of the classroom.
We in PE and Dance want to offer excellent opportunities to develop a healthy life-long love of physical activity. We want all students to feel they belong as part of a team, believe in their healthy potential. We do this by developing the attitudes, skills and knowledge required to be a leader and provide memorable experiences throughout a student’s journey within the subject.
Aims
Have access to high quality teaching
Have access to a diverse range of sports and dance subjects.
Learn through Dance, PE, science and the importance of exercise on the body and mind
Learn in a positive and safe environment
Be provided with moderate to vigorous activity levels with PE and Dance lessons in line with government recommended targets
Learn skills that can be used throughout their lives including communication, teamwork, resilience, independence and creativity.
In KS3 learners will apply and develop a broad range of skills. Effective communication will be taught, and the importance of team work and collaborating with each other. Learners will play within a competitive environment learning team-based sports e.g. football, netball, volleyball, basketball etc. Develop flexibility, strength and balance within gymnastics athletics and dance.
In KS4 learners will continue to develop their technical, physical, expressive and appreciation skills. At CFGS we follow the AQA Syllabus where there is a mixture of both theoretical and practical learning. The course is assessed with 60% practical and 40% theory. Within practical lessons students will be assessed on their technical, physical, expressive and choreographic skills, through Set Phrase solos, Performance piece Trios and their own Choreographies.
During theory lessons a variety of topics are covered including 6 professional set works and their own work.
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KEY STAGE 3
At CFGS we recognise that dance can enrich an individual's life through the development of their cultural and social awareness. Dance offers a unique way of students learning through non-verbal communication. Students develop their skills in performance: technical, physical and expressive, Choreography and appreciation. We do this through a variety of styles and professional dance work.
KS3 OVERVIEW AND ASSESSMENTS
TERM
Skills
Performance
YEAR 7
Skills
Choreography
Skills
Appreciation
Autumn Term 1
Contemporary Dance – puppets
Perform with basic control/posture
Perform with coordination
Perform with correct timing/musicality
Perform with projection
Perform with fluency
A- Create a motif
S- show different uses of formations, directions and levels
D- make use of contrasting dynamics e.g. fast/slow
R- Use compositional devises: canon, unison
Develop a motif by using mirroring, giving and receiving weight
Make use of Dance key words to describe a motif
Identify how to improve own practice (WWI/EBI)
Give and receive feedback using Dance vocabulary
Describe and evaluate use of costume (Contribution to production)
Autumn Term 2
Musical theatre- Matilda
Perform with basic control/posture
Perform with coordination
Perform with correct timing/musicality
Perform with projection
Perform with fluency
A- Create a motif
S- show different uses of formations, directions and levels
D- make use of contrasting dynamics e.g. fast/slow
R- Use compositional devises: canon, unison
Develop a motif by using mirroring, giving and receiving weight
Make use of Dance key words to describe a motif
Identify how to improve own practice (WWI/EBI)
Give and receive feedback using Dance vocabulary
Describe and evaluate use of costume (Contribution to production)
Spring Term 1
Contemporary – contact work - Super heroes
Perform with correct alignment
Perform with good focus
Show strength in performance
Perform clear isolation actions
Perform with good balance
Perform showing safe practice
A- Include a variety of complex actions.
Show clear motif development
Make use of re-ordering and transitional actions
S – Develop a motif using a variety facings
Develop a motif using a variety of pathways
D- Develop a motif using a variety of dynamics, e.g. strong/ soft, acceleration/deceleration
R- Develop a motif using interesting use of repetition and accumulation
Develop a motif using interesting use of contact
Develop a motif using over, under and around
Describe several types of stimuli
Understand and be able to describe features of dance – style
Give, receive and apply feedback using Dance specific vocabulary on own and others (WWI/EBI)
Describe and evaluate staging and set design.
Spring
Term 2
Jazz fusion – The Greatest Showman
Perform with correct alignment
Perform with good focus
Show strength in performance
Perform clear isolation actions
Perform with good balance
Perform showing safe practice
A- Include a variety of complex actions.
Show clear motif development
Make use of re-ordering and transitional actions
S – Develop a motif using a variety facings
Develop a motif using a variety of pathways
D- Develop a motif using a variety of dynamics, e.g. strong/ soft, acceleration/deceleration
R- Develop a motif using interesting use of repetition and accumulation
Develop a motif using interesting use of contact
Develop a motif using over, under and around
Describe several types of stimuli
Understand and be able to describe features of dance – style
Give, receive and apply feedback using Dance specific vocabulary on own and others (WWI/EBI)
Describe and evaluate staging and set design.
