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Key Stage 3 Music Skills Framework 1-3 (G-E) Composing Performing Appraising Final GCSE Target Grade 3-5 (E–C) 4-7 (D-A) 6-9 (B–A*) Can choose suitable timbres and elements and use letter or graphic notation appropriately to record and share ideas. Recall notes belonging to different pentatonic scales and can use basic rhythm notation. Is identifying notes within mayor triads and uses them to compose four bar sequences. Compositions are used to show contrasts in the music. Can use pitch and rhythm notation together. Expression marks are used to create depth and contrast in the music. Is identifying notes within major triads and uses them to compose a ground bass. Complex structures such as theme and variation are used to develop musical ideas. Is able to use knowledge of harmony to modulate to another key and identify notes belonging to a range of chords and use them within compositions. Can improvise using three notes from a given pentatonic scale, repeats and performs simple melodies with others in a group on an instrument and also simple rhythms by ear. Minimal ensemble communication is evident. Can improvise using five notes from a given scale as part of a group performance and can perform extended and developed melodies independently within a group on an instrument. Communication with other parts is evident during a performance and timing is accurate in places. Can improvise with confidence using different pentatonic scales as part of a group performance and read from a lead sheet. Is able to take on an independent part within the ensemble performing from notation on different instruments and dynamics are used with thought and control. Respond musically to a conductor or Music leader, timing and tuning is mostly accurate. Ideas are refined and can use feedback to improve work independently. Can improvise with confidence using a variety of scales and modes from memory. Use a lead sheet to lead an ensemble with confidence. Dynamics and articulation are used with complete control and understanding. Timing and tuning are accurate. Can listen for key features in the music and identify countries of origin. Identify different families of instruments when listening to a range of ensembles and musical elements but no vocabulary is used in discussions. Can follow a simple single line of notation either - melodic or rhythmic. Can identify and discuss some key features associated with the music and different instruments that is heard. Can use Italian terms when writing and discussing the use of musical elements on their own and others’ work. Can verbally explain assessment of others’ and own work using vocabulary confidently. Can follow a small score. Can identify and describe key features in the music and discuss texture and timbre with complete confidence when writing about what is being heard. When listening to a range of ensembles written analysis comments on what and how particular instruments are played. Can produce written feedback for peers explaining how to improve the piece of work. Can follow a score and point out key features. Can read a score and identify the key features of the music which informs written analysis of the music. Can produce written analysis of a piece of music using terminology confidently. Comment on devices used, compositional intent and instrumentation in detail. Discuss cultural influences on music development and implement this into written reports.