Music at Deira International School
Our DIS Performing Arts curriculum aims to develop communication, creativity and confidence through practical and theoretical exploration by creating an inclusive atmosphere where every student is able to succeed. We strive to enable students to enhance evaluative and reflective skills in a safe and supportive environment through positive, purposeful student/teacher relationships. We promote engagement in the Arts through a fun and diverse curriculum that embeds skills for later learning by spiraling skills from IB and GCSE down to KS3 and ensure that all students are taught by a subject specialist from KS1 through to KS5.
In Music specifically, we strive to ensure the elements of music are constantly being reinforced throughout every unit of the KS3 curriculum and to train the ear to listen to specific elements to enhance musical understanding. We expose students to a range of musical genres, while constantly allowing students to develop their performance, listening and composition skills in line with GCSE & IB specifications. Overall, we aim to inspire students to become expert musicians and to instill confidence, resilience and passion in all our students.
Please click on the arrow for a detailed breakdown:
Curriculum Intention
Students will learn about elements of music including performance skills, basic instrumental practice, musical genres – specifically classical, film and Indian music and how to perform as part of an ensemble.
Students are taught how to:
1. Identify elements of music from a range of musical styles
2. Perform confidently and reflect on their own performances and the performances of their peers
3. Begin to create their own compositions
4. Work collaboratively in an ensemble to create harmonious music
Students are given a more detailed introduction to musical elements, building on the basic skills they have already learned across KS1 & 2. Year 7 is about breadth, rather than depth of knowledge in music, in order to encourage all students to find an area of music they can connect with and succeed at rather than narrowing the focus straight away. Year 7 aims to engage students in music, allowing them to experience a diverse range of genres and instruments in a fun and interesting way while still introducing the skills they will need for KS4 and 5 study should they choose to pursue Music. Students will develop life-long skills in communication, inquiry and risk taking – building the ability to develop and articulate their ideas, collaborate with a range of people and present and reflect on their ideas.
Curriculum Implementation
1. Live modelling from Teacher and, where possible, other experts via zoom or video links.
2. Students are encouraged to experiment practically with musical instruments and technology.
3. Flipped learning is employed to encourage independent research into different genres/history of music.
4. Student creation of knowledge organisers for revision of topics and key terms across the year
Assessment
Assessments are split into three areas in line with GCSE AOs in order to introduce students to the style of assessment they will need to be competent in for KS4.
1. Performance (Ensemble and Solo)
2. Listening
3. Composition
Students will be assessed on their ability to perform using a range of instruments solo and as part of an ensemble. They will also be assessed on their listening skills and how well they can unpick pieces of music from the genres they have studied. Finally, they will be assessed on their ability to compose a piece of music that communicates their intended meaning and their ability to explain this.
Wider Curriculum
Students will use technology in lessons to create music – apps such as Garage Band for example. There are links to Social Studies, History and Geography through studying music from other cultures and eras. CCAs are always abundantly available in Performing Arts – Choir and Rock band are two examples of CCAs year 7 might like to get involved in.
Curriculum Impact
By the end of Year 7 students will have shown, as a minimum, a basic understanding of a range of elements of music.
1. Students will be able to perform confidently and read basic sheet music, following the score in order to perform other peoples’ compositions. Students will have demonstrated an ability to begin to break down elements of music within a set piece of music, picking out individual sections of an orchestra and explaining their function within the piece.
2. Students will have an appreciation for how music is created – how the elements combine and how musicians manipulate music in order to illicit specific emotions from an audience.
3. Students will be able to work collaboratively to create a performance and then reflect on evaluate their own performance and the performance of others.
4. Students should leave year 7 with a solid foundation in a range of musical skills to enable them to progress towards becoming more expert musicians.
5. Students will be able to express themselves, feel more confident in their own communication and presentation of ideas and feel supported and able to make and learn from their mistakes and trial and error in the Music classroom.
Curriculum Intention
Students will build on their learning from year 7. They will study how music creates tone and atmosphere in more detail and look at the history of music – specifically the Blues and Rock’n’roll genres. They will also continue to refine their performance and reflection skills.
