Mrs C Stott – Curriculum Leader
Mr C Kelly – Teacher of Music
The study of Music is to stimulate curiosity, interest and enjoyment through a constantly integrated approach that comprises listening, performing and composing. There are frequent opportunities for students to learn musical instruments and take part in both informal and formal concerts, either as a soloist or as a member of one of the many groups on clubs which run on a weekly basis. Regular trips are organised, most recently to concerts and Performances at Leeds College of Music and York Theatre Royal. There is an experienced and well qualified team of peripatetic staff offering tuition in all orchestral instruments plus piano, organ, voice and bagpipes. Many students opt to take Royal School of Music and Trinity Rock and pop exams which are held at the school twice a year.Music is a highly rated subject by employers and colleges. It helps self-expression, builds confidence, develops interpersonal skills and general intelligence.
Music at Corpus Christi is also fun.
Students in the Lower School have one hour of class music each week.
They are introduced to a range of musical styles and genres with an emphasis on practical music making. Topics covered include Song writing, Calypso, Jazz, Film Music and Musical Theatre. A full list of KS3 topics can be seen below. The department has a large number of electronic keyboards and percussion instruments and students make full use of these in their class activities and have access to them at break and lunchtimes. There is a computer suite, incorporating the latest music notation and sequencing software. By the end of the three year course, all students will have developed the necessary skills to be able to continue with the subject at GCSE level.
All students are given a Baseline level in Year 7 then they are regularly assessed throughout KS3 in a variety of Creating, Performing and Listening skills through individual activities and both paired and larger group work. Expectations are high and students’ progress is regularly tracked so that they can achieve and exceed their full potential and support can be offered to those who need it.
Students are sent Postcards home for good work and reward stamps are also given. Students who work consistently well also have the option to go on some of the many trips we run.
In upper school the Edexcel GCSE syllabus is followed. There are three core components of the course:
Performing (30%): Students work with their instrumental or vocal teachers to produce solo and ensemble performances which can be recorded at any time during the course and are usually graded exam pieces.
Composing (30%): Students produce two compositions or arrangements relating to the list of topics below.
Both the Performing and Composing units are assessed by the Curriculum Leader who is also an Edexcel moderator.
Listening and Appraising (40%): This is a 90 minute examination set and marked by Edexcel. Questions relate to specific works which are taken from each of the four ‘Areas of Study’
(Western Classical Music, Music in the 20th Century, Pop & Rock Music and Music from around the world)
Enrichment & Extra Activities
The Music department is very busy outside normal lessons and plays an important role in school life as a whole.
Over 90 students take instrumental or vocal lessons on a weekly basis and most of them take part in groups organised by the department at lunchtimes and after school. Most students are encouraged to take nationally recognised Royal School of Music or Trinity Rock and Pop graded exams for which we hold 2 sessions in school each year.
Informal concerts take place during the last week of each term and many students also perform during Christmas and Easter liturgies, school masses, open evenings, awards evening, summer concert and band days when up to 100 musicians join us from other schools for a whole day of musical activities.
Musical activities taking place on a regular basis at present are –
School production, School band, flute group, string group, rock band, Glee, Recorder club, Brass group, and The Bb Boogie band.
Students also have occasional opportunities to work with visiting organisations and to visit concerts and theatre productions. Recent venues have included Leeds College of Music, York Theatre Royal and work with Opera North.
Activities and trips are aimed at enriching students through a wide experience of Musical genres and are open to all.
Students are also encouraged and supported to use their Music making towards gaining the ArtsAward.
|YEAR 7: Unit 1||Unit 2||Unit 3||Unit 4||Unit 5|
|Bridging unit||Keyboards & Notation||Musical cycles||Shanty time||Whole class|
Singing as a group.To learn the elements of music.
Using rhythm to make music.
Learning about the instruments of the orchestra.
Understanding how pitch is represented on the stave.
Using basic note values.
Playing the keyboard using 5 finger positions at the.
Playing accurately to a steady, regular beat.
To understand and recognise Cyclic patterns in music.To be able to take part in ensemble performances using musical devices.
To recognise musical instruments, styles and sounds from around the world.
Understand how tunes have been arranged and developed.Knowledge of our national music tradition.
Learning how simple triads are constructed.
Using Texture & Structure to create pieces.
To perform a variety of music in groups of different sizes.To compose/Arrange music in styles to suit the groups involved.
Listening to Ensemble performances from different styles nad traditions.
|YEAR 8: Unit 1||Unit 2||Unit 3||Unit 4||Unit 5|
|Variations||Music & Dance||Keyboards revisited||Music from America||Hooks & Riffs|
To understand variation, Ground Bass and Chord sequences.
To use contrast within compositions and develop their ideas using tempo, timbre ,rhythm and sequence.
To understand how music and dance are closely related.
Understand and use polyrhythmic patterns.
Understand the use of Mnemonics.
Pupils will build on their experiences at the keyboard by playing and composing pieces using notation and chord symbols.
To use more technical features on the keyboard.
Understand the origins of American music including Blues, Jazz & Pop.
Playing longer sequences and improvising melodies.
Performing then expanding given Riffs.
Recognise a variety of hooks and riffs within songs.Using Hooks and Riffs to compose and perform songs.Recognise and use simple pop song structures.
Understand Groove form.
|YEAR 9: Unit 1||Unit 2||Unit 3||Unit 4||Unit 5|
|Classical form||Music & Media||Music & IcT||Musical Theatre||Song writing|
To recognise various classical forms and structures.Recognition of solo instruments.
Knowledge of cadenzas.
Understanding of improvisation and the connections between Jazz and Classical music.
Recognise the extensive use of music around us.Knowledge of different Genres of media.
To understand how music is used in advertising
Create music for an advert.
Create moods and atmospheres using music.
Understanding of the size and importance of the music industry.Knowledge of technological advances in music over the last 50 years.
An ability to use sequencers and/or notation software to produce music.
Further practical work on keyboards.
Knowledge of the development of musical theatre.Understanding of the concept of Opera and Musical and the difference between them.
Knowledge of the features of both Genres including: Aria, Chorus, Libretto, Overture, Recitative.
Understand the importance of Structure in a song.Recognise different sections used in Pop songs.
Being able to match styles and lyrics accordingly.
To recognise how Covers are arranged.
Being able to structure ideas into complete songs appropriately.