| Unit | Content |
|---|---|
| Unit 1 Shock Horror! | Students learn the techniques and tropes of music written to accompany horror films. They encounter film music by composers such as Bernard Herrmann, John Williams and Jane Campion, learning how a soundtrack can augment, foreshadow or subvert the meaning of the visual images on screen. Students learn how to use two specific harmonic devices and to deploy these in the context of their own minute-long horror film scores. Key knowledge developed:
Key skills developed:
Assessment: Students receive formative assessment on their work throughout the unit. Their final film scores are assessed formally at the end of the unit and they complete an in-class listening activity that tests their understanding of the unit's key concepts. |
| Unit 2 Minimalism | In this unit, students explore the tradition of American minimalism and encounter examples from related musical styles. They perform music from the minimalist repertoire, learning how to isolate and manipulate minimalist cells using transformations such as augmentation, diminution, phase shifting and note addition. Listening activities include works by composers such and Glass, Richter, Reich and Adams. There is a particular focus on Electric Counterpoint by Steve Reich. Key knowledge developed:
Key skills developed:
Assessment: Students receive formative assessment on their work throughout the unit. Their minimalist compositions are assessed formally at the end of the unit and they complete an in-class listening activity that tests their understanding of the ways in which minimalist music is constructed. |
| Unit 3 1960s' Folk | In this project, students explore the music of the 1960s' folk revival. They learn about the background and context of these works, and listen to and study a number of songs in detail. They perform a song of their choice in an ensemble, arranging the material for their chosen combination of instruments and in their chosen style. Key knowledge developed:
Key skills developed:
Assessment: Students receive formative assessment on their work throughout the unit. Their folk song performances are assessed formally at the end of the unit and they complete an in-class listening activity that tests their understanding of the context and background to the American folk revival. |
| Unit 4 West Side Story | In this project, students build their understanding of the music of Bernstein's West Side Story. They learn about the music and context of the work, and study a number of songs in detail. They use the rhythmic pattern of ‘America’ as the starting point for a chord-based composition and learn to perform their work. The project focuses on musical theatre, composition and ensemble performance skills. Key knowledge developed:
Key skills developed:
Assessment: Students receive formative assessment on their work throughout the unit. Their final compositions are assessed formally at the end of the unit and they complete an in-class listening activity that tests their understanding of West Side Story's context and key features. |
