Overview
Making music is a fundamental part of being human, and we believe that every student – regardless of their previous experience – deserves a musical education that is broad, engaging, and challenging. Our curriculum is grounded in authentic, practical music-making, where students have the chance to develop instrumental skills, singing, composing and using music technology; at the same time, they become more discerning listeners and gain confidence in analysing music using specialist terminology. Students explore a range of musical styles, from West African djembe drumming, to jazz and blues, contemporary pop music, film scores and the Western classical tradition.
Key Stage 4 GCSE. Years 10-11
Why Choose Music?
- GCSE Music is a fun, challenging and varied course that will extend your performing, composing and listening skills and give you a deeper understanding of a range of musical genres and styles.
- Lessons are practical and there will be extensive opportunities to perform and compose. GCSE Music students also benefit from the chance to hear live performances and to work with visiting musicians.
- A GCSE in Music provides an excellent foundation for taking Music or Music Technology at A level and is valuable to anyone thinking of a career in the arts… but it also develops transferable skills including creativity, teamwork, communication, problem-solving, resilience and self-discipline.
- People who study music at school go on to be doctors, lawyers, architects, politicians, inventors, advertising executives and much more!
Course Content
UNIT 1: PERFORMING
You will perform two pieces – one solo and one ensemble – at different points in Year 11. These can be on any instrument (including voice) and in any style.
UNIT 2: COMPOSING
You will compose two pieces of your own – one will be in response to a brief from the exam board and the other will be a free choice. You can choose whether to compose using Logic or to produce a written score.
UNIT 3: LISTENING
You will study a variety of music, including dance fusion, jazz, the musical Wicked, Queen, Star Wars, as well as classical composers such as Bach and Beethoven. We will explore these pieces by playing and singing them, as well as learning how to analyse them in detail.
Exam Board – Edexcel
Final Grade – Grades 1-9
Structure of Assessment
Unit 1 (Performing): 30%, assessed through recordings of two performances
Unit 2 (Composing): 30% assessed through two compositions
Unit 3 (Listening): 40% assessed by a listening exam at the end of the course
Key Stage 5 A Level. Years 12-13
Music
Examination Board: Eduqas
Units Taken: Component 1 (Performing); Component 2 (Composing); Component 3 (Appraising).
Link to Specification: Click here.
Course Content
A level Music is both thoroughly practical and rigorously academic and focuses on performing, composing, listening and appraising skills. Pupils will perform solos on an instrument/voice, compose in different styles and gain an understanding of music through analysis of set works from a range of musical eras and traditions.
PERFORMING (35%)
Students offer a 10-12 minute performance on one instrument (which can include voice) in any style. This will be assessed through a final recital towards the end of the A level course. Students will have regular opportunities to perform to each other and receive feedback, but they will also need regular input (i.e. a weekly lesson) from a specialist instrumental or vocal teacher.
COMPOSING (25%)
Students will produce a free composition (score and recording.) There is a good degree of flexibility in terms of style and instrumentation, so students are able to explore musical traditions that interest them most. In addition, students will explore musical features of the Western Classical tradition, and compose a piece in this style.
APPRAISING MUSIC (40%)
You will study a range of music, grouped into three areas of study – The Development of the Symphony 1750-1900, Into the 20th Century, and Jazz 1920-1960 – and explore these through listening, singing, playing and score study. Your understanding of these works will be tested through an exam paper taken at the end of your A level course.
Skills Gained from Taking this Course
Creativity; analysis and problem-solving; confidence, communication and self-expression; independence and self-efficacy; collaboration and teamwork; ICT skills.
St Marylebone Entry Requirements
To gain entry into the sixth form at St Marylebone School, students must gain a minimum of five 9-6 grades at GCSE and a 5 grade in English and Maths GCSE.
Subject Specific Entry Requirements
Grade 6 in Music GCSE.
Must also be able to perform at a grade 5 level on an instrument/voice and be prepared to have regular lessons on their instrument(s).