Students are taught how to:
1. Identify tone and atmosphere created by music
2. Perform in front of audience
3. Develop dexterity, harmonies, pitch placement and rhythm work
4. Improvise over a traditional blues chord
5. Identify how music creates tension
6. Compare and contrast popular songs
7. Enhance their composition skills and use technology to create music
Students are building on their prior knowledge from year 7 while expanding their performance skills in order to increase their confidence and practice their instrumental techniques. They begin to expand their musical repertoire by looking at classic genres. Year 8 aims to encourage students to consider and examine the broader impact of music and how it makes people feel and respond. Students are still developing the skills they require for KS4 through an interesting range of performance, listening and composition tasks. Students will continue to build communication and inquiry skills, also focusing on balancing their theoretical and practical work and enhancing their knowledge of a range of musical traditions. They should develop an open-mindset and be willing to experiment with a range of musical styles.
Curriculum Implementation
1. Live modelling from Teacher and, where possible, other experts via zoom or video
2. Students are encouraged to experiment practically with musical instruments and technology.
3. Flipped learning is employed to encourage independent research into different genres/history of music.
4. Student creation of knowledge organisersfor revision of topics and key terms across the year.
Assessment
Assessments are split into three areas in line with GCSE AOs in order to introduce students to the style of assessment they will need to be competent in for KS4.
1. Performance (Ensemble and Solo)
2. Listening
3. Composition
Students will be assessed on their ability to perform using a range of instruments solo and as part of an ensemble. They will also be assessed on their listening skills and how well they can unpick pieces of music from the genres they have studied. Finally, they will be assessed on their ability to compose a piece of music that communicates their intended meaning and their ability to explain this.
Wider Curriculum
1. Students use technology in lessons to create music – apps such as Garage Band for example.
2. There are links to Social Studies, History and Geography through studying music from other cultures and eras.
3. CCAs are always abundantly available in Performing Arts – students may choose to focus on learning a specific instrument in year 8 if they have narrowed their focus. They can also get involved in the school musical production (Post COVID).
Curriculum Impact
By the end of Year 8 students will have shown an enhanced understanding of a wider range of musical styles and be able to perform solo or as part of an ensemble in front of an audience.
1. Students will begin to create their own compositions, utilizing technology where appropriate, and demonstrate an understanding of harmony through the creation of a well-blended piece of music.
2. Students will demonstrate an awareness of tone and atmosphere and explore how to create these in their own pieces.
3. Students will show an understanding of how tension is created through music and start to create their own pieces of music that elicit a specified emotion from the listener.
4. Students will expand their understanding of a wider range of music genres and be able to pick apart and replicate elements of them.
5. Students should leave year 8 with a deeper understandingof the elements of music they were introduced to in year 7 and an increased confidence in performing, specifically in front of an audience.
6. Students will be able to express themselves, feel more confident in their own communication and presentation of ideas and feel supported and able to make and learn from their mistakes and trial and error in the Music classroom.
Curriculum Intention
Students will build on their learning from year 7. They will study how music creates tone and atmosphere in more detail and look at the history of music – specifically the Blues and Rock’n’roll genres. They will also continue to refine their performance and reflection skills.
Students are taught how to:
1. Identify tone and atmosphere created by music
2. Perform in front of audience
3. Develop dexterity, harmonies, pitch placement and rhythm work
4. Improvise over a traditional blues chord
5. Identify how music creates tension
6. Compare and contrast popular songs
7. Enhance their composition skills and use technology to create music
Students are building on their prior knowledge from year 7 while expanding their performance skills in order to increase their confidence and practice their instrumental techniques. They begin to expand their musical repertoire by looking at classic genres. Year 8 aims to encourage students to consider and examine the broader impact of music and how it makes people feel and respond. Students are still developing the skills they require for KS4 through an interesting range of performance, listening and composition tasks. Students will continue to build communication and inquiry skills, also focusing on balancing their theoretical and practical work and enhancing their knowledge of a range of musical traditions. They should develop an open-mindset and be willing to experiment with a range of musical styles.