Summer Term 1
Contemporary dance fusion - Alice in Wonderland
Perform with flexibility/mobility
Show stamina in performance
Perform with extension
Perform with sensibility to others
Perform with expression
Perform demonstrating phrasing
A- Sophisticated use of complex actions
Select actions to portray the choreographic intent clearly
S- To develop the space of a motif with use of size and air patterns
D- Confident use of contrasting dynamics
Clear use of highlights and climax
R- include complex compositional devices of numerical variation and groupings
Develop the relationship of a motif using question and answer and complement/contrast
Create original motif with use of prop
Identify and describe specific examples of structure and form
Understand features of dance – style and structure
Describe lighting and aural setting in professional works
Understand choreographers approach to the development of the work
Through the use of a choreographic log, evaluate the effectiveness of choreography throughout the whole process.
Summer Term 2
Street Dance - Battles
Perform with flexibility/mobility
Show stamina in performance
Perform with extension
Perform with sensibility to others
Perform with expression
Perform demonstrating phrasing
A- Sophisticated use of complex actions
Select actions to portray the choreographic intent clearly
S- To develop the space of a motif with use of size and air patterns
D- Confident use of contrasting dynamics
Clear use of highlights and climax
R- include complex compositional devices of numerical variation and groupings
Develop the relationship of a motif using question and answer and complement/contrast
Create original motif with use of prop
Identify and describe specific examples of structure and form
Understand features of dance – style and structure
Describe lighting and aural setting in professional works
Understand choreographers approach to the development of the work
Through the use of a choreographic log, evaluate the effectiveness of choreography throughout the whole process.
ENRICHMENT OPPORTUNITES AT KEY STAGE 3
KS3 Dance club at lunch on Thursdays
School productions
KEY STAGE 4
The course is assessed with 60% practical and 40% theory.
Component 1a - Performance - 30% - 40 marks in total
Internally marked and externally moderated
2 set phrases through a solo performance (approximately one minute in duration).
Duet/trio performance (three minutes in a dance which is a maximum of five minutes in duration)
Mental Skills
Component 1b- Choreography - 30% 40 marks in total
Internally marked and externally moderated
a solo (two to two and a half minutes) or -a group dance for two to five dancers (three to three and a half minutes)
Component 2 – Dance Appreciation - 40% 80 marks in total
Externally marked 1hr 30 minute exam
Knowledge and understanding of choreographic processes and performing skills
Critical appreciation of own work
Critical appreciation of professional works
Questions Based on students' own practice in performance and choreography and the GCSE Dance anthology.
Describe, analyse, interpret and evaluate features of dance using appropriate terminology.
Compare and contrast different choreographers, dance works, styles and cultural influences.
Understand the relationship between choreography, performance and production including aural and physical settings, costume and dance for camera.
Understand the physical and aesthetic contexts of dance.
The 6 professional works from the GCSE Dance Anthology:
Artifical Things – Lucy Bennett - Stopgap Dance Company
A Linha Curva – Itzik Galil - Rambert dance Company
Infra - Wayne McGregor – The Royal Ballet
Shadows – Christopher Bruace – Phoenix Dane Theatre
Within Her Eyes – James Cousins – James Cousins Company
Emancipation of expressionaism – Kendrick H20 Sandy – Boy Blue Entertainment
DANCE SKILLLS
Physical skills and attributes, including:
• posture
• alignment
• balance
• coordination
• control
• flexibility
• mobility
• strength
• stamina
• extension
• isolation.
Technical skills, including:
• action content (eg travel, turn, elevation, gesture, stillness, use of different body parts, floor work, transfer of weight)
• relationship content - for duet/trio performance only (eg lead and follow, mirroring, action and reaction, accumulation, complement and contrast, counterpoint, contact, formations)
• timing content
• rhythmic content
• movement in a stylistically accurate way.
Expressive skills, including:
• projection
• focus
• spatial awareness
• facial expression
• phrasing.
For duet/trio performance only:
• musicality
• sensitivity to other dancers
• communication of choreographic intent, including mood(s), meaning(s), idea(s), theme(s) and/or style/style fusion(s).
