Music
Contact Teacher: Mrs J Bowen-Melfi, Team Leader of Music
Exam Board: AQA Music 7272
VISION
Music is constantly evolving, inspiring creativity and expression in a way that no other subject can. That's why we have chosen AQS A-Level in Music which offers a relevant and contemporary qualification that offers our students the chance to study a wide range of musical genres. The A-level brings listening, performance and composition to life in new and engaging ways, and links to the world around us like never before.
Music Learning Journey
This is a visual representation of how students' knowledge and skills develop through the Music curriculum.
A Level Music Learning Journey
Why study Music?
No matter what sort of music you enjoy playing or singing and what you like listening to A-level Music provides an opportunity for committed musicians to develop musical skills, knowledge and understanding through performing, composing and analysis. It is the ideal route for students wanting to do Music Performance, Composing or Music Technology courses at university or further education. It is a fully recognised A-level that supports applications for other courses, especially if students are involved in extra-curricular activities. A-level Music is a very desirable A-level for prospective employers in all areas of work including: the music industry, arts administration, medicine, teaching, armed forces, law and journalism. It is a very versatile A-level to combine with Sciences, Maths, English, Engineering or Languages.
How the course is taught and assessed
There are 3 components
Performing: 35%
Students must be able to perform music using one or both of the following ways:
- instrumental/vocal: as a soloist, and/or as part of an ensemble
- production: via music technology.
Students must perform for a minimum of ten minutes.
Through their performance students must also demonstrate understanding of context, including the chosen style or genre of the music being performed and the composer’s purpose and intention.
If students choose to perform using non-standard instruments (i.e. for which there are no nationally recognised accredited music grades) the requirements for instrumental/vocal must be followed.
Composing : 25%
Students must learn how to develop musical ideas, including extending and manipulating musical ideas, and compose music that is musically convincing through two compositions. One must be in response to an externally set brief (Composition 1) and the other a free composition (Composition 2).
The combined duration of the compositions must be a minimum of four and a half minutes.
Compositions must demonstrate technical control in the use of appropriate musical elements and how they are combined to make sense as a whole
Students must be able to compose music in one or both of the following formats:
- instrumental/vocal: produce notated score, written accounts and/or lead sheet by traditional means or by using music software as appropriate
- production: generated entirely digitally, by using music software, without notated score but with accompanying annotation.
Students must be able to make creative use of the musical elements appropriate to their chosen style or genre of music.
Listening and Appraising
The areas of study provide an appropriate focus for students to appraise, develop and demonstrate an in-depth knowledge and understanding of musical elements, musical contexts and musical language. The areas of study can also provide a rich source of material for your students to work with when developing performance and composition skills.
There are seven areas of study:
- Western classical tradition 1650–1910 (compulsory)
- Pop music
- Music for media
- Music for theatre
- Jazz
- Contemporary traditional music
- Art music since 1910.
Students must study Area of study 1: Western classical tradition 1650–1910 and choose two from Areas of study 2–7. This year we are doing Pop Music and Music for Media.
Area of study 1: Western classical tradition 1650–1910 (compulsory)
For the purposes of this specification, the western classical tradition is defined as art music of (or growing out of) the European tradition, normally notated, and normally intended for public performance.
There are three strands of music represented which cover three key genres:
- Baroque: the solo concerto
- Classical: the operas of Mozart
- Romantic: the piano music of Chopin, Brahms and Grieg.
Listening – unfamiliar music
Students must be able to listen attentively to unfamiliar music from each of the three strands to identify and accurately describe musical elements and use musical language (including staff notation).
Analysis and contextual understanding – set works
For two of the selected strands, students must also be able to critically appraise music through analysing excerpts from the set works using knowledge and understanding of:
- the effect of audience, time and place on how the set works were created, developed and performed
- how and why the music across the selected strand is different
- how the composer’s purpose and intention for the set works is reflected in their use of musical elements
- relevant musical vocabulary and terminology for the set works
- the complex interdependencies between musical elements
- the sophisticated connections between music and its context.
Entry requirements
Grade 6 or above in GCSE Music (not required if subject wasnt' studied at GCSE).
Students studying A-level Music will be encouraged to take a full part in the extra-curricular musical life at school by being involved in the ensemble groups, concerts and shows.