Music

We aim to promote the enjoyment and appreciation of music in all its forms through practical music-making and listening in the classroom and beyond.

The music department is an active and vibrant part of school life at Aston with a large number of boys involved in both instrumental lessons and music groups. Everyone is encouraged to take part in extracurricular groups, regardless of ability. Practical music-making is at the heart of the curriculum and the opportunities for musical creativity through voice, instruments and technology are encouraged from year 7 onwards. Our departmental aim is to encourage as many boys as possible to be involved in music, both inside and out of the classroom, experiencing music-making at every level of ability.

Staff:

Ms Piroşcă (Director of Music)
Mr R McBrien

Facilities:

The department is housed in Douglas House comprising of two teaching classrooms, six individual teaching/practice rooms, and a recital hall where weekly rehearsals are held. The teaching classrooms are equipped with keyboards and computers running Sibelius 10 music software.

Trips and Visits:

We have yearly visits to Symphony Hall for all year 7 students and our A Level groups also attend concerts to enhance their learning. Our music groups often perform at a variety of external events and we aim to hold a music trip abroad every 2 or 3 years. Past trips have included concerts in venues around Europe and a trip to New York.

Year 7

Summary of curriculum:	The elements of music underpin the curriculum taught in year 7. Students begin by learning about rhythm and pitch and in addition cover topics on the instruments of the orchestra. Melody, harmony, texture, timbre and structure are covered through a variety of composing, performing and listening tasks.
Main topics:	Exploring our voice through Singing, Beatboxing and Rapping Keyboard performance pieces Instruments of the orchestra Playing in a band – Ukulele (4-chord songs)
How parents can support their son’s learning:	Encourage your son to perform the pieces he learns in lesson and to listen to the music used in lessons.
Useful websites:	https://www.mymusictheory.com/ to assist with learning to read music. https://www.myfunpianostudio.com/music-theory/music-theory-worksheets/ to help with learning theory and playing the keyboard. https://makingmusicfun.net/htm/printit_notename.php free music theory worksheets and free instrumental music. https://www.philharmonia.co.uk/explore/instruments excellent website introducing all of the instruments of the orchestra. https://www.mydso.com/dso-kids/learn-and-listen/instruments opportunities to hear all of the different instruments.

Year 8

Summary of curriculum:	The elements of music underpin the curriculum taught in year 8. Students study rhythm, pitch, melody, harmony, texture, timbre and structure through a variety of composing, performing and listening tasks.
Main topics:	Guitar skills and understanding chords and harmony Marching Band – composing using the elements of music in Sibelius Keyboard skills – playing with both hands Playing in a band – Blues Music
How parents can support their son’s learning:	Encourage your son to perform the pieces he learns in lessons and to listen to the music used in lessons.
Useful websites:	https://www.mymusictheory.com/ to assist with learning to read music. https://www.myfunpianostudio.com/music-theory/music-theory-worksheets/ to help with learning theory and playing the keyboard https://makingmusicfun.net/htm/printit_notename.php provides free music theory worksheets and free instrumental music. https://splice.com/sounds/beatmaker is a good site to make beats.

Year 9

Summary of curriculum:	The elements of music underpin the curriculum taught in year 9. Students study rhythm, pitch, melody, harmony, texture, timbre and structure through a variety of composing, performing and listening tasks.
Main topics:	Film music – creating Soundtracks for video clips using a Digital Audio Workstation (DAW on Charanga) Learning about African music – Djembe drumming Playing in a band – Protest Songwriting
How parents can support their son’s learning:	Encouraging your son to perform the pieces he learns in lesson and to listen to the music used in lessons.
Useful websites:	https://soundation.com/ A free programme available to compose your own pop music. https://splice.com/sounds/beatmaker is a good site to make beats.

Year 10

Summary of curriculum:	Specification and topics covered at GCSE: see http://www.eduqas.co.uk/qualifications/music/ WJEC Eduqas GCSE (9 to 1) in MUSIC Qualification Accreditation Number: 601/8131/X
Main topics:	Component 1: performing Total duration of performances: 4 to 6 minutes A minimum of two pieces, one of which must be an ensemble performance of at least one minute's duration. The other piece(s) may be either solo and/or ensemble. One of the pieces performed must link to an area of study of the learner’s choice. Component 2: composing Total duration of compositions: 3 to 6 minutes Two compositions, one of which must be in response to a brief set by EDUQUAS. Learners will choose one brief from a choice of four, each one linked to a different area of study. The briefs will be released during the first week of September in the academic year in which the assessment is to be taken. The second composition is a free composition for which learners set their own brief. Component 3: appraising Written examination: 1 hr 15 min, 40% of qualification Area of study 1: Musical Forms and Devices Area of study 2: Music for Ensemble Area of study 3: Film Music Area of study 4: Popular Music Two of the eight questions are based on extracts set by EDUQUAS.
How parents can support their son’s learning:	Listening to their son perform regularly on their musical instrument and encouraging them to listen to music from each of the four areas studied.
Useful websites:	https://www.mymusictheory.com/ Musictheory.net Teoria.com BBC Bitesize