Mental skills and attributes (during performance), including:
• movement memory
• commitment
• concentration
• confidence
Safe working practices (during performance), including:
• safe execution
• appropriate dancewear, including:
• footwear
• hairstyle
• absence of jewellery.
Mental skills and attributes (process), including:
• systematic repetition
• mental rehearsal
• rehearsal discipline
• planning of rehearsal
• response to feedback
• capacity to improve.
Safe working practices (process), including:
• warming up
• cooling down
• nutrition
• hydration
CHOREOGRAPHY SKILLS
Action content, including:
• travel
• turn
• elevation
• gesture
• stillness
• use of different body parts
• floor work
• transfer of weight.
Dynamic content, including:
• fast/slow
• sudden/sustained
• acceleration/deceleration
• strong/light
• direct/indirect
• flowing/abrupt.
Spatial content, including:
• pathways
• levels
• directions
• size of movement
• patterns
• spatial design
Relationship content, including:
•lead and follow
• mirroring
• action and reaction
• accumulation
• complement and contrast
• counterpoint
• contact
• formations
Choreographic processes, including:
• researching
• improvising
• generating
• selecting
• developing
• structuring
• refining and synthesising
Structuring devices and form, including:
•binary
• ternary
• rondo
• narrative
• episodic
• beginning/middle/end
• unity
• logical sequence
• transitions
Choreographic devices, including:
• motif and development
• repetition
• contrast
• highlights
• climax
• manipulation of number
• unison and canon
Aural settings (and how they affect choreographic outcomes), including:
Aural settings:
• song
• instrumental
• orchestral
• spoken word
• silence
• natural sound
• found sound
• body percussion.
Effects on choreographic outcomes:
• mood and atmosphere
• contrast and variety
• structure
• relationship to theme/idea.
Performance environments, including:
•proscenium arch
• end stage
• site-sensitive (ie designed for non-theatre spaces)
• in-the-round.
Communication of choreographic intent, including:
• mood(s)
• meaning(s)
• idea(s)
• theme(s)
• style/style fusion(s).
Documenting the choreography
To support assessors' marking of the choreography, students must write a Programme note of approximately 120–150 words. The Programme note must include the following information:
• The choice of the set assessment stimulus to which the student responded, and the specific stimulus (e.g. poem, painting etc.) that the student used
• A description of how the choreographic intent of the work e.g. the idea(s), theme(s), mood(s), meaning(s) and/or style/style fusion(s) of the dance was achieved
• Citations of title and musician/artist for any aural accompaniment used.
Ms N. Harrigan – Head of Year / Dance Teacher / Health and Social Care Teacher
Ms T. Seager – Dance Teacher
DRAMA
We know what we are but know not what we may be
William Shakespeare
The intention of Drama at CFGS is to foster a keen interest, value and appreciation for live theatre as powerful tool for personal development; social commentary; and cultural expression.
The Drama curriculum at CFGS seeks to facilitate experiences of live theatre through varied opportunities to create, produce, perform, view and evaluate live theatre works. Students develop skills in performance, design and evaluation through the exploration of devised and scripted work.
Embedded in the drama curriculum is a focus on personal development and transferrable skills.
In today’s competitive education and job market employers are more and more seeking attributes such as team work, communication, punctuality, creativity, problem-solving and the ability to cope under pressure. In Drama we aim to develop these transferrable skills with an emphasis on teamwork, creativity, leadership, analysis of texts and risk-taking; skills that are important in all subjects and areas of life, no matter who or what you aspire to be.
Drama can also develop confidence in yourself and your opinion and provide opportunities that will stay with you for a life time! It is also about you developing social and communication skills, and that all important quality, empathy: the ability to place yourself into someone else’s shoes and to understand how they think and feel and ensure that your behaviour makes this world a better place to exist in.
KEY STAGE 3
In KS3 Drama we develop three key areas; devising, performing and responding to plays and live theatre. You will study a variety of plays as well as learn about and perform in different styles of drama including naturalism, physical theatre, mime and mask. You will also develop your literacy skills alongside English by analysing plays and writing about performances you have seen. You will also study the theory and technique of key theatre practitioners such as Stanislavski, Brecht and LeCoq.
There will be a wide variety of trips and workshops as well as Key stage 3 Drama clubs.
