Year 8 Curriculum Handbook
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Cycle 1<br />
BIG QUESTION– What ways can you make<br />
money within the music industry?<br />
<strong>Year</strong> 8 Music Overview<br />
Cycle 2<br />
BIG QUESTION– What are the key factors to<br />
making a successful pop song?<br />
Managing a Music Project<br />
• The Music Industry<br />
• Product design<br />
• Promotion<br />
• Target Audience<br />
Students will enablable to manage the<br />
planning, delivery and promotion of a live<br />
concert of music product (CD). The success of<br />
the music product will rely heavily on the<br />
planning and development process. Their<br />
research will introduce them to elements of<br />
industry practice. Working in a defined role<br />
to apply the specialist skills, knowledge and<br />
understanding required for the aspect of the<br />
work for which they are responsible.<br />
Cycle 3<br />
BIG QUESTION– In you chosen music genre,<br />
what are the key elements which gives that<br />
style of music its unique and cultural sound?<br />
World Music<br />
• Reggae<br />
• Indian<br />
• African<br />
Students will explore music from around the<br />
globe and will discover the differences in<br />
instruments, sounds and culture.<br />
Learners will be given a choose of three<br />
didn’t styles of music from around the world<br />
(African, Caribbean and Asia the middle east)<br />
to research and discover new sounds,<br />
instruments, structures, lyrics and traditional<br />
life.<br />
Students will be asked to give a presentation<br />
on their research which will also go towards<br />
their final grade for the project.<br />
Popular Music<br />
• Song Structure<br />
• Hook<br />
• The Elements<br />
Students will look into detail on how a<br />
typical pop song is made by learning and<br />
putting to practice the key musical elements,<br />
such as tempo, structure and dynamics.<br />
Students will select three pop songs and<br />
analyse the structures, looking for similarities<br />
and differences in the features of each<br />
section: introduction, verse, bridge, chorus,<br />
hook and middle eight. This will then lead to<br />
groups composing their own pop songs.<br />
Cycle 4<br />
BIG QUESTION– How does music effect the<br />
emotion and a film scene?<br />
Exploring Music for Film<br />
• Creating a mood<br />
• Major and Minor<br />
• Matching music to a film clip<br />
As part of this project students will have to<br />
research a selected film and identify different<br />
uses of the same thematic material. Learners<br />
will present to the class as a presentation or<br />
as a written analysis of the thematic<br />
transformation and the programmatic<br />
techniques used to tell a story. Students will<br />
then us this research to help them create<br />
music to a short film clip.
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