Download Music - Abbey College

Music
AO1
Performing
AO2
Composing
AO3
The Concerto
10%
AO4
AO5
Rhythms of the World
Film Music
10%
10%
Combined these are worth 40%
AO6
Conventions of Pop Music
10%
9
(Mastering)
You are able to perform accurately, confidently and fluently.
Your performance demonstrates mastery of your instrument.
Your performance is grade 6 standard or above. Your
performance is a memorable musical interpretation and
delivers a high level of stylistic understanding.
You are able to demonstrate a high level of empathy with
other performers and make a powerful contribution to the
overall performance.
You piece demonstrates imaginative development of
musical ideas that show a strong sense of style and
musicality. There is a wide variety and / or advanced
use of musical elements which demonstrate a high
level of musical understanding. A highly musical,
stylish and effective piece that demonstrates
excellence. Your composition fulfils the brief to a
high standard.
You are able to identify and use all the
mastery vocabulary to identify all the below
in the following types of Concerto.
• the Baroque Solo Concerto
• the Baroque Concerto Grosso
• the Classical Concerto
• The Romantic Concerto.
You are able to identify and use all the
mastery vocabulary to identify all the below in
the following types of Rhythms of the World
• India and Punjab
• Eastern Mediterranean and Middle East
• Africa
• Central and South America.
You are able to identify and use all the mastery
vocabulary to identify all the below in the
following types of film Music
• music that has been composed specifically for
a film
• music from the Western Classical tradition
that has been used within a film
• Music that has been composed as a
soundtrack for a video game.
You are able to identify and use all the mastery
vocabulary to identify all the below in the
following types of pop Music
8
(Aspiring)
Your performance is confident and fluent with good technical
control which is appropriate to the demand of the music.
Minor blemishes do not affect the overall flow of the
performance. Intonation and tone production are good. Your
performance has a clear sense of direction. Phrases are well
shaped and there is good attention to articulation, dynamics
and conventions appropriate to the style. The outcome is
convincing. Your performance is sensitive to their role in the
group and makes appropriate adjustments to their part to
meet the demands of coordination and balance, taking the
lead where appropriate. A positive and stylish contribution is
made to the outcome.
Your piece has stylish development of musical ideas
that combine compositional devices effectively.
There is a variety of musical elements that show a
good level of musical understanding. A musically
successful piece that demonstrates a good
understanding of stylistic and structural features.
Your composition achieves the aims of the brief.
You are able to understand the relationship
between the soloist(s) and the orchestral
accompaniment how the concerto has
developed through time in terms of length,
complexity and virtuosity. You are able to
identify the characteristics of Baroque,
Classical and Romantic music as reflected in
The Concerto.
You are able to demonstrate an understanding
of the characteristic
rhythmic features of:
• Traditional African drumming
• traditional rhythm patterns (including
regular and irregular metres,
syncopation and cross rhythms)
• how texture builds with added parts
• improvised melodic lines based on
traditional scales (including modal and
microtonal melodic ideas.)
You are able to demonstrate a good level of
knowledge of:
• how music can develop and / or evolve during
the course of a film or video game.
• the resources that are used to create and
perform film and video soundtracks, including the
use of technology.
• the names of composers of music for film
and/or video games.
You are able to identify and demonstrate your
understanding of how the following are used in
Pop Music.
• dynamics, expression and articulation
• texture
• structure and phrasing
• harmony and tonality
• dynamics, expression and articulation
• ornamentation, repetition, ostinato and
sequence
7
(Exceeding)
Your performance is fluent, with technical control adequate to
the demands of the music. There are misplaced notes which do
not disrupt the overall flow of the music.
Intonation
(where relevant) is generally secure.
Your piece has development of musical ideas using a
range of compositional devices. There is a range of
musical elements which show musical
understanding. A musically coherent piece with a
well organised structural framework.
You are able to demonstrate your
understanding of the historical and social
context of the concerto in each period
The need for the bigger venue and the
changing nature of commissioner and
audience over time.
You are able to demonstrate an understanding
of the characteristic
rhythmic features of:
• Indian Classical Music and traditional
Punjabi Bhangra
• Traditional Eastern Mediterranean and
Arabic folk rhythms, with particular focus on
traditional Greek, Palestinian and Israeli music.
You are able to identify the development of
instruments in popular music over time
• the development and impact of technology
over time
• instruments and timbre (acoustic and
electric)
• pitch and melody (including bass lines and
riffs)
• rhythm and metre
• tempo
6
(Extending)
Your performance is fluent, with technical control adequate to
the demands of the music. There are misplaced notes which do
not disrupt the overall flow of the music.