In Year 9, you will begin working more closely on developing skills needed for GCSE Drama which include the performance of a monologue or duologue and a longer group devised piece. The performance unit will culminate in a showcase evening featuring outstanding student work.
KS3 OVERVIEW AND ASSESSMENTS
TERM & THEMES
YEAR 7
Autumn Term 1
Introduction to Drama
Working as an ensemble
Role play
Improvisation – devising still-image and thought-tracking
Script work
Performing script (pairs)
LARA writing frame peer assessment
Skills:
Developing
Performing
Responding
Autumn Term 2
Theatre Through-out History- PART 1
Overview of key historical eras of theatre.
Analysis of style conventions and social/political/cultural/ historical context.
Group presentation in chosen style
Self and peer evaluation
Ancient Greece – performing as a chorus
Commedia dell-arte- the comedy of status and stock characters
Shakespeare- comedy, tragedy and declamatory style
Live theatre evaluation of SFF performance:
Exam question:
How was space used in a scene to show relationships and status?
Skills:
Performing
Devising
Responding
Spring Term 1
Theatre Through-out History- PART 1
Overview of key historical eras of theatre.
Analysis of style conventions and social/political/cultural/ historical context.
Group presentation in chosen style
Self and peer evaluation
Ancient Greece – performing as a chorus
Commedia dell-arte- the comedy of status and stock characters
Shakespeare- comedy, tragedy and declamatory style
Live theatre evaluation of SFF performance:
Exam question:
How was space used in a scene to show relationships and status?
Skills:
Performing
Devising
Responding
Spring Term 2
Monologues and Duologues from stage and screen
Performance of monologue (solo)
Evaluation:
“How did you use the techniques of Stanislavski to develop and interpret your character?”
Skills:
Performing
Responding
Summer Term 1
Devising (abstract theatre)
Performance of devised scene
Devising log book
Skills:
Performing
Devising
Responding
Summer Term 2
Devising (abstract theatre)
Performance of devised scene
Devising log book
Skills:
Performing
Devising
Responding
TERM & THEME
YEAR 8
Autumn Term 1
Theatre through History
Overview of key historical eras of theatre.
Analysis of style conventions and social/political/cultural/ historical context.
Group presentation in chosen style
Self and peer evaluation
Skills:
Performance
Devising
Responding
Autumn Term 2
Theatre through History
Overview of key historical eras of theatre.
Analysis of style conventions and social/political/cultural/ historical context.
Group presentation in chosen style
Self and peer evaluation
Skills:
Performance
Devising
Responding
Spring Term 1
Trestle mask
Devising mask scene
Performance of trestle scene
Evaluation “how did you use the techniques of Jacques Lecoq to create a clear character?”
Skills:
Devising
Performance
Responding
Spring Term 2
Brecht
Devising a Brechtian inspired performance
Brechtian performance
Live Theatre Evaluation and script response exam responses.
Eg: “how would you use sound and lighting to mark the moment and create effect for the audience?”
Self and peer evaluation of process and performance.
Skills:
Devising
Performance
Responding
Summer Term 1
Brecht
Ensemble scripted performance
Devising a Brechtian inspired performance
Brechtian performance
Live Theatre Evaluation and script response exam responses.
Eg: “how would you use sound and lighting to mark the moment and create effect for the audience?”
Self and peer evaluation of process and performance.
Skills:
Devising
Performance
Responding
Performance of scripted play
Rehearsal log book
Live theatre evaluation
Skills:
Devising
Responding
Summer Term 2
Ensemble scripted performance
Performance of scripted play
Rehearsal log book
Live theatre evaluation
Skills:
Devising
Responding
TERM & THEME
YEAR 9
Autumn Term
Performance
Performance of scripted scene (group)
Performance of a monologue or duologue
Exam question “How did you use physicality to show your character in your performance?”
Live Theatre Review
Skills:
Performing
Responding
Spring Term
Exploring a text – Macbeth
Performance of extended group piece (or design skills for this performances)
Exam question 1 “You are directing the scene… how would you use space to convey character and meaning?”
