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Key Stage 3 – Year 7 SUCCESS FOR ALL

The Jo Richardson Community School

My Progress in

MUSIC

Name

Class Group


Contents Page User Guide

1

Assessment Tracker Scheme of Work Overview Baseline Evaluation Music Questionnaire “I like music because…”

2 3 4 9

Unit 1 Samba Self Assessment Unit 1 Samba Listening Task Unit 2 Pitch & Melody Self Assessment Unit 2 Pitch & Melody Listening Task Autumn Term Target Setting

10 11 12 13 14

Unit 3 Elements Self Assessment Unit 3 Elements Listening Activity Unit 4 Musical Sandwiches Self Assessment Unit 4 Musical Sandwiches Listening Spring Term Target Setting

15

Unit 5 Keyboards & ICT Self Assessment Summer Term Target Setting

19 20

Targets & PLTS National Curriculum Levels

21 22

16 17 18


User Guide 1. Use this booklet to monitor and evaluate your progress in Music this year. 2. Be honest with your EFFORT. 3. Think carefully about the TARGETS you set yourself. 4. Your Music teacher will record your ATTAINMENT levels and EFFORT in this booklet. 5. At the back of the booklet there is an explanation of the levels 6. Do not deface this booklet in any way.

Your ATTAINMENT made easy‌ 1

Well above expectation / Exceptional work

2

Working beyond the expected level

3

Working at the expected level with confidence

4

Working at the expected level with support

5

Working towards the expected level

1


Tracking my progress in music…

L6

L5

L4

AF1 - Understanding the nature

AF2 - Communicating through

AF3 - Evaluating and informing

of music

creative music making

practice

Through performing, composing and listening to their own and other’ music, Pupils:

Demonstrating musicality through performing, composing and listening, Pupils:

Through performing, composing and listening to music, Pupils:

 Identify how and why music is created and realised in different ways in a range of styles, genres and traditions

 Make subtle adjustments to fit your own part in a group performance to improve the overall quality

 Evaluate the impacts of different styles, genres and traditions in your own and others’ work

 Identify and explore how music reflects different cultural contexts

 Develop and sustain musical ideas when improvising and creating music to achieve intended outcomes

 Analyze and explain how pieces of music reflect their contexts and origins

 Identify and explore how and why musical devices are used in arrange of music

 Choose appropriate ways of creating and realising music in different styles, genres and traditions  Make a significant contribution when improvising and performing in a group

 Justify the musical devices selected to convey ideas in your own and others’ work

 Identify and explore how venue, occasion and purpose affect the way music is created, performed and heard

 Take different roles within performing and composing activities

 Identify and evaluate the use of musical devices in context

 Compose music for a specific purpose making use of appropriate musical devices

 Refine and improve your work, taking account of venue, occasion and purpose

 Show how musical ideas relate to each other within musical structures and how different parts fit together

 Sing and play music in parts with a sense of ensemble

 Explain how different elements have been combined to achieve intentions

 Show how music reflects intentions

 Develop melodic and rhythmic ideas within musical structures  Combine musical elements to achieve intentions

L3

 Improve your own and others’ work in relation to its intended purpose and functions

 Show how sounds are combined and used expressively  Show how to use sound to create an intended effect

 Perform by ear and from simple notations  Sing in tune with expression  Perform simple parts with awareness of the combined effect  Structure and layer sounds to create intended effects

 Evaluate how well your composing and performing intentions have been achieved and suggest improvements  Identify the effects achieved when musical elements are combined  Improve your work, taking account of intended effects

Year 7 Baseline Evaluation Mark Samba end of unit assessment Pitch & Melody end of unit assessment Elements end of unit assessment Musical Sandwiches end of unit assessment Keyboards & ICT end of unit assessment Extended Homework Mark Music Exam Mark 2


What you will learn in Music In Year 7 you will be covering the following topics in your music lessons: Topic

Length

Content

Musical Bridges

3 weeks

An introduction to your music lessons at Jo Richardson Community School. You will have the opportunity to get to know your teachers as well as share your musical experiences and understanding. A short evaluation will take place during these lessons.

