Form 4 Scheme Of Work Unit 3
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MUSIC DEPARTMENT: SCHEME OF WORK - FORM 4 UNIT 3: MUSICAL ARRANGEMENTS TIME
LEARNING OUTCOMES
RESOURCES
TEACHING STRATEGIES/
HOMEWORK/
LITERACY/
LEARNING
ASSESSMENT
NUMERACY/ ICT
STYLES/
SKILLS
8 weeks
By the end of the unit the pupils should: •
• •
•
• •
• •
•
CD of Set Works
Explanation
Have a general background as to what an arrangement is
Computer
Discussion
Data projector
Use of ICT
Be able to identify the instruments in a jazz combo
Internet
Listening
Be familiar with the background surrounding the Threepenny Opera by Kurt Weill from which Mack the Knife comes from
Instruments
Know what makes this piece an arrangement
Digital recorder
Be able to identify the main theme as notation Have listened to the work and be able to answer questions relating to it Be familiar with the structure of the 4 movement from the Trout Quintet by Schubert
th
Know what makes this piece an arrangement Know the instrumentation of the work
•
Be able to identify the main theme as notation
•
Be able to identify the various changes in instrumentation in each variation
•
Have listened to the work and be able to answer questions relating to it
Keyboards
Scores Video
Written work & presentation Listening Evaluation Relevant answering
Continual work on performance skills Continual work on compositional skills
KEYWORDS: Jazz combo Improvisation
Arrangement composition 1
‘Scat’ singing
Arrangement composition 2
Jam session
Performance assessment 3
Theme & Variation
Performance assessment 4 Listening exercises
Walking bass
DIFFERENTIATI ON Audio Listening to the two set works relating to this area of study Peer critical appraisal of performances at workshops
Binary form Figuration Doubling Strophic Double stopping NUMERACY: Augmentation Diminution ICT: Use of 10-track digital recorder for compositional records
Visual Visual display (colour coded) of the instrumental changes in the Trout variations Kinesthetic Continuous performance practice on chosen instrument
Differentiation Some pupils will be at a more advanced level practically
TIME
LEARNING OUTCOMES
RESOURCES
TEACHING STRATEGIES/ SKILLS
•
Be familiar with the structure, tonality, structural devices, melodic and rhythmic features of African Sanctus by David Fanshawe
•
Be aware of the composer’s background and why he composed this piece
•
Know what makes this piece a celebratory work
•
Be able to identify the main theme as notation
•
Have listened to the work and be able to answer questions relating to it
HOMEWORK/
LITERACY/
LEARNING
ASSESSMENT
NUMERACY/ ICT
STYLES/ DIFFERENTIATI ON
LEARNING OUTCOMES
RESOURCES
TEACHING STRATEGIES/
HOMEWORK/
LITERACY/
LEARNING
ASSESSMENT
NUMERACY/ ICT
STYLES/
SKILLS
8 weeks
By the end of the unit the pupils should: •
• •
•
• •
• •
•
CD of Set Works
Explanation
Have a general background as to what an arrangement is
Computer
Discussion
Data projector
Use of ICT
Be able to identify the instruments in a jazz combo
Internet
Listening
Be familiar with the background surrounding the Threepenny Opera by Kurt Weill from which Mack the Knife comes from
Instruments
Know what makes this piece an arrangement
Digital recorder
Be able to identify the main theme as notation Have listened to the work and be able to answer questions relating to it Be familiar with the structure of the 4 movement from the Trout Quintet by Schubert
th
Know what makes this piece an arrangement Know the instrumentation of the work
•
Be able to identify the main theme as notation
•
Be able to identify the various changes in instrumentation in each variation
•
Have listened to the work and be able to answer questions relating to it
Keyboards
Scores Video
Written work & presentation Listening Evaluation Relevant answering
Continual work on performance skills Continual work on compositional skills
KEYWORDS: Jazz combo Improvisation
Arrangement composition 1
‘Scat’ singing
Arrangement composition 2
Jam session
Performance assessment 3
Theme & Variation
Performance assessment 4 Listening exercises
Walking bass
DIFFERENTIATI ON Audio Listening to the two set works relating to this area of study Peer critical appraisal of performances at workshops
Binary form Figuration Doubling Strophic Double stopping NUMERACY: Augmentation Diminution ICT: Use of 10-track digital recorder for compositional records
Visual Visual display (colour coded) of the instrumental changes in the Trout variations Kinesthetic Continuous performance practice on chosen instrument
Differentiation Some pupils will be at a more advanced level practically
TIME
LEARNING OUTCOMES
RESOURCES
TEACHING STRATEGIES/ SKILLS
•
Be familiar with the structure, tonality, structural devices, melodic and rhythmic features of African Sanctus by David Fanshawe
•
Be aware of the composer’s background and why he composed this piece
•
Know what makes this piece a celebratory work
•
Be able to identify the main theme as notation
•
Have listened to the work and be able to answer questions relating to it
HOMEWORK/
LITERACY/
LEARNING
ASSESSMENT
NUMERACY/ ICT
STYLES/ DIFFERENTIATI ON
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