S3 Music:
Reporting Window 1

The topics we have covered in this reporting window are:

Performing

·   Classroom Arrangement(s) – June and Term Two

·   Personalised Programmes of Study

Learners have had the opportunity to perform music as a group and individually, with accuracy and assurance using their chosen two instruments or one instrument and voice. To ensure progression in performing, individual music has also been identified that suits the learner’s ability and interests. Learners have continued to develop knowledge in reading notation specific to their instrument(s) including, treble and bass clef notation, tablature and/or chord symbols to aid a group or individual performance. Learners have also been encouraged to communicate the mood and character of a piece of music, for example through the use of appropriate dynamics, tempo changes and expression marks.

Composing

·   Riff – June

·   Developing a Melody – Term One

·   Music of America (Improvisation and 12 Bar Blues Composition) – Term Two

Through discussion of relevant music concepts and compositional techniques learners have been able to generate ideas to support the creation of original music through various different contexts. Where possible, learners have also been encouraged to use appropriate music notation to capture ideas using ICT. This term, through discussion of Blues Music and associated concepts learners will also perform an improvisation and use technology to develop and structure short melodic ideas to create a short 12 bar blues composition.

Understanding Music

·   Adele (Cover Versions) – June

·   Musicals – Term One

·   Music of America – Term Two

·   Music Literacy – Termly

Learners have continued to build upon their knowledge and understanding of the musical elements from work covered in S1 and S2. Learners have been introduced to different vocal ranges and how they sound through the topic of Musicals, and through the study of Music of America learners have engaged with various genres to identify appropriate music concepts and compositional techniques. Throughout these activities’ learners are encouraged to use appropriate music vocabulary and to use this vocabulary to regularly reflect upon their strengths and areas for improvement. Learners regularly engage with understanding of music literacy and how this knowledge can benefit other areas of the course including performing and composition.

Course Overview

The majority of work covered in S3 Music is based around CfE Level 4 outcomes.
Learners working below this level continue to be offered classroom support with CfE Level 4/3 content to ensure progression in learning.

 Working Level and Working Grade descriptions for S3 Music:

Fourth +: Making outstanding progress at CfE Level 4, performing exceptionally well against all the outcomes covered. Can demonstrate the key skills specific to their chosen instrument(s) and/or voice including performing with accuracy and assurance to a standard often above the required Grade 2 standard. Learners can independently create original music, including composition and improvisation, which demonstrates a clear understanding of elements such as melody and structure used in a coherent and musical way. Learners will be consistently demonstrating that they understand and can recall content linked to concepts and musical elements covered and are able to apply that knowledge to performing, composition, listening and literacy work.

Fourth A: Making excellent progress at CfE Level 4, performing well against all the outcomes covered. Can demonstrate the key skills specific to their chosen instrument(s) and/or voice including performing with accuracy and assurance to a standard equivalent to Grade 2 or above. Learners can create original music, including composition and improvisation, which demonstrates a clear understanding of elements such as melody and structure used in a coherent and musical way. Learners will be consistently demonstrating that they understand and can recall content linked to concepts and musical elements covered and are able to apply that knowledge to performing, composition, listening and literacy work.

Fourth B: Making good progress at CfE Level 4, performing well against most of the outcomes covered. Can demonstrate the key skills specific to their chosen instrument(s) and/or voice including performing with accuracy to a standard equivalent to Grade 2. Learner would continue to benefit from further consolidation of this grade. Learners can create original music, including composition and improvisation, which demonstrates an understanding of elements such as melody and structure. At times advice has been given to aid progression of the piece. Learners will be demonstrating that they understand and can recall much of the content linked to concepts and musical elements covered and are able to apply that knowledge to performing, composition, listening and literacy work.

Fourth C: Making reasonable progress at CfE Level 4, performing well against some of the outcomes while finding others more challenging. Can demonstrate key skills specific to their chosen instrument(s) and/or voice including performing with accuracy and assurance. Learner should however work to increase the level of difficulty of music from Grade 1 to the required Grade 2 standard. Learners have been able to create original music but at times throughout the process have required support to generate further ideas including advice on concept development within the piece. Learners will be demonstrating that they understand and can recall some of the content linked to concepts and musical elements covered and may be able to apply some of this knowledge to performing, composition, listening and literacy work.

Fourth D: Making some progress at CfE Level 4, performing well against few of the outcomes covered while finding the majority challenging. Is limited to the amount of progression in performing and continues to perform at a lower level to the required Grade 2 standard. At this level learners have found it challenging to create original music, including composition and improvisation. Learners have required support to generate ideas and have required further reinforcement of concepts to create a piece of music. Learners may be demonstrating that they understand and can recall some of the content linked to concepts and musical elements covered but may be challenged to apply this knowledge to performing, composition, listening and literacy work.

Third A to D: While continuing to experience CfE Level 4 outcomes the majority of the work can be very challenging, and most tasks require further explanation and to be broken down into smaller, simplified versions in order to make progress and build confidence.

At this stage in the Music curriculum, pupils on a pathway towards achieving SCQF Level 5 in S4 will be working at Fourth B or above. 

Further information, including an overview for all subject areas can be found here.