Students will learn to rehearse and refine solo and/or ensemble performances on their chosen instrument or voice and develop their technique, expression and control. This component will develop creative thinking, critical awareness and self-confidence. Students can perform in any chosen style. Students will develop the technical and expressive skills needed for composing music. Students will be encouraged to explore a range of compositional starting points, investigate a range of techniques for developing and manipulating ideas. Students will learn to develop their listening and appraising skills through the study of music across a variety of styles and genres. The content is grouped into six areas of study, each of which contains two set works. This component gives students the opportunity to reflect on, analyse and evaluate music in aural and/ or written form. To achieve this objective they need to use their knowledge and understanding of musical elements, context and language to make critical judgements about the repertoire and context of music within the areas of study. Students will learn how to harmonise two chorales in the manner of J.S. Bach by adding alto, tenor and bass parts to a given soprano. Using an appropriate harmonic vocabulary students need to be familiar with triads in root position and first inversion, the tonic triad in second inversion in contexts where Bach would have used it, seventh chords and their inversions typical of Bach’s style. The Edexcel course provides a clear and coherent structure. The qualification has a straightforward structure with three engaging components, assessed through practical performances, compositions and one externally examined paper. The course provides a real music focus – the key content of musical elements, contents and language are taught through the Areas of Study and set work to show real examples of how these are used within different types of music Holistic understanding of music – students investigate, analyse and evaluate music and its features. The course is designed to provide a stepping-stone towards any career within the Music industry. As well as teaching key skills in performance, composition and musical appraising, the course also provides an excellent grounding for a degree in Music, or any Humanities subject. The skills developed within the course can be usefully applied to a diverse range of higher education courses. https://www.ashmoleacademy.org/_site/data/files/post16/1665D110BFBC2774CA4DFED150071DED.pdf#page=34
6 in Music and at least grade 5 in theory CURRENT YEAR 11 STUDENTS AND EXTERNAL candidates must have: 9 A-level: at least three 9-6 grades in addition to a 5 in English Language and a 5 in Maths For internal Year 11 students only, the Academy offers a BTEC Extended Diploma. The entry criteria for BTEC is: 5 or more GCSE grades of 9–4, including English Language & Maths and a 4 in Business if studied.
Component 1: Performing A public performance of one or more pieces, performed as a recital. Performance can be playing or singing solo, in an ensemble, improvising, or realising music using music technology. The total performance time across all pieces must be a minimum of 8 minutes > This is internally assessed and externally moderated > This component is worth 60 marks and is 30% of the qualification Component 2: Composing Total of two compositions, one to a brief set by the examining body and one to a brief (Bach Chorale). One composition must be from either a list of briefs related to the areas of study carrying 40 marks for this component. This composition must be at least 4 minutes in duration. One composition must be from a list of briefs assessing compositional technique, carrying 20 marks for this component. This composition must be at least 1 minute in duration, unless the brief specifies a longer minimum duration. Total time across both submissions must be a minimum of 6 minutes. > This component is worth 60 marks and is 30% of the qualification > This is internally assessed and externally moderated Component 3: Appraising Students will gain knowledge and understanding of musical elements, contexts and language through the application of knowledge in the context of six areas of study, each with three set works: Vocal Music, Instrumental Music, Music for Film, Popular Music and Jazz, Fusions, New Directions. Students will also apply their knowledge to unfamiliar works. > One written paper of 2 hours, with a total of 100 marks. > One audio CD with the extracts to accompany questions on the paper will be provided per student. > This paper comprises two sections: A and B. Section A: Areas of study and dictation (50 marks). Three questions related to the set works (audio and skeleton score provided). One short melody/rhythm completion exercise. Section B: Extended response Two essay questions – essay one (20 marks) and essay two (30 marks). Essay one asks students to draw links from their study of the set works to the music heard as an unfamiliar extract. Essay two gives a choice of three questions that ask students to evaluate the musical elements, context and language of one set work. Each option will be from a different area of study
About Education Provider
| Region | London |
| Local Authority | Barnet |
| Ofsted Rating | Good |
