Beath High School Music N5 Induction



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Music Department

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NATIONAL 5 MUSIC

INDUCTION PACK

Course Requirements

NATIONAL 5 MUSIC INDUCTION PACK

Contents

Welcome to National 5 Music page 3

Performance Unit Requirements page 4

Composing Unit Requirements pages 4-5

Understanding Music Unit Requirements page 5

Course Assessment page 6

Performance Assessment Criteria page 7

Tracking System pages 8-9

Table of Musical and Literacy Concepts pages 10-11

Dates and Deadlines pages 12-13

Coursework Checklist page 14

Welcome to National 5 Music!

To enter this course, you must have achieved a pass at National 5 Music, or the equivalent skills in performance, musical knowledge/theory and composition skills.

Entry to this course without National 5 Music is entirely down to the discretion of music staff through discussion with the pupil and any other specialist staff.

UNIT REQUIREMENTS

This course consists of three mandatory units that must be passed in order to proceed with the course assessment:

• PERFORMING UNIT (pass/fail)

• COMPOSING UNIT (pass/fail)

• UNDERSTANDING MUSIC UNIT (pass/fail)

To gain a unit pass, pupils must meet various outcomes for each unit, which are detailed over the next few pages.

Pupils must complete a record of work throughout the course that will evidence the outcomes achieved for each unit.

COURSE ASSESSMENT

This will consist of two components:

• PERFORMANCE EXAMINATION ( 60 marks)

• QUESTION PAPER (40 marks)

PERFORMING UNIT

| | | |

|Unit Outcomes |Requirements of Unit |Assessment Evidence |

| | | |

|Perform music in a range of styles by: | | |

| | | |

|Developing musical and technical skills, showing clear | | |

|understanding of the composers’ intentions. |Demonstrate your solo performing skills on two selected |Audio/video recordings |

| |instruments. | |

| | | |

| |Perform a variety of pieces in contrasting styles on each | |

| |instrument. | |

|Self-reflecting on the quality and accuracy of their | | |

|playing and performing, and identifying personal strengths|Identify strengths and areas for development in | |

|and areas for improvement. |performing. |Oral and written self-reflection |

| | | |

| |Show understanding of musical concepts and language in | |

| |reflective discussion. | |

| | | |

| | | |

COMPOSING UNIT

| | | |

|Unit Outcomes |Requirements of Unit |Assessment Evidence |

| | | |

|Create original music by: | | |

| | | |

|Understanding how other composers and the influences on |Study music by various composers. |Annotated scores and homework |

|their music use a range of compositional methods and music| |exercises |

|concepts. |Identify concepts and how they are used. | |

| | | |

| | | |

|Experimenting and using music concepts and compositional | | |

|methods in creative ways to create, develop and refine |Come up with basic musical ideas. | |

|original music. | |Written music and audio recordings |

| |Make improvements on these initial ideas. | |

| | |Record of progress |

| | | |

| | | |

|Developing musical ideas, which make musical sense and | | |

|realise their creative intentions. | | |

| |Demonstrate the ability to compose successfully (see | |

| |additional checklist) | |

| | |Written music and audio recording |

|Self-reflecting on their music and their creative choices | | |

|and decisions | |Record of progress and checklist |

| | | |

| |Identify strengths and areas for development in composing.| |

| | |Oral and written self-reflection |

| |Show understanding of musical concepts and language in | |

| |reflective discussion. | |

UNDERSTANDING MUSIC

| | | |

|Unit Outcomes |Requirements of Unit |Assessment Evidence |

| | | |

|Identify and analyse the use of music concepts and | | |

|styles by: | | |

| | | |

|Identifying and distinguishing between level specific |Understand and recognise musical terms and concepts |Listening exercises and end of unit |

|concepts in excerpts of music |through listening. |tests |

| | | |

| | | |

|Identifying and analysing the social and cultural | | |

|influences, which have influenced the distinctive sounds|Show knowledge of the background to specific styles of | |

|and structure of specific music styles. |music. |Research Task |

| | | |

| | | |

|Identifying and understanding the meaning of music | | |

|signs, symbols and terms. | | |

| | | |

| |Demonstrate musical literacy and knowledge of musical | |

| |symbols and signs. | |

| | |Worksheets |

COURSE ASSESSMENT

| | | |

|Component |Requirements |Assessment |

| | | |

| |You must perform on TWO selected instruments. |This will be examined by an external |

| | |SQA |

| |All pieces for each instrument must be a minimum of grade 3 standard. |Examiner in Feb/March |

| |Your teacher will advise you on appropriate level pieces. | |

| | | |

| |You will perform a programme of 8 minutes in total between the two instruments. |This exam accounts for 60% of your |