Year 11

Summary of curriculum:	Specification and Topics covered at GCSE: see http://www.eduqas.co.uk/qualifications/music/ WJEC Eduqas GCSE (9 to 1) in MUSIC Qualification Accreditation Number: 601/8131/X
Main topics:	Component 1: performing Total duration of performances: 4 to 6 minutes A minimum of two pieces, one of which must be an ensemble performance of at least one minute's duration. The other piece(s) may be either solo and/or ensemble. One of the pieces performed must link to an area of study of the learner’s choice. Component 2: composing Total duration of compositions: 3 to 6 minutes Two compositions, one of which must be in response to a brief set by EDUQUAS. Learners will choose one brief from a choice of four, each one linked to a different area of study. The briefs will be released during the first week of September in the academic year in which the assessment is to be taken. The second composition is a free composition for which learners set their own brief. Component 3: appraising Written examination: 1 hr 15 min, 40% of qualification Area of study 1: Musical Forms and Devices Area of study 2: Music for Ensemble Area of study 3: Film Music Area of study 4: Popular Music Two of the eight questions are based on extracts set by EDUQUAS.
How parents can support their son’s learning:	Listening to their son perform regularly on their musical instrument and encouraging them to listen to music from each of the four areas studied.
Useful websites:	https://www.mymusictheory.com/ Musictheory.net Teoria.com BBC Bitesize

Year 12

Summary of curriculum:	A Level music offers you the opportunity to develop as a performer and composer with 60% of the course being made up of practical assessments. These can be weighted to play to a student’s individual strengths with either a 25% or 35% weighting for either composition or performance. The level of difficulty for performance is around a grade 6 equivalent. Students will follow the Eduqas Music Specification which is divided into 3 units.
Main topics:	Component 1: Performing Option A: total duration of performance 10 to 12 minutes; 35% of qualification Option B: total duration of performance: 6 to 8 minutes; 25% of qualification non-exam assessment: externally assessed by a visiting examiner. Component 2: Composing Option A: Total duration of compositions: 4-6 minutes; 25% of qualification. Option B: Total duration of compositions: 8-10 minutes; 35% of qualification Non-exam assessment: externally assessed by WJCEC Component 3: Appraising Written examination: 2 hr 15 min for 40% of the qualification. Three main areas are studied: The western classical tradition (Mozart, Haydn, Mendelssohn etc.) Jazz music (between 1920-1960) Into the 21st Century
How parents can support their son’s learning:	Listening to their son perform at home, and attending regular concerts consisting of a variety of classical music, modern contemporary classical music, pop music, musical theatre and jazz music.
Useful websites:	Tonesavvy.com Mymusictheory https://www.avid.com/sibelius-first https://alevelmusic.com/ Choraleguide.com

Year 13

Summary of curriculum:	A Level music offers you the opportunity to develop as a performer and composer with 60% of the course being made up of practical assessments. These can be weighted to play to a student’s individual strengths with either a 25% or 35% weighting for either composition or performance. The level of difficulty for performance is around a grade 6 equivalent. Students will follow the Eduqas Music Specification which is divided into 3 units.
Main topics:	Component 1: Performing Option A: total duration of performance 10 to 12 minutes; 35% of qualification Option B: total duration of performance: 6 to 8 minutes; 25% of qualification non-exam assessment: externally assessed by a visiting examiner. Component 2: Composing Option A: Total duration of compositions: 4-6 minutes; 25% of qualification. Option B: Total duration of compositions: 8-10 minutes; 35% of qualification Non-exam assessment: externally assessed by WJCEC Component 3: Appraising Written examination: 2 hr 15 min for 40% of the qualification. Three main areas are studied: The western classical tradition (Mozart, Haydn, Mendelssohn etc.) Jazz music (between 1920-1960) Into the 21st Century
How parents can support their son’s learning:	Listening to their son perform at home, and attending regular concerts consisting of a variety of classical music, modern contemporary classical music, pop music, musical theatre and jazz music.
Useful websites:	Tonesavvy.com Mymusictheory https://www.avid.com/sibelius-first https://alevelmusic.com/ Choraleguide.com