Curriculum Implementation
1. Live modelling from Teacher and, where possible, other experts via zoom or video
2. Students are encouraged to experiment practically with musical instruments and technology.
3. Flipped learning is employed to encourage independent research into different genres/history of music.
4. Student creation of knowledge organisersfor revision of topics and key terms across the year.
Assessment
Assessments are split into three areas in line with GCSE AOs in order to introduce students to the style of assessment they will need to be competent in for KS4.
1. Performance (Ensemble and Solo)
2. Listening
3. Composition
Students will be assessed on their ability to perform using a range of instruments solo and as part of an ensemble. They will also be assessed on their listening skills and how well they can unpick pieces of music from the genres they have studied. Finally, they will be assessed on their ability to compose a piece of music that communicates their intended meaning and their ability to explain this.
Wider Curriculum
1. Students use technology in lessons to create music – apps such as Garage Band for example.
2. There are links to Social Studies, History and Geography through studying music from other cultures and eras.
3. CCAs are always abundantly available in Performing Arts – students may choose to focus on learning a specific instrument in year 8 if they have narrowed their focus. They can also get involved in the school musical production (Post COVID).
Curriculum Impact
By the end of Year 8 students will have shown an enhanced understanding of a wider range of musical styles and be able to perform solo or as part of an ensemble in front of an audience.
1. Students will begin to create their own compositions, utilizing technology where appropriate, and demonstrate an understanding of harmony through the creation of a well-blended piece of music.
2. Students will demonstrate an awareness of tone and atmosphere and explore how to create these in their own pieces.
3.Students will show an understanding of how tension is created through music and start to create their own pieces of music that elicit a specified emotion from the listener.
4. Students will expand their understanding of a wider range of music genres and be able to pick apart and replicate elements of them.
5. Students should leave year 8 with a deeper understandingof the elements of music they were introduced to in year 7 and an increased confidence in performing, specifically in front of an audience.
6. Students will be able to express themselves, feel more confident in their own communication and presentation of ideas and feel supported and able to make and learn from their mistakes and trial and error in the Music classroom.
| Learning Journey Music | |||||||||||||||
| Term | Unit/Block of work | Key episodes | Additional Detail |
| Symbol | Learner Attributes | |||||||||
| Term 1.1 | Elements of Music | What is Music? – Introducing the Elements of Music – Graphic Scores and the Elements of Music – Composing with the Elements of Music – Performing with the Elements of Music – Baseline Listening Assessment | An introduction to Music. Key terms, performance, listening and compositional skills | Listening Perception/ Baseline Assessment, Group Performance Assessment (Performance/compositon), Recording of performance (Audio, Peer/self assessment – online) | Inquirer/Communicator | ||||||||||
| Term 1.2 | Keyboard Skills | Exploring the Keyboard – Keyboard Fingering and Scales – Notes on the treble and bass clef – The Black Keys, Sharps and Flats – Keyboard Chords and Left-Hand Parts | Music theory, coordination, performance skills | Music Theory – Theory questions, Keyboard performance, (Performance/compositon), Recording of performance (Audio, Peer/self assessment – online) | Communicator/Risk taker | ||||||||||
| Term 2.1 | World Music | Investigating World Music – Cyclic Rhythms and Polyrhythms – Call and Response – Creating world Music – Performing World Music | Music from around the world, group work (collaborative), Performance skills and composition | Listening Asssessment (Quiz), Performance assessment | Knowledge/Openminded/ Caring | ||||||||||
| Term 2.2 | Form and structure | Exploring Form and Structure in Music – Different forms of music (Binary, Ternary & Rondo) – Exploring Musical Forms and Structures – Composition – Performance | Key terms, musical elements, performance skills, composition | Performance & composition work | Thinker/Inquirer/Reflective | ||||||||||
| Term 3 | Ensemble Skills Music through time | Presentation, Performance and Composition | Thinker/Inquirer/Reflective | ||||||||||||
