Music
Overview
Aims
In the classroom:
1. To develop an understanding of music as a medium of expression and communication.
2. To develop an enjoyment and appreciation of music through the three inter-related skills sets:
a. Composing and appraising
b. Performing and appraising
c. Listening and appraising
3. To encourage pupils to listen to unfamiliar music with open and enquiring minds.
4. To provide a wide range of individual and group music-making activities through which an individual pupils can develop educationally, socially, spiritually, emotionally and therapeutically.
5. To provide tuition for those wishing to study GCSE, AS and A2 Music
Outside the classroom:
1. To provide instrumental tuition with the help of peripatetic staff. Such tuition will usually lead towards graded examinations in theoretical and practical music. See BHS Music Department Peripatetic Tuition Policy.
2. To provide the following instrumental ensembles:
• School orchestra
• School Wind Band
• Junior Band (in liaison with local primary schools)
3. To promote choral singing through provision of the following school choirs:
• Chamber Choir
• Senior Choir
• Junior Choir
• Boys’ Choir
4. To encourage group music making by providing opportunities for small instrumental groups to meet regularly.
5. To provide regular theory classes to support peripatetic lessons, entry for graded music examinations and the study of GCSE Music.
6. To provide opportunities for (willing/interested) pupils to perform individually, as a group, or as part of a chorus or cast in school concerts and stage productions, in musical festivals and other musical events.
Staff
| Teaching Staff | Role |
|---|---|
| Miss D Orr | Head of Department |
| Mrs C Doherty | Teacher |
| Peripatetic Tutors | |
| Miss C Butler | Clarinet / Saxophone/Voice |
| Mrs J Cobain | Flute |
| Mr D Day | Piano |
| Mr C Doherty | Lower Brass |
| Mrs S Greer | Voice |
| Mr S Heron | Cello / Double Bass |
| Mr C Megahey | Guitar |
| Mr S Moreland | Piano |
| Mrs L Reid | Violin & Viola |
| Mr J Riordan | Upper Brass |
Curriculum
All pupils in Years 8 to 10 at Ballyclare High School have discretely timetabled Music lessons.
Years 8 and 9 have forty minutes per week, while Year 10 pupils are timetabled for 1 hour per week. Pupils are provided with the opportunity to build upon existing skills from Key Stage 2 and embrace new music skills in Key Stage 3. The emphasis is on practical skills in music-making. Music classes are delivered in specialised music rooms and pupils have the opportunity to become familiar with different instruments and musical styles at Ballyclare High School while learning how to use a range of music software packages.
The aims of the Music Department in Ballyclare High School are in line with the Northern Ireland Curriculum aims for KS3.
The fundamental aim of the music curriculum is to develop pupils’ musical ability. All pupils are potentially musical and should be provided with learning experiences which develop their knowledge , understanding and skills in making and responding to music through active engagement in the core musical activities of composing , performing and listening.
The music curriculum aims to empower pupils to achieve their potential and to make informed and responsible choices and decisions throughout their lives. It is about helping all pupils prepare for life and work.
1 As individuals by:
Giving pupils opportunities to create personal meaning through composing, performing and listening activities;
Enabling pupils to express their own feelings through music;
Building an appreciation of the diverse musical tastes of others;
Encouraging pupils to explore and experiment creatively in a variety of situations.
2 As contributors to society by:
Developing the skills central to understanding and responding to music;
Developing pupil’s awareness of how music influences behaviour;
Developing an understanding of music from different periods, styles and cultural traditions that are different from their own;
Developing an understanding of the power of music in evoking mood and atmosphere
3 As contributors to the economy and the environment by:
Developing pupil’s ability to be discriminating consumers of music as a result of their own experiences in making and responding to music;
Developing pupil’s awareness and understanding of the skills required to be successful within the music industry ( and how those skills and qualities are also highly valued throughout the world in all types of employment).
The GCSE Music course is designed to allow pupils to develop their interest in performing, composing and listening. In Ballyclare High School we follow the CCEA GCSE Specification.
Music at GCSE is open to musicians from any sort of musical background and it is as popular with electric guitarists as it is with classical pianists and violinists.
Performance and composition can be in any style and for any instrument (including voice).
Course Content
Composing, Performing and Listening.
The Composing component includes two composition tasks, one in response to a pre-released stimulus and one free choice. This will be marked by your teacher but moderated by CCEA (30%). The free composition can be in any style and for any combination of instruments / voices.