Exam question 2 “You are designing a set for ‘Macbeth Act 1 Sc1’ describe how you would create location and atmosphere”
Live review responses
Skills:
Devising
Performing
Responding
Summer Term
Devising – Theatre in Education/ theatre of the Oppressed
Augusto Boal and Theatre of the Oppressed- Forum Theatre
Exploratory style workshops
Research Theatre for young people and education
Develop workshops for primary students
Devise theatre work for their selected primary audience
Performance of devised piece to primary audience
Devising log book and evaluation
Skills:
Devising
Performing
Responding
KEY STAGE 4
We also offer GCSE Drama and follow the EDEXCEL syllabus, where you receive 350 minute lessons per fortnight, throughout the two years of the course. Students who take GCSE Drama will be able to go on to study A-LEVEL Drama, English, Law and many other subjects as the skills built can be transferred to a wide range of careers. We also offer the option to work as a technician, study lighting, sound or costume design for the performance component.
The GCSE syllabus has 3 components as follows:
Component 1 40% DEVISING
In this unit you will:
Create and develop a piece (approx. 15 minutes long) based around a stimulus given to you by your teacher.
Perform the piece
Analyse and evaluate the process in a portfolio of evidence
PERFORMANCE: 15 marks (AO2)
PORTFOLIO: 45 marks (30 marks for process, 15 marks for evaluation) (AO1, AO4)
Internally assessed
Component 2 20% PERFORMANCE FROM TEXT
In this unit you will perform TWO extracts from a play. These can be either:
Monologue
Duologue
Group performance of a scene
PERFORMANCE 1: 24 marks PERFORMANCE 2: 24 marks (AO2) Externally assessed
Component 3 40% THEATRE MAKERS IN PRACTICE
This is a written exam that will last 1 hour 30 minutes.
There are two parts to this exam:
SECTION A: You will answer 6 questions about a play you have studied in class. We will be studying DNA by Dennis Kelly. 45 marks
SECTION B: You will analyse and evaluate a live performance you have seen. You are allowed to take 500 words of notes into the exam. 15 marks (AO3, AO4)
Drama Enrichment Activities
Drama enrichment activities are available for all. You can take part in drama clubs, workshops, master classes, school productions and numerous trips to the theatre. Students are also encouraged to form their own drama groups and are allowed access to the facilities to devise and rehearse, at lunch-time and after school.
CFGS Drama department has fostered many links and partnerships with theatres and education programmes beyond the walls of the school. Each year CFGS continues to participate in the Shakespeare Schools Festival. This academic year our 10 Drama class are participating in the Barbican Box project. We also have workshop projects and live theatre opportunities on-going with Mousetrap Productions, The Half Moon, The Yard Theatre, The Donmar Warehouse and the Royal Court Theatre among others.
The Drama department regularly puts on productions of their own, as well as shows in partnership with Dance and Music. There are showcase evenings for both Key Stage 3 and Key Stage 4 students and our end of year Performing Arts Summer Festival and Showcase is a week-long collaboration between Drama, Dance and Music departments and is a cultural highlight of the school year.
The sense of enthusiasm and community that is developed through these activities, the production process and public performances, reflects some of the central principles of social inclusion at CFGS.
Facilities
Classes take place in three well-equipped and spacious drama studios with surround-sound music systems, white boards and lighting rigs. We also have a major performance spaces - the David Sharp Theatre and the Auditorium.
WHO’S IN THE TEAM?
Ms. R. Harrison Rebecca, Head of Drama, PEPA
Ms. A. Ball, Teacher of Drama, PEPA
Mr. C. Catherine, Teacher of Drama/Assistant Headteacher, PEPA
MUSIC
In Music at Key Stage 3 students will study a wide variety of topics that inspires their creativity and teaches them about the elements of music in greater depth. Students will also develop the skills needed for Performance, Composition and Listening. During lessons students will work in groups and independently to create their own music and learn about a wide range of musical styles.
As students’ progress, they should develop a critical engagement with music, allowing them to compose and to listen with discrimination. This will increase their self-confidence, creativity and sense of achievement.
Here at CFGS students are encouraged to use any instruments they play in lessons and all students are entitled to receive free peripatetic instrument lessons throughout key stage 3. Our classrooms and practice rooms mean that each group have their own space to work in which aids faster progress and allows students to refine their musical skills to a higher level.
KEY STAGE 3
During key stage 3 students will build on their previous knowledge and skills through performing, composing and listening. They will develop their vocal and instrumental fluency, accuracy and expressiveness; and understand musical structures, styles, genres and traditions, identifying the expressive use of musical dimensions. They will listen with increasing discrimination and awareness to inform their practice as musicians. They will use technologies appropriately and appreciate and understand a wide range of musical contexts and styles.
