Exam Board: Eduqas

Course Overview

The GCSE is broken down into three components.

1. Performing
2. Composing
3. Appraising

Performing: A minimum of two pieces is required. One must be an ensemble performance of at least one minute. The other piece(s) may be either solo or ensemble. One of the pieces performed must be linked to an area of study.

Composing: Two compositions are required, one of which must be in response to a brief set by the exam board. Learners will choose one brief from a choice of four, each one linked to a different area of study. The second is a free composition.

Appraising: This component is assessed via listening examination. It is a paper with eight questions in total, with two on each of the four areas of study:

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

Assessment:60% Internal Assessment. 40% External Assessment

Term 1: To what extent is rhythm important in music?

Term 2: How do hand positions allow us to perform melodies expressively?

Term 3: To what extent does music with a recurring or repeated section provide familiarity?

Term 4: To what extent does an orchestra need a conductor?

Term 5: Is change always relevant to create a new arrangement of an existing Folk Song?

Term 6: How can I use the key components of performance to perform music in an ensemble?

Term 1: What effect does using repeated musical patterns in a piece of music have on the listener?

Term 2: How does the use of off-beat and syncopated rhythms with Reggae give it its feel?

Term 3: How can we change or vary the tonality of a melody using major, minor and modes?

Term 4: How is improvisation used in Blues and Jazz?

Term 5: To what extent has non-Western music influenced Western music?

Term 6: How are rhythmic devices used in African Music?

Term 1: How do bass lines relate to song structure, texture, harmony and chords?

Term 2: How can expression take the listener on a musical journey?

Term 3: How do harmonies contribute to the emotions of music?

Term 4: How can a minimalist composition be developed from a cell?

Term 5: How do key characteristics differ in dance music?

Term 6: Why is musical contrast and control key for musical development?

Term 1: How do composers manipulate musical forms and devices to create contrast and development?

What strategies can we use to establish high-performance standards?

Term 2: How do different genres of popular music utilise musical elements to create their distinctive sounds?

What are the key rhythmic, melodic and harmonic elements in “Africa”?

Term 3: What are the key characteristics of various ensemble forms?

How do we balance individual expression with group cohesion to create a compelling performance?

Term 4: In what ways does the music in film enhance the storytelling and help establish the setting, mood and character?

What techniques can we use to effectively prepare for a performance?

Term 5 and 6: How can I use melody, harmony and instrumentation to enhance the quality of my composition?

What are the essential steps in preparing an ensemble piece from initial rehearsal to final performance?

Term 1: What techniques does Bach employ in “Bainerie” to showcase virtuosity and technique?

What role do musical devices like motifs, sequences and cadences play in creating coherence and interest?

Term 2: How does popular music differ from classical or traditional genres?

How can I use musical elements such as melody, harmony, rhythms, and texture to express a specific narrative?

Term 3: How can ensemble members develop listening skills to respond and adapt to changes in tempo, dynamics and expression?

How can I interpret and understand the requirements and constraints of a brief to effectively plan my composition?

Term 4: How can I employ musical and professional skills and devices to create a successful music product?

In what ways does the film genre influence the style of musical score?

Term 5: How can I employ musical and professional skills and devices to create a successful music product?

In what ways can recognising and utilising form and devices in music enhance my appreciation?

www.bbc.co.uk/education/topics/zxsv9j6 - BBC Bitesize GCSE music has 2 learner guides and 21 video clips on music creation.

Music Theory For Musicians & Normal People:

http://tobyrush.com/theorypages/index.html - a series of visually appealing free pdfs on Music Theory which cover all the essentials

Point Blank Music School:

www.youtube.com/user/pointblankonline/ - has video tutorials, masterclasses and production technique videos

Future Music Magazine:

www.youtube.com/user/FutureMusicMagazine - contains videos on the techniques & technology behind the hits.

Produce Like A Pro:

www.youtube.com/user/WarrenHuartRecording - contains videos on mixing & recording techniques

Thinkspace Education:

www.youtube.com/user/thinkspaceeducation/ - has various videos on scoring, soundtracking and sound design for films and computer games

BBC Documentaries:

www.bbc.co.uk/iplayer/categories/music/- contains a list of all currently available BBC documentaries about music history, styles & techniques.

Eduqas Music Revision Book CGP.

OSL runs on a Friday after school. This will not be every week, but at times when extra support is needed. There are a variety of extra-curricular activities available, such as Guitar Club, Rock Band and a Tech club. Timetables of these clubs can be found in the music department.