Sixth Form Course Booklet 2013 - Bromsgrove School

MUSIC
WHY STUDY MUSIC?
We all use music. The study of what it is, how it works and how to create it opens our minds to one of the richest of all
artistic mediums. Music is made from exquisitely fashioned patterns, and through understanding and control of these
you can express who you are, what concerns you, and what you aspire to be. Music is, potentially, a life-long study;
through deepening your understanding of it, you learn to respond to other people’s music, as well as your own, with
increased perception and enthusiasm. The diversity of the subject means that music also has profound benefits for the
general development of intellectual flair and self-confidence.
AIMS OF THE COURSE
The AS/A2 specification seeks to build on GCSE by improving creative and performing work through a much more
advanced understanding of the techniques used in composing music. Analysis of music is therefore a key component.
Focus is directed towards how the key ingredients of music – melody, harmony, rhythm, texture, timbre and form –
have been utilised in creating different styles over time. The revised specification (new from September 2008) includes
some compulsory classical set works, but allows for an exciting breadth of study and for those with an interest in music
technology to develop their skills.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
Pupils need to be intrigued as to how music of contrasting styles works. An almost mathematical ability to see pattern
in music is a big advantage, as is an interest in the resulting aesthetic quality of music. Notation plays a key part, and
(at the very least) a willingness to master the reading of musical notation is essential.
REQUIREMENTS FOR STARTING THE COURSE
A minimum of a grade B in GCSE Music is normally required, but pupils who have not taken Music at GCSE are
welcome on the course if they have sufficient grounding in practical music. Since performing is involved in the
assessment at both AS and A2, candidates need some proficiency on an instrument (or voice) – ideally of grade V
(ABRSM) standard or above – or, alternatively, an advanced skill in using sequencing and recording technology.
Keyboard skills are an advantage too. We would expect pupils on the course to be active in extra-curricular musicmaking
as an important ‘hands-on’ experience that can inform the learning process in the classroom.
Course followed: Music
Examination Board: AQA
CONTENT OF THE COURSE UNITS
Unit 1:
Unit 2:
Influences on Music
Based on two Areas of Study:
Western Classical tradition (compulsory)
(set work: Beethoven Symphony no. 1, Movements 1 & 2)
and one of…
Choral Music in the Baroque
Music Theatre 1940-80
British Popular Music from 1960
Composing: Creating musical ideas
one of:
Compositional techniques (i.e. harmony and counterpoint)
Free composition to a given brief
Arranging of a set melody
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