| Gender Type | Mixed |
| Address | Cecil Road, Southgate, London, N14 5RJ |
Students will learn to rehearse and refine solo and/or ensemble performances on their chosen instrument or voice and develop their technique, expression and control. This component will develop creative thinking, critical awareness and self-confidence. Students can perform in any chosen style. Students will develop the technical and expressive skills needed for composing music. Students will be encouraged to explore a range of compositional starting points, investigate a range of techniques for developing and manipulating ideas. Students will learn to develop their listening and appraising skills through the study of music across a variety of styles and genres. The content is grouped into six areas of study, each of which contains two set works. This component gives students the opportunity to reflect on, analyse and evaluate music in aural and/ or written form. To achieve this objective they need to use their knowledge and understanding of musical elements, context and language to make critical judgements about the repertoire and context of music within the areas of study. Students will learn how to harmonise two chorales in the manner of J.S. Bach by adding alto, tenor and bass parts to a given soprano. Using an appropriate harmonic vocabulary students need to be familiar with triads in root position and first inversion, the tonic triad in second inversion in contexts where Bach would have used it, seventh chords and their inversions typical of Bach’s style. The Edexcel course provides a clear and coherent structure. The qualification has a straightforward structure with three engaging components, assessed through practical performances, compositions and one externally examined paper. The course provides a real music focus – the key content of musical elements, contents and language are taught through the Areas of Study and set work to show real examples of how these are used within different types of music Holistic understanding of music – students investigate, analyse and evaluate music and its features. The course is designed to provide a stepping-stone towards any career within the Music industry. As well as teaching key skills in performance, composition and musical appraising, the course also provides an excellent grounding for a degree in Music, or any Humanities subject. The skills developed within the course can be usefully applied to a diverse range of higher education courses. https://www.ashmoleacademy.org/_site/data/files/post16/1665D110BFBC2774CA4DFED150071DED.pdf#page=34
6 in Music and at least grade 5 in theory CURRENT YEAR 11 STUDENTS AND EXTERNAL candidates must have: 9 A-level: at least three 9-6 grades in addition to a 5 in English Language and a 5 in Maths For internal Year 11 students only, the Academy offers a BTEC Extended Diploma. The entry criteria for BTEC is: 5 or more GCSE grades of 9–4, including English Language & Maths and a 4 in Business if studied.
Component 1: Performing A public performance of one or more pieces, performed as a recital. Performance can be playing or singing solo, in an ensemble, improvising, or realising music using music technology. The total performance time across all pieces must be a minimum of 8 minutes > This is internally assessed and externally moderated > This component is worth 60 marks and is 30% of the qualification Component 2: Composing Total of two compositions, one to a brief set by the examining body and one to a brief (Bach Chorale). One composition must be from either a list of briefs related to the areas of study carrying 40 marks for this component. This composition must be at least 4 minutes in duration. One composition must be from a list of briefs assessing compositional technique, carrying 20 marks for this component. This composition must be at least 1 minute in duration, unless the brief specifies a longer minimum duration. Total time across both submissions must be a minimum of 6 minutes. > This component is worth 60 marks and is 30% of the qualification > This is internally assessed and externally moderated Component 3: Appraising Students will gain knowledge and understanding of musical elements, contexts and language through the application of knowledge in the context of six areas of study, each with three set works: Vocal Music, Instrumental Music, Music for Film, Popular Music and Jazz, Fusions, New Directions. Students will also apply their knowledge to unfamiliar works. > One written paper of 2 hours, with a total of 100 marks. > One audio CD with the extracts to accompany questions on the paper will be provided per student. > This paper comprises two sections: A and B. Section A: Areas of study and dictation (50 marks). Three questions related to the set works (audio and skeleton score provided). One short melody/rhythm completion exercise. Section B: Extended response Two essay questions – essay one (20 marks) and essay two (30 marks). Essay one asks students to draw links from their study of the set works to the music heard as an unfamiliar extract. Essay two gives a choice of three questions that ask students to evaluate the musical elements, context and language of one set work. Each option will be from a different area of study
