GCSE Music

Brief summary of the syllabus:

The GCSE course in music follows the syllabus of EDEXCEL. It requires pupils to study music through three areas of experience, namely: Composing, Listening and Appraising, and Performing. Assessment is on a single tier and all grades from G to A* are available for all candidates.

The software, Sibelius, is used to support the composing elements in Years 10 and 11.

There will be two pieces of composition coursework which together account for 30% of the final GCSE; and two elements of performing coursework which also account for 30% of the final mark. The final 40% is made up of one written paper sat in the Summer Term of Year 11.

What skills/attributes are being developed and examined?

Music is unique in the development of a wide variety of skills throughout the course:

• Intellectual - in class lessons and tutorials, and examinations
• Communication - written in essays, oral in presentations and also through performance
• Organisational - management of work and extra-curricular activities
• Inter-Personal - working together on composing and performing projects
• Research - using libraries, CD-ROMs and the internet
• Computer Literacy - word-processing and composing

These are the skills most sought after by the major universities and also further developed during the A Level course.

Very early in the course the emphasis moves towards a much more individual approach. In composing, boys are expected to compose pieces on their own, as opposed to in groups, in a variety of styles and genres, and create notated scores and recordings of their pieces. In listening and appraising, boys will complete research projects on the different eras of musical history, and in performing they will gain more experience as a soloist, while still maintaining their membership of ensembles.

What can parents expect to see in class work and homework specifically?

Class work will contain a variety of approaches involving listening, composing and performing and also note-taking and analysis. Homework will take the form of composition projects, usually spanning a half-term, research projects and general listening.

30 minutes' worth of practice should be undertaken on a daily basis and 100% attendance at ensemble rehearsals is expected.

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What can parents do to help in this subject at this stage?

Parental interest and support is paramount in the development of the pupils through the GCSE course. This could be shown through hearing a 'draft' performance of a piece the pupil is working on, of either their own composition or an established composer. Parental presence at concerts is also a good way to show support for the work and dedication of the pupils.

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Setting and course schedule:

In both years the group are taught as a single set. They will have separate lessons, two periods per week each, in composing and listening/history. They will also continue to attend instrumental lessons and extra-curricular ensembles on a weekly basis.

During the listening/history lessons the Heinemann Education book 'A Student's Guide to GCSE Music for the EDEXCEL Specification' will be used. In addition, musical extracts from the 'New GCSE Anthology of Music', published by Peters Edition will be studied.

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Final Examination:

The listening/history side of the GCSE is assessed by one written paper weighted at 40%. Each paper lasts 1½ hours and consists of reactions to hearing pieces of music from each of the four areas of study (see below). As stated above, coursework counts for the remaining 60%.

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Tests:

Tests will take place half-termly in Year 10 and will generally be cumulative, ie they will test the work covered from the start of the year up to the given point. Please note that if a boy misses a test due to holiday, he will not be given the opportunity to resit the test. If absence is due to other reasons, eg illness, the test will be taken in an after-school or lunchtime session on a date determined by the department. A recording and score of a composition will also be handed in and assessed at the end of each term and half-term.

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Revision:

In order to revise effectively for tests in Music, it is important to ensure that each new piece of work studied is recorded. Teachers will provide full notes to accompany each new topic, and listening exercises and exploration of the topic through composition will be undertaken.

Good performance in Music tests clearly relies on using techniques efficiently and applying knowledge effectively to produce correct answers. However, chances of success are always enhanced by:

• Consistent use of technical musical language
• Laying work out neatly and logically
• Pacing to avoid rushing
• Careful checking

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Pupil Target-Setting:

After each test, a lesson will be put aside for the teacher to go through the test, highlighting the topics tested. At the end of this feedback session, each pupil should have a list of topics that require attention, and an action plan formulated, which concentrate upon improving these weaker areas. This list of targets should be kept in the pupil's Music File and brought along to his bespoke tutoring session. The file should also contain any revision sheets provided by the teacher.

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Upper band grade descriptor:

Success at the A* standard requires determination and industry. In addition, the candidates will explore the expressive potential of musical resources and conventions used in selected genres, styles and traditions. They sing and/or play music with a sense of style, command of the resources used and making appropriate gradations of tempo, dynamics and balance. They compose music that shows a coherent and imaginative development of musical ideas and consistency of style, and fulfils a brief. They make critical judgments about their own and others' music using an accurate and extensive musical vocabulary.

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Introduction to Areas of Study:

The three aspects of musical knowledge (performing, composing and listening) are related to each other through the areas of study.

In listening and appraising (paper three), all candidates will be expected to respond to music from a variety of styles and traditions across all four areas of study. For composing (paper two) candidates create two pieces, each written to a brief based on two of the areas of study, or the specific topics within these areas, thus relating listening and appraising, and composing.

As part of performing (paper one), candidates must perform music from the same area of study as one of their compositions. This may be their composition or any other music of their choice. Candidates are required to complete a proforma 'Understanding the Brief' (paper two) which appraises their composing activities in relation to the brief and the area of study, thus tying together each of the assessment objectives.

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Course Requirements for A Level Music:

Performing: At least Grade 6 (Associated Board or equivalent) must be obtained by the commencement of the AS Level course. A pass at Grade 5 Theory is therefore a prerequisite. This must be obtained before the start of the second term of Year 11. It is the boy's responsibility to inform the Music department of his progress towards, and the passing of, these examinations.

Ability to apply historical and theoretical knowledge: This ability will be tested through consultation of marks during the GCSE course and by a listening, composition and theory test to be sat in Year 11, before recommendations are made.

Ability to research independently and write with informed insight: This is tested at various stages throughout the course.

The candidate's attitude and application will also be a factor. This will be shown through attendance at rehearsals, manner and the ability to meet deadlines.

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