The Performance component requires one solo and one ensemble performance (combined duration should not exceed 6 minutes). This includes a discussion of the performances with the visiting examiner (35%). The minimum standard for performance is Grade 3.
The Listening component includes 4 compulsory Areas of Study as follows:
Western Classical Music 1600–1910
– Handel: For Unto Us a Child is Born from Messiah
– Mozart: Horn Concerto No. 4, third movement
– Berlioz: Symphonie Fantastique, fourth movement
Film Music
– Coates: March (The Dam Busters) from The Dam Busters
– Williams: Superman Theme from Superman
– Horner: Young Peter from The Amazing Spider-Man
Musical Traditions of Ireland
– Beoga: Prelude Polkas: Prelude Polka, Paddy’s Polka No. 2 and Millstream Reel
– Stonewall: Fife Medley: Boys of Belfast and The Girl I Left Behind
Popular Music 1980–present day
– Eurythmics: Sweet Dreams (Are Made of This)
– Ash: Burn Baby Burn
– Florence and the Machine: Cosmic Love.
At the end of the course, there is a listening examination in which pupils answer questions based on familiar and unfamiliar music relating to the Areas of Study. The exam is 1 hour 30 minutes in duration (35%).
Teaching Methods
Candidates will develop their performing, composing and listening skills by studying the compositions of other composers. They will be introduced to various music software programmes and will use these to realise their own compositions.
Much of the preparation for the performance aspect of the course is studied with Education Authority peripatetic teachers or private teachers (at the expense of parents/carers), so it is important that pupils attend regular instrumental lessons. Most of the ensemble work is covered in class time.
Additional Information
Pupils studying GCSE Music are expected to participate in at least one of the extra-curricular music activities provided by the school.
Any pupil requiring more information about this course should discuss this with either Miss Orr or Mrs Doherty.
Modules
Music at A level is worth choosing as a complementary/contrasting subject to other A-Levels even if you don’t end up studying music at university.
Those who have gone on to do a degree in music at university after leaving Ballyclare High School have ended up pursuing careers as classroom teachers, instrumental teachers, performers, composers, broadcasters, conductors and even sound engineers.
The GCE Music qualification is made up of two parts: AS and A2. The AS can be taken as a stand-alone qualification without progression to A2. However, to gain a full GCE, pupils must complete both parts of the course.
The course continues the core skills of listening, composing and performing encountered at GCSE. Pupils are free to perform and compose in any style of their choice and on any instrument. A few pupils have undertaken AS Music in the past who have not taken the GCSE course and have performed well, but these are generally pupils who are already competent performers and composers.
The minimum standard for performance is Grade 4 at AS and Grade 5 at A2, though there are additional marks available if more demanding pieces are performed well.
The course is divided into four units. Pupils must study two units at AS level and a further two units at A2 level.
Modules
Examining Board: CCEA
Course Content
The AS Level music course builds on the foundation set at GCSE particularly in the areas of listening, composing and performing.
AS1 Performance – solo and viva voce (32.5% of AS/13% of A level)
AS Music – standalone or 40% of the full A-level in Music
AS2 Composition/Composition with Technology and written commentary (32.5% of AS/13% of A level )
AS3 Responding to Music – Listening and Written Papers (35% of AS/14% of A level)
Music for Orchestra 1700–1900
Sacred Vocal Music (Anthems)
Secular Vocal Music (Musicals)
A2 Music
60% of the full A-level in Music
The A2 Level music course builds on the foundation set at AS level particularly in the areas of listening, composing and performing.
A21 Performance – solo and viva voce (19.5% of A level)
A22 Composition/Composition with Technology and written commentary (19.5% of A level )
A23 Responding to Music – Listening and Written Papers (21% of A level)
Music for Orchestra in the twentieth century
Sacred Vocal Music (Mass/Requiem Mass)
Secular Vocal Music (1800 to present day)
Teaching & Assessment Methods
Teaching Methods
The listening and essay writing components are taught as a whole class.
The composition units (because of the range of styles available) are developed individually under the supervision of Miss Orr and Mrs Doherty.
Much of the practical/performance work is studied with EA peripatetic teachers or private teachers at the expense of parents/careers.