Pupils will be taught to:
play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression
improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions
use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions
identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices
listen with increasing discrimination to a wide range of music from great composers and musicians develop a deepening understanding of the music that they perform and to which they listen, and its history.
KS3 OVERVIEW AND ASSESSMENTS
TERM & THEME
YEAR 7
Autumn Term 1
INTRODUCTION TO THE KEYBOARD
Pupils are introduced to basic keyboard technique, reading notes on the treble clef and finding notes on the keyboard.
Pupils will then learn basic note values and learn to identify simple rhythms.
Pupils learn to read and perform a simple melody.
Assessment:
Play a piece of music using the correct fingering, demonstrating knowledge of note values, note recognition and selecting an appropriate tempo for a fluent performance.
Autumn Term 2
INSTRUMENTS OF THE ORCHESTRA
Pupils are also familiarised with the elements of music and the instruments of the orchestra through a study of Beethoven’s 9th Symphony (Ode to Joy).
Pupils utilise their reading and performance skills to play a part in an ensemble performance of ‘Ode To Joy’.
Assessment:
Give a performance of the OTJ melody (sung/keyboard).
Contribute to ensemble performance demonstrating reading and performance skills.
Spring Term 1
SAMBA DRUMMING
Students will be introduced to Samba music and the instruments/musical features therein. Students will perform as part of a whole class ensemble, learning a Samba break and ‘groove’.
They will then work in smaller groups to create an original samba performance.
Assessment:
Give a performance of group Samba composition/performance.
Spring Term 2
DESCRIPTIVE MUSIC
Pupils examine the ways in which the elements of music can be manipulated to illustrate characters, moods and locations through a stud of character motifs/leitmotif and a range of compositional techniques.
Assessment:
Written listening test.
Summer Term 1
KEYBOARD SKILLS 2
A more in depth keyboard unit that focusses on technique and more advanced reading skills.
Pupils are introduced to the Bass clef and encouraged to beginning playing using both hands.
Assessment:
Solo keyboard performance demonstrating knowledge of note values, note recognition of bass clef and treble clef notation.
Summer Term 1
INTRODUCTION TO UKULELE
Students will study the basic instrumental technique of the Ukulele and will create an ensemble performance of a popular song.
There will be a focus on rhythm and reading notated rhythms.
Assessment:
Ensemble performance of ukulele chord sequences.
TERM & THEME
YEAR 8
Autumn Term 1
BAROQUE MUSIC
Pupils will learn about the features and cultural significance of Baroque music through a study of Pachelbel’s ‘Canon in D major’.
There is a focus on note values and ensemble performance skills.
Students will perform a part in a whole class and small group ensemble performance of the piece.
Assessment:
Whole class and small group ensemble performance
Autumn Term 2
RIFFS AND CHORDS
Students will study the use of Riffs/hooks in popular music and make links with ground bass through performance of popular riffs.
Pupils will go on to study the construction of chords and use of chord sequences in popular music.
Assessment:
Performance of original chord sequence and riff.
Spring Term 1
UKULELE AND POP MUSIC
Students will spend half of the HT studying the basic instrumental technique of the Ukulele and will create an ensemble performance of a popular song.
The second half of the half term will be spend performing chord based pop music using the keyboard to draw links with the music played on the Ukulele.
Assessment:
Performance of pop song focusing on Ukulele techniques within an Ensemble.
Spring Term 2
BOLLYWOOD
Pupils study the context and features of Bollywood music with a focus on Dhol rhythms and performance of some famous Bhangra songs.
Assessment:
Performance of Bhangra piece.
Summer Term 1
AFRICAN MUSIC
Pupils are introduced to music of African music through studying djembe performance skills, Singing and keyboard tasks.
As well as group drumming exercises students will sing African folk music using harmony and perform as part of a whole class keyboard ensemble.
Assessment:
Contribution to class ensemble performance,
Keyboard performance.
Summer Term 2
BLUES INTO JAZZ
Pupils will study the origins and cultural significance of blues music by singing and studying spirituals/worksongs before learning the 12 bar blues and its associated features.
There will be a focus on improvisation throughout the SOW, as pupils follow the development of blues into Jazz music and perform a Jazz standard with improvised solo.