Samba Project

5 weeks

Pitch & Melody

5 weeks

Elements

5 weeks

Musical Sandwiches

3 weeks

Keyboard Skills / ICT

6 weeks

Discovering the music of Brazil. In this topic you will learn how Samba is made up, how it is performed at social and special occasions, as well as learn to play different rhythms and different untuned percussion instruments. In small groups you will arrange and perform your own Samba pieces. Learn how pitch is organised and combined with rhythm to create melodies. You will learn how to read simple notation and perform music for voices and a variety of classroom instruments from different styles and genres. Explore important musical elements; tempo, dynamics, articulation and timbre; and how composers create contrast and variety in their musical compositions. You will study large scale vocal and instrumental pieces from different countries, including Norway and Russia and have the opportunity to create your own compositions exploring these elements. An opportunity to compose, realise and organize your own musical ideas in small groups. Draw upon all your previous musical experience, share ideas, plan and refine your work developing variety of musical skills as well as personal learning and social skills Discover how music technology plays an important role in musical performance and composition. Develop keyboard skills and explore computer music using Cubase software.

End of Year Review 1)

Which topic did you enjoy the most? reasons...

2)

What other topics would you like to explore? reasons...

3


Baseline Evaluation You need to complete the following evaluation on your own. Every part of the paper will be clearly explained by the teacher, listen carefully. Any part of the paper you do not understand or cannot answer leave blank. Write your answers clearly in pencil or pen. If you make a mistake clearly cross out or rub out your answer and select or write a new answer.

Part 1 – PITCH

Date

Question 1 You will hear a sound, followed by another played shortly afterwards. You are to write in the space provided whether the Pitch of the second note is: -

H

Higher than the first

L

Lower than the first

S

Same as the first

1

2

3

4

5

6

7

8

9

10

Question 2 How many notes can you hear being played together? In the space provided write down whether you can hear: -

1

1

1 note played on its own

2

2 notes played together

3

3 notes played together

2

3

4

4

5


Part 2 – RHYTHM Question 3 You will hear a rhythm pattern followed closely by another. In the space provided write down whether the 2nd pattern is the: -

S

Same as the first

D

Different to the first

1

2

3

4

5

Question 4 After a 4 beat count in you will hear a 4 beat rhythm pattern, followed by another played shortly afterwards. You are to write in the space provided whether the rhythm of the second one is exactly the Same or which beat 1, 2, 3, or 4 has been altered. Write either S, 1, 2, 3, or 4 1

2

3

4

5

Part 3 – MELODY Question 5 You will hear a short 5 note tune followed by another 5 note tune. Decide whether the 2nd tune is the: -

1

S

Same as the first

D

Different to the first

2

3

4

5

5


Part 4 - NOTATION Question 6 Look at the images below, they are called graphic scores and represent sounds. They tell you how long the sounds are, whether they are high or low sounds and whether they go up or down. Place a tick in the box  next to the score that best represents the sounds you hear. a

b

c







Question 7 a

b

c







Question 8 Below are the beginnings of 3 tunes written using music notation. Identify the tune you hear playing by placing a tick in the box  next to your choice.

a



b

c

Question 9 You will hear the 3 tunes above played 1 after the other without a break. Write down the order you hear them played by placing a, b or c in the boxes below. 1

2

3

6


Part 5 - INSTRUMENTS Question 10 Study the images of the instruments below and decide which 1 is the odd one out. Place a tick in the box  next to your choice.

















Question 11

Question 12 The words below are the names of different musical instruments. In each set which is the odd one out. Circle your choice. a

Flute

Oboe

Triangle

Clarinet

b

Violin

Triangle

Xylophone

Woodblock

c

Tuba

Trombone

Trumpet

Bassoon

d

Kettle Drum

Viola

Cello

Violin

Question 13 Listen carefully to the sounds made by 3 musical instruments. Which one does not belong in the same family as the other two? Place a tick in the box  next to your choice. 1

2

3

We will do one more of these so listen carefully. 1

2

3

7


Part 6 – CHANGES In this part you will hear a piece of music played 2 times. In the second playing there will be a change. You will need to identify the change by selecting the appropriate word or phrase.