| Term | Unit/Block of work | Key episodes | Additional Detail | Assessment | Symbol | Learner Attributes | |||||||
| Term 1.1 | Performance Skills | Exploring parts of the Ukulele – Learning how to read chord diagrams – Understanding Tab notation – Developing Ensemble skills & performance | Performance skills, chords in Music, Musical elements/ accompaniment, Vocal skills | Recording of performance (Audio, Peer/self assessment – online) | Reflective/Risktaker/Principled | ||||||||
| Term 1.2 | Minimalism | Exploring Music in the Twentieth Century – Exploring Minimalist Music and Rhythmic Motifs – Composing Rhythmic Phase Shifts – Exploring Melodic Minimalist Motifs | Identifying patterns in music through performing, composing and listening. |
| Knowledge/Reflective | ||||||||
| Term 2.1 | Jazz and Blues | Exploring Chords and Walking bass lines – understanding the Blues scale and Improvisation – Developing performance skills and composition | Music theory, coordination, performance skills |
| Communicator/Risk taker | ||||||||
| Term 2.2 | Musicals | What is a musical? – What is a show stopper? Developing an understanding of musical elements, musical contexts and musical language – Defying Gravity | GCSE Style listening question, Presentation/Performance assessment | Knowledge/Caring/Communicator/Principled | |||||||||
| Term 3.1 | All about the Bass | Bass Clef Notation and Bass Riffs – Walking and alberti Bass lines – Set brief composition, (song writing, piano/instrumental) | Listening, composition and performance skills. Analysing & Creating | Listening assignment, Compositon electronic/paper hand in. Self/Peer assessment | Balance/Reflective/ Communicator | ||||||||
| Term 3.2 | World Music | Investigating World Music – Cyclic Rhythms and Polyrhythms – Call and Response – Creating world Music – Performing World Music | Music from around the world, group work (collaborative), Performance skills and composition | Listening Asssessment (Quiz), Performance assessment | Knowledge/Openminded/Caring | ||||||||
Term | Unit/Block of work | Key episodes | Additional Detail | Assessment | Symbol | Learner Attributes | ||||
Term 1.1 | Keyboard Skills | Exploring the Keyboard – Keyboard patterns and Scales – Notes on the treble and bass clef – Music theory – Keyboard Chords and Left-Hand Parts | Music theory, coordination, performance skills | Music theory assessment/ Knowledge check, Recording of performance (Audio, Peer/self assessment – online) | Communicator/Risk taker | |||||
Term 1.2 | World Music | World Music – Latin American Music (Fusion). Due to the history of the Latin American countries, many kinds of Latin music fuse Spanish melodies with African rhythms and mixing both with musical structures from indigenous peoples. Developing an understanding of how the MEs are used in LA music, the focus will be on: Samba & Bossanova (Brazil), Tango (Argentina) and Salsa (Cuba). | Performance, Composition, Improvisation, Ostinato, Layers | Performance/Composition Assignment | Knowledge/ Openminded/ Communicator | |||||
Term 2.1 | Film Music | Explore how music can enhance the visual images and dramatic impact of film – composing music for film, looking at motifs, themes and musical techniques. |
| Performance assessment, Listening Assessment, composition | Openminded/ Balanced/ Risk taker | |||||
Term 2.2 | Music and Media | Exploring Character Themes in Computer & Video Games – Developing a Character Theme in a Computer or Video Game – Compose for Changes of Atmosphere – Exploring Sounds Effects – Developing an understanding of Music Technology | Composition and listening skills, Sequencing music, making loops, Music technology | Composition and write up | Balance/Reflective/ Communicator | |||||
Term 3.1 | Ensemble Performance | Exploring popular music – Understanding a Lead Sheet – Developing an understanding of chords and musical notation – Developing Ensemble skills & performance | Musical futures, Band work, classroom instruments (Collaboration) School Musical | Recording of performance (Audio, Peer/self assessment – online) |
| Reflective/Risktaker/Principled | ||||
Term 3.2 | Music through the ages | Exploring musical genres through the years – Creating a performance in an ensemble in the style of a particular genre. Developing an understanding of Performance skills, instrumental skills and music theory | Musical futures, Band work, classroom instruments (Collaboration), Music theory | Performance assessment & Listening Assessment, |
| Risk taker/ Reflection/ Communicator | ||||