Aims of the Music Department.
Our philosophy of Music Education is informed by our awareness of the need to develop skills and knowledge by means of logical, pre-determined processes and the essentially holistic nature of Music and the development of young people’s musical sensitivity. We also take into account the relevance of research into the psychological and physical development of young people.
Learning and undertaking activities in music contribute to achievement of the curriculum aims for all young people to become successful learners who enjoy learning, make progress and achieve; confident individuals who are able to live safe, healthy and fulfilling lives and responsible citizens who make a positive contribution to society.
Music is a unique form of communication that can change the way pupils feel, think and act. Music forms part of an individual’s identity and positive interaction with music can develop pupils’ competence as learners and increase their self-esteem. Music brings together intellect and feeling and enables personal expression, reflection and emotional development. As an integral part of culture, past and present, music helps pupils understand themselves, relate to others and develop their cultural understanding, forging important links between home, school and the wider world. Music education encourages active involvement in different forms of music-making, both individual and communal, helping to develop a sense of group identity and togetherness. Music can influence pupils’ development in and out of school by fostering personal development and maturity, creating a sense of achievement and self-worth, and increasing pupils’ ability to work with others in a group context. Music learning develops pupils’ critical skills: their ability to listen, to appreciate a wide variety of music, and to make judgments about musical quality. It also increases self-discipline, creativity, aesthetic sensitivity and fulfillment.
Music is a universal language that embodies one of the highest forms of creativity. At Boldon School we deliver a high quality music education that engages and inspires pupils to develop their love of music and their talent as musicians, increasing their self- confidence, creativity and sense of achievement.
Exploring the areas of Performance, composition and listening and appraising the students follow the following exciting and engaging curriculum plan:
|Year 7||Autumn I||Autumn II||Spring I||Spring II||Summer I||Summer II|
|Project||Baseline AssessmentKey skills in Music||Pop Music1970 to the present day||Keyboard Studies||Vocal Music||Music of IndonesiaGamelan||Classical Music 1700 -1800Conventions of the Orchestra|
|Year 8||Autumn I||Autumn II||Spring I||Spring II||Summer I||Summer II|
|Title||Blues||Rap Music||Club Dance Music||Music from Around the WorldSamba||Film Music||DJ and Music Technology|
|Year 9||Autumn I||Autumn II||Spring I||Spring II||Summer I||Summer II|
|Title||Understand the conventions of being a working/performing musician||Understand the conventions of being a working/performing musician||Understand the conventions of an area of popular music||Cross curricular topic||Recording Techniques||Understand the conventions of performing: Performance topic|
KS4 – Music BTEC First Award in Music
This qualification provides students with an engaging and stimulating introduction to the world of the music industry. At Boldon School we explore some of the key themes in the music sector, selecting activities encompassing performance, sequencing, recording, live sound, and composition.
The qualification consists of a compulsory core of two units making up 50% of the qualification, and a choice of two (from five) optional units.
- The core units are:
The Music Industry
Managing a Music Product
These units provide the key to underpinning applied knowledge and skills. There are tasks that look at various aspects of the music industry and how to create a finished music product (either a CD or a concert).
- The optional units enable students to undertake a range of diverse activities, these include:
Introducing Live sound
Introducing Music Composition
Introducing Music Performance
Introducing Music Recording
Introducing Music Sequencing
Learning revolves around research tasks, composition, solo musical assignments and project work (e.g. production of music recordings, live performance, using technology in live performances), case studies (e.g. on a successful industry professional), and presentations.
On completion of this qualification learners can progress to level 3 qualifications and employment in the music industry.
Year 11 Showcase
Dominic Rooney playing Czardas:
Zoe Henson – To Make You Feel My Love by Adele:
Dominic Rooney – An original composition for Xylophone and Piano:
Nathan Bolingbroke – An original composition for guitar, bass and drums:
Abigail Puttock – Whatever it is you do – An original composition: