Alderman Peel

High School

Wells-Next-The-Sea   Norfolk

Music

Faculty Staff and roles

Mrs Michelle Wolfe: Director of Learning PE & Performance

Teacher of Piano & Brass Benjamin Howell

Teacher of Woodwind Bonnie Bygrave

Teacher of Strings Joanna Clinton

Teacher of Guitar Mark Fawcett

Teacher of Drums David Collingsworth

Teacher of Drums & Guitar Benny Cartwright

Miss Chloe Beech: Teacher of Drama

 

"Encouraging creative development through participation"

Music at Alderman Peel High School is for every student. Music education provides a fun environment for self-expression, encourages creative thinking and teamwork, while rewarding students for hard work. We strive to nurture talent in all of our students and encourage the development of musical skills and knowledge through our well-structured curriculum and extracurricular music provision.

 

The Aim of the Music Department

For all students to become:

  •  Successful learners who enjoy new challenges, learning and make progress and achieve
  •  Confident individuals who can articulate informed views and opinions
  •  Appreciate a wide variety of music available to them and realise how it supports and enhances their creative development and understanding as musicians and responsible citizens

 

Instrumental Tuition and Extracurricular Activities 

Music is for every child at Alderman Peel, and playing an instrument is integral to every child’s musical journey.  We offer affordable instrumental lessons with highly qualified instrumental music teachers and offer extracurricular ensembles for students every student to take part in.  From Choir to wind band, rock band and ukulele club; every ability is accommodated and every student is encouraged to take part.   There are many concerts and performances throughout the year, formal and informal, ranging from piano recitals to rock concerts.  Music students have the opportunity to study the Arts Council Bronze and Silver Arts Award in extracurricular classes, while ABRSM Theory classes are offered to students interested in taking GCSE music.

 

KS3 Subject Overview 

The curriculum is based upon a spiral model, where skills are developed and refined, and then revisited throughout the key stage through a variety of key curriculum areas. The central language of music lessons is ‘music’.  Students can express themselves through sound and develop creative ideas and integrate performance practice to become successful musicians, confident individuals and excellent team workers.

The curriculum areas are as follows:

  •  World Music - Music of non-western origin and/or heritage
  •  Orchestral – Western Classical music, musical theatre, film music
  •  Popular – Popular music originating from modern recording artists

The learning outcomes can be isolated or can combine the following 3 areas:

  •  Performing – Either in groups or solo, refining and developing practical instrumental and vocal skills
  •  Composing – creating new music informed by other traditions and ideas, working independently and in groups
  •  Listening – identifying instruments, evaluating performance work, selecting appropriate performing forces

 

GCSE Music 

Students can opt to continue their studies in Music at GCSE level.

Course Outline: 

Students are engaged in music making from the very beginning of the course, developing listening, performing and compositional skills to support their progress and learning. The Performing and Composing element of the course is internally assessed, with a final listening and appraising examination being taken at the end of the course.

Unit 1: Performing - 30% of the GCSE

This Unit is made up of 2 parts:

  •  Solo Performance          

Students will perform on their chosen instrument a piece to a minimum of grade 4 standard. There will be a lot of opportunities to record performances during the course, enabling students to reflect, improve and develop their technical skills and performance ability                 

  •  Ensemble Performance               

Students will perform on their chosen instrument to a minimum of grade 4 standard with at least 2 other musicians. Developing an ensemble is a difficult skill to master and will enable students to develop teamwork, rehearsal techniques and performing in many different contexts                                             

Unit 2: Composing – 30% of the GCSE

  •  2 compositions

Students will write music for their own instruments and others using recording facilities and music technology to support their musical development. The compositions are linked to the listening areas of study that help to underpin and support musical understanding and appreciation of many different styles and genres.

Unit 3: Listening and Appraising – 40% of the GCSE

Students will sit a 90 minute listening paper based upon 4 areas of study:

AOS1     Western Classical Music 1600 – 1899

AOS2     Music in the 20th Century

AOS3     Popular Music in Context

AOS4     World Music

Students will be expected to display knowledge of each set work, identify key elements in extracts played and apply an understanding of the intention of the composer and the impact the music has on the listener. There is also an extended writing question on a choice of set works

 

Pupils should build on their previous knowledge and skills through performing, composing and listening. They should develop their vocal and/or instrumental fluency, accuracy and expressiveness; and understand musical structures, styles, genres and traditions, identifying the expressive use of musical dimensions. They should listen with increasing discrimination and awareness to inform their practice as musicians. They should use technologies appropriately and appreciate and understand a wide range of musical contexts and styles.

 

Pupils should learn to:

    §    play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression

    §    improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions

    §    use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions

    §    identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices

    §    listen with increasing discrimination to a wide range of music from great composers and musicians

    §    develop a deepening understanding of the music that they perform and to which they listen, and its history.