1

2

3

4

5

6

 In the second playing, the music gradually got quieter  In the second playing, the music gradually got louder  In the second playing, the music gradually got faster  In the second playing, the music gradually got slower  In the second playing, the tune was played on a flute  In the second playing, the tune was played on a trumpet  In the second playing, the tune was played at a lower pitch  In the second playing, the tune was played at a higher pitch  In the second playing, the tune was played at a lower pitch  In the second playing, the tune was played with longer notes In the second playing, the order of the music changed  In the second playing, the tune was played with shorter notes  In the second playing, the tune was played slower In the second playing, the tune was played on a different instrument

Part 7 – VOCABULARY Look at the music symbols below. Using the words at the bottom of the page write in the names of these symbols underneath in the spaces provided.

Treble Clef

Walk

Running

8

Rest

Stave


I like music because… ME My name is _______________________________, I am ______ years old. I was born on the ______ of ________________ in the year _______. Before Jo Richardson Community I went to _________________ School. My favourite colour is ___________________ My favourite film / TV programme is ___________________

(1)

Do you listen to music every day?  YES

(2)

How much time do you spend listening to music a week?  1 – 2 hours

(3)

 2 – 4 hours

 NO

 More than 4 hours

 Less than 1 hour

What style (type) of music do you like listening to?  Classical  Gospel  other

 Jazz

 Pop

 Rap (you may tick more than one)

say what: ___________________

(4)

What groups or singers do you like? ___________________

(5)

Why are they your favourite group or singer? ___________________

(6)

Do you buy CD’s or downloads of your favourite music? YES  NO

(7)

Music makes me feel:  thoughtful  relaxed  other

(8)

 sad

 full of energy

say what: ___________________

I have had lessons in playing the:  keyboard  piano  other

(9)

 happy

 guitar

 violin

 trumpet

 drum kit

 trumpet

 drum kit

say what: ___________________

I would like to learn:  keyboard  piano  other

 guitar

 violin

say what: ___________________

(10) Have you ever played or sung in a musical group or band?  YES

 NO

(11) Did you enjoy this?

 YES

 NO

(12) Would you like to play or sing in a musical group?

9

 YES

 NO


Unit 1 Samba – Self Assessment Circle the number which best describes the following skills: Remember 1 is high, 5 is low Evidence Take a leading role when working with others

1 2 3 4 5

Playing an independent part within an ensemble (group)

1 2 3 4 5

Understand where and why Samba is played in Brazil

1 2 3 4 5

Make decisions that affect the success of the performance

1 2 3 4 5

Work well with others making positive contribution

1 2 3 4 5

Our group performance‌ 1)

Did your Samba performance contain

a main groove

YES

NO

a break

YES

NO

4

5

2)

How good was your timing? (circle)

3)

Describe how your piece ended:

4)

How successful do you think your ending is?

5)

What would you do differently next time?

10

1

2

3


Unit 1 Samba – Listening Task Listen carefully to the following extracts of Brazilian Samba music: 1)

How would you describe Samba music to someone who has never heard or played it before?

2)

Give two reasons why this music would be suitable for a carnival? i) ii)

3)

Describe the two different sections below in a Samba performance: Main Groove Break

4) Below are four Samba instruments. Write down their names and match the instrument to the correct rhythm by drawing a line between the two. Instrument

Name

Rhythm

___________

___________

___________

___________

11


Unit 3 Elements – Self Assessment 1)

What was good about your own performance?

2)

What was good about our class composition?

