Film Music SoW Objectives: • I will understand the different purposes of sound and music in films. • I will analyse and appraise film music using key musical elements and consider how these are made to suit the purpose/mood of the film. • I will analyse the style and effect of highly influential Film composers and perform samples of their existing soundtracks • I will compose and perform original film music using a set brief and considering musical elements and how these should match the brief. Includes: Powerpoint with listening and appraisal extracts. Listening and revision powerpoint (prepare for listening questions if needed) Full booklet which matches up key concepts to powerpoint to track progress and feedback

Scheme of work on Blues Music for KS3. Scheme objectives: Understand the historical and contextual value of Blues music, and how it has influences pop music of the 20th century. Enhance instrumental skills in guitar, bass, piano or drums OR voice or another frontline instrument. Develop ensemble performance skills Includes: Master Powerpoint Workbook - will need minimal personalisation Revision PowerPoint - condensed version of master PP. Lead sheet for 12 bar-blues. I have taught this in the last two years and it has been incredibly successful so far - it is more piano focussed than guitar

This booklet is the entirety of what you will need in terms of paperwork for your student to submit. It has guide questions on for teaching purposes which appear in red font. Questions are easy and broken down in to bitesize chunks for students of all ability levels. Performance and Composition are the two mediums used in the booklet, however either of these could be easily changed to Production.

Scheme objectives: • I will develop knowledge of the history and technological developments that led to the rise of the EDM genre. • I will develop the ability to recognise different styles within the EDM genre, and how structure, texture and instrumentation can vary within these. • I will develop knowledge of key computer software used in modern music, specifically the Digital Audio Workstation ‘Cubase’. • I will experiment with different sounds, textures, and structures in order to create my own unique piece of work. • I will compose and produce an original piece of EDM using Cubase. Includes: Powerpoint for main scheme. Composition work is using Cubase, but this could easily be changed with minimal effort. Workbook which makes monitoring, assessment (both self and peer) and grading easy.

Scheme objectives: • I will develop knowledge of the history and technological developments that led to the rise of the EDM genre. • I will develop the ability to recognise different styles within the EDM genre, and how structure, texture and instrumentation can vary within these. • I will develop knowledge of key computer software used in modern music, specifically the Digital Audio Workstation ‘Logic Pro x’. • I will experiment with different sounds, textures, and structures in order to create my own unique piece of work. • I will compose and produce an original piece of EDM using Logic Pro X. Includes: Powerpoint for main scheme. Composition work is using Logic Pro X, but this could easily be changed with minimal effort. Worksheet to plot out Drumbeats Assessment: Assessment task and criteria (easily edited) Peer assessment point Self-reflection opportunity (can be used at the end of the scheme)

5 listening revision tasks. I use these once per week for homework and then go through the three weakest questions in our exam prep lessons. The pieces are: Week 1 - ‘West End Blues’ by Louis Armstrong Week 2 - Haydn Trumpet Concerto in Eb (Final Movement) Week 3 - ‘Two figures by a fountain’ from Atonement Week 4 - ‘I can’t get no satisfaction’ by the Rolling Stones Week 5 - The minuet from Handel’s ‘Water Music’ I have found these incredibly useful this term as I have started a new school and it really helped me to see where my year 11’s are at in terms of listening. Weeks 6-10 will follow shortly.

This includes an introduction to families and instruments of the orchestra, with lots of listening and appraisal throughout, a ‘keyboard orchestra’ performance (with parts for flute, clarinet, glockenspiel, violin, and trombone, all transposed into the key needed for keyboards), and a composition task and accompanying worksheet for noting ideas. I have taught this to year 7 for the last 3 years and they have always enjoyed it and the listening is particularly meaningful.

Task set 2 (week 6-11) Note there is no week 9 as the kids found it too hard. 5 listening revision tasks. I use these once per week for homework and then go through the three weakest questions in our exam prep lessons. The pieces are: Week 6: ‘The Flood’ by Take That Week 7: ‘Big Country’ by Bela Fleck Week 8: ‘Homeless’ by Ladysmith Black Mambazo Week 10: ‘This is the day’ by John Rutter Week 11: ‘Stir it up’ by Bob Marley I have found these incredibly useful this term as I have started a new school and it really helped me to see where my year 11’s are at in terms of listening. Another five weeks worth will follow shortly.