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Canon Slade School

Canon Slade School As a Church of England School, we seek to provide
an excellent education within a Christian environment
to fulfil individual potential and to prepare pupils
for life and service in a rapidly changing world. Ora et Labora
Pray and Work

Music

Intent

In a world surrounded by music, which has links to both academic progress, social development and mental wellbeing, we strive to provide a rigorous musical education with a wide range of extra-curricular ensembles, musicals and instrumental opportunities.

We aim to develop students’ musical skills through a wide range of study, from the composing greats of Bach and Mozart to the rapidly changing Music Technology scene of the modern day. We aim to share and instil our love and passion of Music with the pupils, through engaging projects that focus on the main pillars of music education; performing; composing; listening and appraising.

We strive to provide students with a set of skills that prepare them to perform music fluently; compose music creatively; describe music accurately and prepare them for future study should they wish to pursue it.

We acknowledge that not all students are fortunate enough to experience the benefits of a good quality Music education at primary school and, those that do, have vastly different experiences. We therefore aim to provide inclusive activities, which support and involve students’ development of musical skills, regardless of their prior level of understanding. These activities focus around the musical elements (DR SMITH) which integrate throughout the main pillars of music education: Dynamics, Rhythm, Structure, Melody, Instrumentation, Texture and Harmony.

Curriculum Overview

music curriculum map.pdf

By Year 11 a student of GCSE Music will have:

  • developed a high level of understanding of the three disciplines in music: Listening, Composing and Performance.
  • developed solo and ensemble performance skills, performing confidently with fluency and a sense of style.
  • developed compositional techniques to write both free compositions and brief compositions using a variety of musical elements.
  • developed analytical and aural skills to recognise musical elements in both familiar and unfamiliar music.
  • had experience in operating industry level software (Sibelius Ultimate).

 

By Year 11 a student of Music Technology will have:

  • a detailed understanding of the styles of popular music since 1910 and the development of music technology alongside it.
  • a completed portfolio of compositions and audio recordings.
  • a competent understanding of a DAW (Reason 10) with problem solving abilities regarding the software.
  • To be able to recognise musical technology features with confidence and to be able to justify with logical reasoning.
  • had experience in operating industry level software (Reason 10) and hardware (Mixing desks/Microphones).

 

By Year 13 a student of Music will have:

  • developed an advanced level of understanding of the three disciplines in music: Listening, Composing and Performance.
  • developed advanced solo performance skills, performing confidently with fluency, style and an awareness of how to construct a recital programme.
  • developed compositional techniques to write both free compositions and brief compositions using a variety of musical elements and advanced harmony techniques.
  • developed advanced analytical skills to recognise and find detailed compositional techniques within a score.
  • developed aural skills to be able to accurately discuss familiar and unfamiliar music with regards to overall style and musical elements used.
  • had experience in operating industry level software (Sibelius Ultimate)