Music Year 8 Block 3 - The Harry Potter project Music Home Page

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SUGGESTED ACTIVITIES AND RESOURCES

(listening, composing, performing or ICT – those highlighted must be assessed)

AN EXAMPLE LESSON-BY-LESSON PLAN

This is an extremely broad summary of the order in which tasks may be tackled. Lessons must feature some form of starter (which may be a discussion point to engage pupils for learning) and a plenary (which may be a summary of work covered and suggested future developments). Within extended performing/composing tasks, brief and informal interim peer-assessments should break up the work wherever possible.

Lesson 1

Musical elements listening

Musical elements composing task

Lesson 2

Sharing of composing work

Harry Potter preliminary performing work

Lesson 3

Sequenced performance/editing of “Harry Potter” theme

Lesson 4

Completion of above

Creation of composers’ toolkit including listening examples

Lesson 5

Composing task explained and illustrated

Start of composing task

Lesson 6

Continuation of composing task

Lesson 7

Continuation of composing task

Lesson 8

Completion of programmatic composing task

Sharing of completed work for assessment

Lesson 9

“Harry Potter” listening assessment

Summary of work covered in preparation for homework

ASSESSMENT

Whilst grades are A to D, as this system is preferred by the department, the numbers in brackets refer to the level that such grades will lead to in this block and assessment criteria is, as such, designed to match end of Key Stage 3 descriptors.

Lesson 4 – Sequenced performance of the “Harry Potter” theme

A (6)            Played in two sections of the theme completely accurately

            (“make subtle adjustments to fit their own part within a group performance”)

B (5)            Played in one section wholly accurately or two with errors throughout

            (“perform significant parts…from notations with awareness of their own contribution”)

C (4)    Only one section played but with several errors of pitch or rhythm

            (“performing…from simple notations they maintain their own part with awareness of how the different parts fit                 together”)

D (3)    The performance was unrecognisable

            (“perform rhythmically simple parts that use a limited range of notes”)

Lesson 4 – “Harry Potter” listening

A numerical mark is given then converted to an A-D grade, possibly:

A (6)   

            (“analyse, compare and evaluate how music reflects the contexts in which it is created, performed and heard”)

B (5)   

            (“They analyse and compare musical features”)

C (4)   

            (“describe, compare and evaluate different kinds of music using an appropriate musical vocabulary”)

D (3)   

            (“recognise how the different musical elements are combined”)

Lesson 9 – Composition of “Harry Potter” pieces

A (6)    A number of ideas were contributed using complex devices and showing flair

(“compose…using harmonic…devices where relevant, sustaining and developing musical ideas”)

B (5)            Various devices were used but with a more limited range of imagination

            (“using appropriate musical devices such as melody, rhythms, chords and structures”)

C (4)    Ideas were creatively more simple or small in number

            (“compose by developing ideas within musical structures”)

D (3)            Contribution was minimal or too random-sounding throughout

            (“combine several layers of sound with awareness of the combined effect”)