3)

Describe how your groups’ composition used each element:

Tempo Dynamics Articulation

Unit 3 Elements – Listening Task Describe the musical elements below for each extract of music: Extract

Tempo

1

Dynamics Articulation Tempo

2

Dynamics Articulation 15


Target Setting – Autumn Term Circle the number which best describes the following. Remember 1 is high, 5 is low. How good has my behaviour been

1

2

3

4

5

My participation has been

1

2

3

4

5

How well have I worked with others

1

2

3

4

5

How well have I worked on my own

1

2

3

4

5

How well have I used my time

1

2

3

4

5

I listened to the teacher

1

2

3

4

5

Tick ď ? the sentence which best describes your effort for the Autumn Term. 1

I have been hardworking and enthusiastic

2

I have made good effort most of the time

3

I have usually made satisfactory effort

4

I have occasionally made some effort

5

I need to make more effort

Write a target that you would like to achieve in your music lessons.

How will you achieve this target?

Teacher Awarded Effort Grade

14


Unit 2 Pitch & Melody – Self Assessment Circle the number which best describes the following skills: Remember 1 is high, 5 is low I can work out the letter names of the notes on the stave

1 2 3 4 5

I can perform from simple music notation

1 2 3 4 5

I can perform with confidence and expression

1 2 3 4 5

I can keep in time with others when performing in groups

1 2 3 4 5

I work well with others making a positive contribution

1 2 3 4 5

1) Describe one skill that you have really worked on in this unit?

2) Give 2 reasons why you think it is important to notate musical ideas. i) ii) 3) Write down the letter names of the following notes:

4) Write down the names of 2 pitched and 2 un-pitched musical instruments. 1) 2) 3) 4)

Pitched Pitched Un-pitched Un-pitched

12


Unit 2 Pitch & Melody – Listening Task Study the following melodic shapes; can you work out the names of the well-known tunes? Write your answer in the space below the melody. 1)

Name of well-known tune: _______________________ 2)

Name of well-known tune: _______________________

HINT Ba Ba Black Sheep Twinkle Twinkle Little Star Humpty Dumpty Sat on a Wall Oh When the Saints Swing Low Sweet Chariot EastEnders Simon May & Leslie Osborne Listen to a performance of this piece. Add in the missing notes to complete the melody. Think about the shape and direction of the melody, there is one leap. The rhythm has been given. running

running

walk

walk

snooze

13


Unit 4 Musical Sandwiches – Self Assessment Tick  the skills which you have learnt this half term. Give yourself a level for each skill. (Remember 1 is high, 5 is low) 

circle To be able to compose to given musical structures

1 2 3 4 5

Create contrast, variety and unity in your compositions

1 2 3 4 5

Further develop small group rehearsal skills

1 2 3 4 5

To be able to show awareness of others in your group

1 2 3 4 5

Identify different structures & changes in music

1 2 3 4 5

1) What do you think was the best part of your group’s composition and why was it good?

Listen to the other groups’ compositions. Choose one of these pieces and answer the following questions The piece I have chosen is by Group _______________ 2) How much contrast was there between the A and B sections? (Circle your answer) A big contrast

A noticeable contrast

A little contrast

Very little contrast

3) How smoothly did they get from one section to another? Very smoothly

Quite smoothly

With some problems

Not

4) What was the best thing about this composition and performance?

16


Unit 4 Musical Sandwiches – Listening Task Chopin Raindrop Prelude Frederic Chopin, a Polish composer wrote a number of preludes for piano solo. This one has a repeated note throughout which sounds like raindrops to many listeners, hence the title. Listen carefully to this piece, which is in an A B A (Ternary) structure, and answer the questions below for the A and B sections:

A section 1)

Describe the tempo (speed) of the music?

2)

Describe the dynamics (volume) of the music?

3)

Describe the mood that the music creates for you?

B section 1)

Describe the tempo (speed) of the music?

2)

Describe the dynamics (volume) of the music?

3)

Describe the mood that the music creates for you?

17


Target Setting – Spring Term Circle the number which best describes the following. Remember 1 is high, 5 is low. How good has my behaviour been

1

2

3

4

5

My participation has been

1

2

3

4

5

How well have I worked with others

1

2

3

4

5

How well have I worked on my own

1

2

3

4

5

How well have I used my time

1

2

3

4

5

I listened to the teacher

1

2

3

4

5

Tick ď ? the sentence which best describes your effort for the Autumn Term. 1

I have been hardworking and enthusiastic

2

I have made good effort most of the time

3

I have usually made satisfactory effort

4

I have occasionally made some effort

5

I need to make more effort

Write a target that you would like to achieve in your music lessons.