Assessment:
Paired blues performance
TERM & THEME
YEAR 9
Autumn Term 1
BAROQUE TOCCATA
Pupils continue to learn about the music of the Baroque period and its features through a study of JS BACH’s ‘Toccata in D minor’.
Students will examine keyboard techniques of the era and use them to compose and perform an original section’ of organ music, as well as performing the first 8 bars of the Bach piece.
Assessment:
Solo keyboard performance.
Autumn Term 2
FILM MUSIC
Students will study the conventions and purposes of music in film and examine techniques such as leitmotif through an examination of the music of John Williams and other famous film music composers.
Students will compose original soundscapes and themes to accompany visual narratives.
Assessment:
Performance of composition to visual narratives.
Spring Term 1
POP BALLADS
Pupils will examine 2 pop Ballads of the 70/80/90s and sing/perform them as a group.
There is a focus on the roles of the instruments and the conventions of the style.
Students will then compose and perform their own ballads.
Assessment:
Performance of pop ballads,
Composition.
Spring Term 2
COMPOSING USING CHORDS
Students will learn about inversions, the construction of extended chords and the theory of Harmony.
Students will use this knowledge to compose original pop songs.
Assessment:
Original pop music composition.
Summer Term 1
WORLD MUSIC
Pupils will examine a variety of music from around the world with a focus on the cultural significance of these styles.
Reggae
Drumming
Calypso
Assessment:
To compose a piece of music using stylistic traits of Reggae or Calypso
Summer Term 2
UKULELE AND SAMBA
Students will spend half of the HT studying the basic instrumental technique of the Ukulele and will create an ensemble performance of a popular song.
The second half of the HT will be spent studying the conventions and context of samba music of Brazil.
Assessment:
They will be assessed on a whole class ensemble performance of a Samba piece.
ENRICHMENT OPPORTUNITIES AT KEY STAGE 3
Ensembles
Choir
Ukulele and Guitar Ensemble
Soul/Jazz band
String Ensemble
Keyboard Club
Steel Pan Ensemble
Pop band
Peripatetic Lessons
Voice
Keyboard/Piano
Guitar/Bass
String
Woodwind
Brass
Enrichment Trips
Theatre trips
Royal Albert Hall
KEY STAGE 4
GCSE Music requires students to practically apply knowledge and understanding, including musical vocabulary and notation as appropriate to the context, through the skills of:
Performing
Making use of musical elements, techniques and resources to interpret and communicate musical ideas with technical control and expression. This will be achieved by one or more of the following means: playing or singing music, improvising, or realising music using music technology.
Performing music with control, making expressive use of phrasing and dynamics appropriate to the style and mood of the music.
Composing
Making use of musical elements, techniques and resources to create and develop musical ideas with technical control and coherence; freely as you the composer chooses, and responding to a brief or commission supplied by the exam board.
Compose music that develops musical ideas, uses conventions, and explores the potential of musical structures and resources.
Appraising
Analysing and evaluating music in aural and/or written form, using knowledge and understanding of musical elements, musical contexts and musical language to make critical judgements about repertoire within the Areas of Study.
Using knowledge and understanding of musical elements, musical contexts and musical language to analyse unfamiliar music (i.e. individual pieces of music that have not been stipulated within the specification).
Making critical judgements about music, using appropriate musical vocabulary.
Formulating critical judgements, which will be achieved by attentive listening (rather than just hearing) and aural perception.
KS4 OVERVIEW AND ASSESSMENTS
TERM & THEME
YEAR 10
Autumn Term 1
BAROQUE PERIOD
Students will explore composers and pieces of the Baroque period.
Students will learn about the key features of the Baroque period along with typical instrumentation of an Orchestra in that period and stylistic composition.
Assessment:
Written test
Autumn Term 2
ROCK n ROLL 1950s/1960’s
Students will become familiar with Rock and Roll songs of the 1950’s and 1960’s and their features.
Students will explore various rock and roll songs through classroom performance and learning about popular artists.
Assessment:
Written test
Spring Term 1
PERFORMANCE
In this topic students will begin to prepare for the performance element of GCSE Music.
Students will decide upon their chosen instrument for their Solo and ensemble performance.
Students will develop awareness for the skills required to give a good performance within an ensemble and as a soloist.