|PERFORMANCE | |course award. |

| |Performance time on either of the two selected instruments must be a minimum of 2 | |

|(60 marks) |minutes within the 8-minute programme. |This is assessed on a grade A to D |

| | |basis. |

| |You must ensure that there is a minimum of two contrasting styles presented on each | |

| |instrument. | |

| | | |

| | | |

| | | |

| | | |

| |You will be expected to demonstrate knowledge and understanding of all music concepts |This will be examined by an external |

| |and literacy signs and symbols. |SQA paper in May. |

|QUESTION | | |

|PAPER |This will be a 45 minute listening paper where you will comment on musical excerpts |This exam accounts for the remaining |

| |and identify concepts. |40% of your course award. |

|(40 marks) | | |

| | |This is assessed on a grade A to D |

| | |basis. |

PERFORMANCE ASSESSMENT CRITERIA

|Instrument/voice |(9-10) Excellent |(7-8) |(5-6) Mainly accurate |

| | |Secure | |

|Melodic accuracy/intonation |  |  |  |

|Melodic accuracy/intonation |  |  |  |

|Melodic accuracy/intonation |  |  |  |

|Melodic accuracy/intonation |

|Styles |Melody/Harmony |Rhythm/Tempo |Texture/ |Timbre/ |

| | | |Structure/Form |Dynamics |

|Blues |Ascending |Accent/accented |Unison/octave |Striking (hitting) |Acoustic guitar Electric |

|Jazz |Descending |Beat/pulse |Harmony/chord |Blowing |guitar |

|Rock |Step (stepwise) |Bar |Solo |Bowing |Piano |

|Pop |Leap (leaping) |2, 3 or 4 beats |Accompanied/ |Strumming |Organ |

|Rock‘n’roll |Repetition |in the bar |unaccompanied |Plucking |Drum kit |

|Musical |Sequence |On the beat |Repetition |Orchestra – |Steel band |

|Scottish |Question and |/off the beat |Ostinato |strings, brass, woodwind |Scottish dance band |

|Latin American |answer |Repetition |Riff |and percussion (tuned |Folk group |

| |Improvisation |Slower/faster |Round |and untuned) |Voice / Choir |

| |Chord |Pause | |Accordion |Staccato |

| |Discord |March | |Fiddle |Legato |

| |Chord change |Reel | |Bagpipes | |

| | |Waltz | | | |

| | |Drum fill | | | |

| | |Adagio | | | |

| | |Allegro | | | |

|Literacy |

| |Lines and spaces of the treble|Crotchet | |f – forte |

| |clef |Minim | |p – piano |

| |Steps |Dotted | |< cresc (crescendo) |

| |Repetition |Minim | |> dim (diminuendo) |

| | |Semibreve | | |

| | |Barlines | | |

| | |Double barlines | | |

|NATIONAL 4 |

|Styles |Melody/Harmony |Rhythm/Tempo |Texture/ |Timbre/ |

| | | |Structure/Form |Dynamics |

|Baroque |Major/minor (tonality) |Syncopation |Canon |Brass band |Cymbals |

|Ragtime |Drone |Scotch snap |Ternary (ABA) |Wind band |Triangle |

|Romantic |Broken chord |Strathspey |Verse and chorus |Violin |Tambourine |

|Swing |Arpeggio |Jig |Middle 8 |Cello |Guiro |

|Concerto |Chord progression — |Simple time |Theme and |Double bass |Xylophone |

|Opera |chords I, IV and |2 3 4 |variation |Harp |Glockenspiel |

|Scots ballad |V (major keys) |4 4 4 |Cadenza |Flute |Harpsichord |

|Mouth music |Change of key |Compound time |Imitation |Clarinet |Bass guitar |

|Reggae |Pedal |Anacrusis | |Saxophone |Distortion |

|African music |Scale |Andante | |Pan pipes |Muted |

|Rapping |Pentatonic scale |Accelerando | |Recorder |Soprano |

| |Octave |Rallentando | |Trumpet |Alto |

| |Vamp |A tempo | |Trombone |Tenor |

| |Scat singing |Dotted rhythms | |Timpani |Bass |

| |Ornament | | |Snare drum |Backing |

| | | | |Bass drum |vocals |

|Literacy |

| |Treble clef stave |Semiquaver | |mf — mezzo forte |

| |C-A’ |Grouped semiquavers | |mp — mezzo piano |

| |Sequences |Paired quavers | | |

| | |Repeat signs | | |

| |

|NATIONAL 5 |

|Styles |Melody/Harmony |Rhythm/Tempo |Texture/ |Timbre/ |

| | | |Structure/Form |Dynamics |

|Symphony |

|Gospel |

|Classical |

|Pibroch |

|Celtic rock |

|Bothy ballad |

|Waulking song |

|Gaelic psalm |

|Aria |

|Chorus |

|Minimalist |

|Indian |

| |Tones, semitones Accidentals (flats, sharps and |Dotted rhythms | |ff — fortissimo |

