| Topic Title | | Listening, singing, performing, composing advanced musical elements | Performing, Listening, Understanding music through Image | Musical Notation, Style and Genre, Composing, Musical technology | Composing through | | | |
| Musical Technology | | | |
| Key Skills and Content | | • Developing the technical ability to use advanced musical elements | • Exploring the relationship between music and image | • Observing palaeography of Music and its evolution | • Understanding digital technology and its possibilities | | | |
| • Composing complex rhythmic patterns using digital tools | • Creating listening maps and playing these using body percussion | • Identifying articulation elements of music through genre and style | • Exploring new technologies to compose simple rhythm and melody | | | |
| • Identifying melodies in major or minor scales | • Analyzing music videos | • Listening to similar musical instruments in different traditions | • Using the keyboard as a main Digital Audio Workstation controller. | | | |
| • Harmonizing melodic lines using primary chords | • Discovering the relation between album covers and the musical content | • Discovering the Pipe organ | • Playing chord sequences from familiar songs with rhythmic vitality on a digital keyboard | | | |
| • Building repertoire of world and traditional music while singing | • Exploring musical architecture, graphic design and melody (Iannis Xenakis) | • Exploring Acoustic Ecology through the work of Alan Merriam | • Adding rhythm on preset complex melodic lines on a digital platform | | | |
| • Appreciating the achievements of singers and musicians celebrating Black History Month | • Understanding how the Music industry works and expands through digital platforms | • Creating a soundboard of a live recording of soundspace | • Writing lyrics on a chosen topic | | | |
| | • Composing a soundboard of a fictional soundspace | • Composing a simple song | | | |
| | • Observing the acoustics of theaters and concert halls | | | | |
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| Summative | | BASELINE ASSESSMENT | Pupils compose visual elements to create an album cover of the music of their choice and present it in class. | Pupils make a presentation of the soundboard they created out of a 5 minute live recording and recomposition its elements in a different order. | In small groups pupils compose a song with lyrics on a given topic using musical instruments or/and musical technology and present it in class. | | | |
| Assessment | Pupils listen to sounds, music and musical instruments and fill in a questionnaire. They should identify sounds, genres, and musical instruments. | | | |