How will you achieve this target?

Teacher Awarded Effort Grade

18


Unit 5 Keyboards & ICT – Self Assessment Module 5 – Keyboard & ICT Introduction & Performance Tick  the skills which you have learnt this half term Finding the notes on a Keyboard Changing voice, style and accompaniment patterns Reading notes on the Treble Clef Stave Performing melodies from music notation Demonstrate keyboard technique for right hand To be able to perform a duet confidently to an audience

Complete the following sentences 1. The voice button

2. The tempo button

3. The style button

4. The accompaniment function

5. Write out a basic Rock drum pattern on the grid below: -

19


Target Setting – Summer Term Circle the number which best describes the following. Remember 1 is high, 5 is low. How good has my behaviour been

1

2

3

4

5

My participation has been

1

2

3

4

5

How well have I worked with others

1

2

3

4

5

How well have I worked on my own

1

2

3

4

5

How well have I used my time

1

2

3

4

5

I listened to the teacher

1

2

3

4

5

Tick ď ? the sentence which best describes your effort for the Autumn Term. 1

I have been hardworking and enthusiastic

2

I have made good effort most of the time

3

I have usually made satisfactory effort

4

I have occasionally made some effort

5

I need to make more effort

Write a target that you would like to achieve in your music lessons.

How will you achieve this target?

Teacher Awarded Effort Grade 20


Targets Personal Learning & Thinking Skills Independent enquirers

Creative thinkers

1. Generate and explore ideas / possibilities 2. Try out alternatives 3. Adapt ideas as circumstances change 4. Connect own and others’ ideas in inventive ways

Reflective learners

Team workers

1. Collaborate with others to achieve common goals and targets 2. Reach agreement and manage discussion 3. Show fairness and consideration to others 4. Contribute positively and constructively

Selfmanagers

Effective participators

1. Discuss and share ideas / possibilities 2. Propose practical ways forward 3. Identify improvements 4. Perform and present ideas justify outcomes

A

Concentrate and listen to teachers instructions

B

Listen to the contributions of others in the group

C

Be involved in all musical activities

D

Work with a variety of people

E

Take a lead when working and performing with others

F

Be confident when sharing work

G

Support other performers by remaining quiet

H

Improve concentration during rehearsal time

I

Make the most of practice time, be organised and focused

J

Develop good performance skills on a variety of instruments

K

Perform from different types of written music and from memory

L

Listen to and talk about lots of different types of music

M

Develop and use a wide range of music words

N

React positively to other peoples suggestions and ideas

O

Explore musical ideas and try them out in your own work

P

Make positive comments about the work of others


National Curriculum Levels

Level 3

Level 4

     

sing and perform simple parts improvise short patterns combine sounds to suggest new ideas show awareness of notations recognise the different musical elements make adjustments to their own work.

     

perform with others, keeping to their own part improvise phrases within a group performance compose by developing ideas (within a given framework) understand various notations and their uses analyse and compare music, using musical language suggest improvements to their own and others' work.

Level 5

Level 6

Level 7

perform significant parts, with an awareness of how they fit with others  improvise freely (within given structures)  compose music to a given brief  make use of various notations  analyse and compare musical features in a variety of music’s  understand how venue, occasion and purpose affects music  refine and improve their own work.  perform confidently, with expression  make adjustments to their own part within a group performance  improvise/compose in different styles and for different purposes  use relevant notations to plan, revise and refine material  analyse, compare and evaluate music, with an awareness of context & occasion  make improvements to their own and others' work in the light of the chosen style.  identify and explore music from different styles, genres and traditions recognising musical conventions and influences  perform in different styles making positive and significant contribution to ensemble and use of relevant notations.  compose pieces in different styles, genres and traditions developing and extending musical ideas within given or chosen structures

Your National Curriculum Targets My End of Year National Curriculum Target Grade My Actual End of Year National Curriculum Grade

4a


Year 7 Progress Booklet