| |naturals) |Dotted crotchet | |pp — pianissimo |

| |Scales and key signatures: C major, G major, F |Dotted quaver | |sfz — sforzando |

| |major and A minor |Scotch snap | | |

| |Chords: C major, G major, F major and A minor |1st and 2nd time bars | | |

| |Leaps | | | |

NATIONAL 5 ASSESSMENT DEADLINES 2015/16

All pupils sitting National 5 Music must ensure that the following deadlines are met, otherwise they will be not be eligible for presentation.

Each assessment MUST BE PASSED in order to proceed with the course. Failure to meet deadlines will result in a letter home.

TERM 1a

|Deadline |Assessment | |

|(Week beginning) | | |

|21st September 2015 |Performing (Instrument 1) |Pupils must complete and perform ONE piece. |

| | |This will be recorded as evidence for the SQA |

|5th October 2015 |Performing (Instrument 2) |Pupils must complete and perform ONE piece. |

| | |This will be recorded as evidence for the SQA |

|12th October 2015 |Listening |This paper will cover concepts from All Musical Periods and Scottish Music and will |

| | |include cadences, key signatures, time signatures, pitch, Italian terms regarding |

| | |dynamics and tempo. |

|By October Holiday (Friday 16th |Composing |Series of exercises to be completed |

|October) | | |

TERM 1b

|Deadline |Assessment | |

|(Week beginning) | | |

|9 November 2015 |Performing (Instrument 1) |Pupils must complete and perform piece no 2. |

| | |This will be recorded as evidence for the SQA |

|23 November 2015 |Performing (Instrument 2) |Pupils must complete and perform piece no 2. |

| | |This will be recorded as evidence for the SQA |

|7 December 2015 |Listening |This paper will cover concepts from 20th Century, Popular Music Styles, |

| | |Instrumental/Vocal Units and will include cadences, key signatures, time signatures, |

| | |pitch and Italian terms regarding dynamics and tempo. |

|14 December 2015 |Composing |All composing to be completed in Draft format. |

TERM 2

|Date |Assessment | |

|January/February 2016 |Listening PRELIM |Pupils will be assessed through a one-hour written paper. This will cover all |

| | |concepts from the concept table and include music literacy. |

| |Performing PRELIM |Pupils must complete and perform 100% of their programme. |

| | |This will be recorded as evidence for the SQA. |

|February/March 2016 |FINAL PERFORMING EXAM |60% of course award |

| | |This is an external exam, assessed by a visiting examiner. |

TERM 3

|Date |Assessment | |

|Ongoing |Listening |Pupils will sit regular practice listening tests. |

|May 2016 |FINAL LISTENING EXAM |40% of course award |

| | |Pupils will be assessed through a one-hour written paper which will cover all |

| | |concepts from the concept table and include musical literacy. |

| | | |

National 5 Music Checklist

Performing

Instrument 1:

| |( |Planned Date |Date |Piece |Mark |

|Assessment 1 | |w/b 21st Sept | | | /10 |

|Assessment 2 | |w/b 5th Oct | | | /10 |

|Programme Finalised | | | | | |

|Exam | |Feb/Mar | | | |

|Assessment 1 | |w/b 12th Oct | | | /10 |

|Assessment 2 | |w/b 5th Oct | | | /10 |

|Prrogramme Finalised | | | | | |

|Exam | |Feb/Mar | | |

|Assessment 1 (Musical Periods) |5th Oct | | | |

|Assessment 2 (All Other Units) |7th Dec | | | |

|Prelim |Jan | | | |

Composing

| |Date Passed |Evaluated |Outcomes covered |

|Skills/Exercises | | | |

|Spotlight on my Instrument | | | |

|Scottish | | | |

|FINAL | | | |

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Instrument

This appears green if you have enough time.

Most recent marks awarded for each piece.

A tick appears when you pass this outcome (get a score of 5 or more for performing each piece)

Most recent marks awarded for each piece.

Your teacher will keep notes on progress here.

A tick appears when you pass this outcome (evaluate your performance for each piece)

This will link directly to recorded evidence.

A blue line will show how much progress you have made (% completed of techniques unit)

You teacher will keep notes on progress here.

This will show a tick under each outcome passed.

Composition files will be saved here.

This will show an average % of all your test scores.

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