Assessment:
Performance of chosen solo song.
Spring Term 2
FILM MUSIC
In film music students will learn how descriptive music is used to set moods and portray emotion on screen; students will do this through vigorous analysing of a range of film composers.
There is a focus on how descriptive music is composed for film and video game, how each process differs and how it may impact on the overall sound of music.
Assessment:
Written exam questions on film music
Summer Term 1
LOGIC
During this topic students will begin to compose their first ‘free’ composition.
Students will learn the fundamentals of composing using Logic.
Students will become familiar with the programme, learning how to input MIDI and how to record audio to support their composition.
Assessment:
Short composition demonstrating the features of logic – programming MIDI and recording audio.
Summer Term 2
TEXTURES/CADENCES
In this topic students will learn how textures and cadences are used within a piece of music.
Students will explore monophonic, polyphonic and homophonic textures through a variety of periods and genres of music.
Along with developing listening skills students will gain an understanding of cadences by listening and playing perfect, interrupted, imperfect and plagal cadences.
Assessment:
Compose a piece of music which used a cadence and varied textures throughout.
TERM & THEME
YEAR 11
Autumn Term 1
PERFORMANCE
Students will be secure in their performance pieces for their solo and ensemble performances.
Students will refine their performances for their final recording focusing on technical control, fluency, expression and interpretation.
Assessment:
Ensemble and solo performance.
Autumn Term 2
CONCERTO THROUGH TIME
In this topic students will learn about Concerto through musical periods.
Students will look at structure, instrumentation, articulation and terminology. All will support students in being able to appraise music through all periods.
Assessment:
Written listening and apprising test on varied types of Concertos.
Spring Term 1
COMPOSITION
During this topic students will be required to choose an assignment brief which is connected to one of the five areas of study.
Students will then select a stimulus from the following:
Note pattern
Rhythmic phrase
A short story
An image
A set of words
A chord sequence
Students will then learn how they can develop and extend their stimulus within their composition.
Assessment:
Composition to the set OCR Brief.
Spring Term 2
In this topic students will learn about music from the following parts of the world:
India and the Punjab region
The Eastern Mediterranean and Middle East, specifically Greek, Palestinian and Israeli music.
Africa specifically traditional African drumming.
Central and South America specifically Calypso and Samba.
Assessment:
Short composition task demonstrating an understanding of different approaches to rhythm, melody and harmony.
Summer Term 1
During this topic students will learn about the history of pop music and rock music.
Student will learn the stylistic traits of each genre through listening and playing a variety of repertoire.
Students will analyse chords sequence, lyrics, instrumentation, tempo, melody lines, harmony and tonality, structure, and phrasing, texture and rhythm and metre.
Assessment:
Written listening and apprising test on various Pop Ballads and Rock anthems
Summer Term 2
EXAM BOARD AND WEIGHTINGS
OCR GCSE Music
Integrated portfolio
Performance on the students’ chosen instrument. Composition to a brief set by the student - 60 Marks Non-exam assessment - 30% of total GCSE
Practical component
Ensemble performance. Composition to an OCR set brief - 60 Marks Non-exam assessment - 30% of total GCSE
Listening and appraising
Listening and appraising. A written paper, with CD. Aural recognition and context unheard/unfamiliar music from within the Areas of Study 2, 3, 4 & 5 - 80 Marks 1 hour and 30 minutes written paper - 40% of total GCSE
ENRICHMENT OPPORTUNITIES AT KEYSTAGE 4
In House:
School Musicals
Music Concert/showcase
Talent competitions
Battle of the Bands
Enrichment trip performances at:
Various Theatre Trips around London
Royal Albert Hall
South Bank London
Royal Opera House
Master classes at:
Barbican
Guildhall School of Music and Drama
Milton Court Concert Hall
Trinity College
Royal School of Music
Ensembles
Choir
Ukulele and Guitar Ensemble
Soul/Jazz band
String Ensemble
Keyboard Club
Steel Pan Ensemble
Pop band
Peripatetic Lessons
Voice
Keyboard/Piano
Guitar/Bass
String
Woodwind
Brass
USEFUL WEBSITES, RESOURCES, REVISION MATERIALS AND EXEMPLAR WORK
The intention of Drama at CFGS is to foster a keen interest, value and appreciation for live theatre as powerful tool for personal development; social commentary; and cultural expression.