Assessment Methods
Class tasks/tests are taken as each topic progresses or is completed. Homeworks are given regularly and pupils are provided with written feedback. More formal school exams are taken in January. A visiting Assessor from CCEA visits the School in May to mark the practical components. The 2½ minute composition is developed as coursework and externally moderated by CCEA. The Listening and Written papers are taken in May/June.
Facilities
Activities
Modules
Music at A level is worth choosing as a complementary/contrasting subject to other A-Levels even if you don’t end up studying music at university.
Those who have gone on to do a degree in music at university after leaving Ballyclare High School have ended up pursuing careers as classroom teachers, instrumental teachers, performers, composers, broadcasters, conductors and even sound engineers.
The GCE Music qualification is made up of two parts: AS and A2. The AS can be taken as a stand-alone qualification without progression to A2. However, to gain a full GCE, pupils must complete both parts of the course.
The course continues the core skills of listening, composing and performing encountered at GCSE. Pupils are free to perform and compose in any style of their choice and on any instrument. A few pupils have undertaken AS Music in the past who have not taken the GCSE course and have performed well, but these are generally pupils who are already competent performers and composers.
The minimum standard for performance is Grade 4 at AS and Grade 5 at A2, though there are additional marks available if more demanding pieces are performed well.
The course is divided into four units. Pupils must study two units at AS level and a further two units at A2 level.
Modules
Examining Board: CCEA
Course Content
The AS Level music course builds on the foundation set at GCSE particularly in the areas of listening, composing and performing.
AS1 Performance – solo and viva voce (32.5% of AS/13% of A level)
AS Music – standalone or 40% of the full A-level in Music
AS2 Composition/Composition with Technology and written commentary (32.5% of AS/13% of A level )
AS3 Responding to Music – Listening and Written Papers (35% of AS/14% of A level)
Music for Orchestra 1700–1900
Sacred Vocal Music (Anthems)
Secular Vocal Music (Musicals)
A2 Music
60% of the full A-level in Music
The A2 Level music course builds on the foundation set at AS level particularly in the areas of listening, composing and performing.
A21 Performance – solo and viva voce (19.5% of A level)
A22 Composition/Composition with Technology and written commentary (19.5% of A level )
A23 Responding to Music – Listening and Written Papers (21% of A level)
Music for Orchestra in the twentieth century
Sacred Vocal Music (Mass/Requiem Mass)
Secular Vocal Music (1800 to present day)
Teaching & Assessment Methods
Teaching Methods
The listening and essay writing components are taught as a whole class.
The composition units (because of the range of styles available) are developed individually under the supervision of Miss Orr and Mrs Doherty.
Much of the practical/performance work is studied with EA peripatetic teachers or private teachers at the expense of parents/careers.
Assessment Methods
Class tasks/tests are taken as each topic progresses or is completed. Homeworks are given regularly and pupils are provided with written feedback. More formal school exams are taken in January. A visiting Assessor from CCEA visits the School in May to mark the practical components. The 2½ minute composition is developed as coursework and externally moderated by CCEA. The Listening and Written papers are taken in May/June.
The GCSE Music course is designed to allow pupils to develop their interest in performing, composing and listening. In Ballyclare High School we follow the CCEA GCSE Specification.
Music at GCSE is open to musicians from any sort of musical background and it is as popular with electric guitarists as it is with classical pianists and violinists.
Performance and composition can be in any style and for any instrument (including voice).
Course Content
Composing, Performing and Listening.
The Composing component includes two composition tasks, one in response to a pre-released stimulus and one free choice. This will be marked by your teacher but moderated by CCEA (30%). The free composition can be in any style and for any combination of instruments / voices.
The Performance component requires one solo and one ensemble performance (combined duration should not exceed 6 minutes). This includes a discussion of the performances with the visiting examiner (35%). The minimum standard for performance is Grade 3.
The Listening component includes 4 compulsory Areas of Study as follows:
Western Classical Music 1600–1910
– Handel: For Unto Us a Child is Born from Messiah
– Mozart: Horn Concerto No. 4, third movement
– Berlioz: Symphonie Fantastique, fourth movement
Film Music
– Coates: March (The Dam Busters) from The Dam Busters
– Williams: Superman Theme from Superman
– Horner: Young Peter from The Amazing Spider-Man
Musical Traditions of Ireland
– Beoga: Prelude Polkas: Prelude Polka, Paddy’s Polka No. 2 and Millstream Reel
– Stonewall: Fife Medley: Boys of Belfast and The Girl I Left Behind
Popular Music 1980–present day
– Eurythmics: Sweet Dreams (Are Made of This)
– Ash: Burn Baby Burn
– Florence and the Machine: Cosmic Love.