Entry Suggestions
The A level Music course requires a sound understanding of music theory, including harmony and musical analysis using a score. In order to start the course successfully, you should be able to read treble and bass clef fluently and have a solid understanding of keys, chords and time signatures. ABRSM Grade 5 theory is highly recommended. As part of the course, you will be required to perform regularly; success at A level means daily practice and having regular lessons with a teacher in your first instrument (or voice.)
If you are made an offer, you will be expected to complete the following before your first lesson in September:
- Practice a solo on your instrument (or voice) so you have something to perform in the first weeks of the course
- Brush up on your music theory with some exercises at teoria.com
- Listen regularly to a programme on Radio 3 – e.g. Morning on 3 (classical)
Resources Needed for this Course:
- Manuscript paper
- Access to a piano or electronic keyboard at home is desirable
Scholarship Guidance Document – Performing Arts
Music Technology
Examination Board: Edexcel
Units Taken:
- Component 1 (Recording)
- Component 2 (Composing)
- Component 3 (Listening and Analysing)
- Component 4 (Producing and Analysing)
Link to Specification: Click here.
Course Content
COMPONENT 1: RECORDING (20%)
The purpose of this component is to assess students’ skills in capturing, editing and mixing sounds to produce an audio recording with increased sensitivity and control. Students will develop the skills to capture and manipulate sounds in corrective and creative ways in order to communicate effectively with listeners.
COMPONENT 2: COMPOSING (20%)
The purpose of this component is to assess students’ skills in creating, editing and structuring sounds with increased sensitivity and control to develop a technology-based composition. Students will develop the skills to create and manipulate sounds in imaginative and creative ways in order to communicate effectively with listeners. Students should develop in-depth knowledge and understanding of musical elements and musical language, and apply these, where appropriate, to their own technology-based compositions.
COMPONENT 3: LISTENING AND ANALYSING (25%)
The purpose of this component is for students to develop listening and analysing skills through the study of a range of music production techniques used in unfamiliar commercial recordings. The production stages of capture and creating sounds, editing and arranging sounds and mixing will be covered in the examination. Content is grouped according to three of the areas of study. This component gives students the opportunity to identify, analyse and evaluate a range of creative music production techniques, as applied to the unfamiliar commercial recordings supplied in the examination. As well as identifying effects and their associated parameter settings, students will explain the principles behind the choice of the effects heard on each recording, and their sonic character, in a series of written responses.
Through the deconstruction and analysis of a final, commercial product, students will expand their knowledge of the recording and production practices associated with a number of historical eras.
COMPONENT 4: PRODUCING AND ANALYSING (35%)
This component assesses students’ knowledge of the techniques and principles of music technology through a series of written and practical tasks, in the context of audio and MIDI
materials provided by Pearson. The production stages of sound creation, audio editing and mixing will be covered. The content is grouped into two areas of study. Students will work with unedited audio and MIDI materials provided by Pearson that have been captured using microphone, DI and sequencing techniques. The examination will assess the ability to process and correct these materials using a range of production skills, culminating in a series of audio bounces/exports for individual instrumental/vocal parts, plus a final stereo mix. Students will refine and combine pre-existing ‘ingredients’ of a mix to form a convincing final product. Students will also comment on sonic characteristics of the materials provided, interpreting the underlying theory associated with these as well as justifying decisions they have made in respect of selecting processes and parameters when undertaking the practical tasks.
Skills Gained from Taking this Course
This course is designed to equip students with skills for higher education and beyond. Students will develop a broad range of skills including project management, appraising and analysis, creativity and imagination. Students will be able to progress to undergraduate study in Music Technology, Sound Production, Sound Engineering and many other courses requiring a similar skill set.
St Marylebone Entry Requirements
To gain entry into the sixth form at St Marylebone School, students must gain a minimum of five 9-6 grades at GCSE and a 5 grade in English and Maths GCSE.
Subject Specific Entry Requirements
Grade 5 in Music GCSE or Merit and above at Level 2 Music BTEC,
OR
successful suitability test.
Scholarship Guidance Document – Performing Arts