Intonation (The
performance uses some appropriate stresses, dynamics and
articulation to communicate the composer’s intentions (where
relevant) is generally secure.
You piece has some development of musical ideas
using a small range of simple compositional devices.
There is some success in the use and combination of
a range of musical elements. There is an appropriate
sense of structure, showing some coherence and
consistency in the use of musical elements.
You are able to identify the dynamics,
expression and articulation, texture,
structure, phrasing and cadences, harmony
and tonality, repetition, sequence, imitation
and ornamentation.
5
(Securing)
Your performance has occasional fluency with correct rhythms
and/or pitches in easier passages. Intonation (where relevant)
may be weak. Simple dynamics, articulation are performed
well.
Your piece has some extension of simple musical
ideas, often based around repetition. There is a
small range of musical elements and / or devices and
these have limited musical impact. There are
occasional coherent passages and a limited sense of
structure.
You are able to memorize the names and
intentions of composers who wrote
concertos in each period
You are able to identify
• instruments and timbre
• pitch and melody
• rhythm and metre
• tempo
• dynamics, expression and articulation
• texture
• structure and phrasing
• harmony and tonality
• repetition, ostinato and ornamentation.
You are developing an understanding of the
following for each
geographical region including:
• characteristic rhythms and metres
• the origins and cultural context of the
traditional music
You are able to understand how composers use
music dramatically
and expressively through a variety of musical
elements and compositional
devices, including:
• dynamics, expression and articulation
• texture
• structure and phrasing
• harmony and tonality
• repetition, ostinato, sequence and imitation
• ornamentation
• motif, leitmotif.
Learners should study and understand how
composers use music dramatically
and expressively through a variety of musical
elements and compositional
devices, including:
• instruments and timbre
• pitch and melody
• rhythm and metre
• tempo
You are able to write a short paragraph about an
extract form a specific genre of film Music.
Ensuring you are concentrating on SPAG.
You are able to identify the changing nature of
song structure from 1950's to modern day.
4
(Developing)
Your performance conveys some aspects of the composer’s
intentions with partial success.
There is no or very limited development of musical
ideas. The use of musical elements is very basic.
There is little or no sense of coherence or musical
structure.
You are able to identify the instruments that
have been used for the solo part in the
concerto and
how they have developed through time
• the growth and development of the
orchestra through time
You are able to identify the musical
characteristics of the folk music
You are able to understand the impact of
modern technology on traditional music.
Learners should study how composers create
music to support, express,
complement and enhance:
• a mood or emotion being conveyed on the
screen
• a significant character(s) or place
• specific actions or dramatic effects.
You are able to demonstrate your
understanding and knowledge of:
Rock ‘n’ Roll of the 1950s and 1960s and Rock
Anthems of the 1970s and 1980s
3
(Emerging)
2
(Beginning)
You are able to perform music that has contrasting sections
and simple performance directions.
You can create a basic melody and chord
composition.
You are able to identify what a concerto is
and the way it has developed through time
You have passed grade 1 theory or above.
You are able to create a click track and
demonstrate 'Mickey Mouse' Cartooning
You are able to play a Pop Ballad as part of a
group or as a soloist from 1970s, 1980s and
1990s.
You are able to memorise most of the notes for your
instrument and are starting to play music that uses a wider
range of notes.
You are able to create a basic melody using a simple
structure.
You are able to demonstrate how composers
of concertos use the musical elements pitch,
timbre, tempo and structure.
You are able to memorize note values, and are
preparing for grade 1.
You are able to Identify the most popular genres
of film from the music composed.
You are able to research and identify Solo Artists
from 1990 to the present day.
1
(Approaching)
You are able to perform a simple 4 bar melody, using a small
range of notes with some guidance.
You can create a basic melody.
You are able to identify and demonstrate the
musical elements, pitch, timbre, tempo,
structure.
You are able to read and understanding simple
rhythms and being able to write and perform
simple notation.
You are able to master and Play the basic James
bond themes and Leitmotifs.
You are able to identify names of solo artists
and groups who composed and/or performed in
each genre.
•
•
•
•
Rock ‘n’ Roll of the 1950s and 1960s
Rock Anthems of the 1970s and 1980s
Pop Ballads of the 1970s, 1980s and 1990s
Solo Artists from 1990 to the present day.
You are able to identify and demonstrate vocal
and instrumental techniques within popular
music and how voices and instruments interact
within popular music.