At the end of the course, there is a listening examination in which pupils answer questions based on familiar and unfamiliar music relating to the Areas of Study. The exam is 1 hour 30 minutes in duration (35%).
Teaching Methods
Candidates will develop their performing, composing and listening skills by studying the compositions of other composers. They will be introduced to various music software programmes and will use these to realise their own compositions.
Much of the preparation for the performance aspect of the course is studied with Education Authority peripatetic teachers or private teachers (at the expense of parents/carers), so it is important that pupils attend regular instrumental lessons. Most of the ensemble work is covered in class time.
Additional Information
Pupils studying GCSE Music are expected to participate in at least one of the extra-curricular music activities provided by the school.
Any pupil requiring more information about this course should discuss this with either Miss Orr or Mrs Doherty.
All pupils in Years 8 to 10 at Ballyclare High School have discretely timetabled Music lessons.
Years 8 and 9 have forty minutes per week, while Year 10 pupils are timetabled for 1 hour per week. Pupils are provided with the opportunity to build upon existing skills from Key Stage 2 and embrace new music skills in Key Stage 3. The emphasis is on practical skills in music-making. Music classes are delivered in specialised music rooms and pupils have the opportunity to become familiar with different instruments and musical styles at Ballyclare High School while learning how to use a range of music software packages.
The aims of the Music Department in Ballyclare High School are in line with the Northern Ireland Curriculum aims for KS3.
The fundamental aim of the music curriculum is to develop pupils’ musical ability. All pupils are potentially musical and should be provided with learning experiences which develop their knowledge , understanding and skills in making and responding to music through active engagement in the core musical activities of composing , performing and listening.
The music curriculum aims to empower pupils to achieve their potential and to make informed and responsible choices and decisions throughout their lives. It is about helping all pupils prepare for life and work.
1 As individuals by:
Giving pupils opportunities to create personal meaning through composing, performing and listening activities;
Enabling pupils to express their own feelings through music;
Building an appreciation of the diverse musical tastes of others;
Encouraging pupils to explore and experiment creatively in a variety of situations.
2 As contributors to society by:
Developing the skills central to understanding and responding to music;
Developing pupil’s awareness of how music influences behaviour;
Developing an understanding of music from different periods, styles and cultural traditions that are different from their own;
Developing an understanding of the power of music in evoking mood and atmosphere
3 As contributors to the economy and the environment by:
Developing pupil’s ability to be discriminating consumers of music as a result of their own experiences in making and responding to music;
Developing pupil’s awareness and understanding of the skills required to be successful within the music industry ( and how those skills and qualities are also highly valued throughout the world in all types of employment).
All pupils in Years 8 to 10 at Ballyclare High School have discretely timetabled Music lessons.
Years 8 and 9 have forty minutes per week, while Year 10 pupils are timetabled for 1 hour per week. Pupils are provided with the opportunity to build upon existing skills from Key Stage 2 and embrace new music skills in Key Stage 3. The emphasis is on practical skills in music-making. Music classes are delivered in specialised music rooms and pupils have the opportunity to become familiar with different instruments and musical styles at Ballyclare High School while learning how to use a range of music software packages.
The aims of the Music Department in Ballyclare High School are in line with the Northern Ireland Curriculum aims for KS3.
The fundamental aim of the music curriculum is to develop pupils’ musical ability. All pupils are potentially musical and should be provided with learning experiences which develop their knowledge , understanding and skills in making and responding to music through active engagement in the core musical activities of composing , performing and listening.
The music curriculum aims to empower pupils to achieve their potential and to make informed and responsible choices and decisions throughout their lives. It is about helping all pupils prepare for life and work.
1 As individuals by:
Giving pupils opportunities to create personal meaning through composing, performing and listening activities;
Enabling pupils to express their own feelings through music;
Building an appreciation of the diverse musical tastes of others;
Encouraging pupils to explore and experiment creatively in a variety of situations.
2 As contributors to society by:
Developing the skills central to understanding and responding to music;
Developing pupil’s awareness of how music influences behaviour;
Developing an understanding of music from different periods, styles and cultural traditions that are different from their own;
Developing an understanding of the power of music in evoking mood and atmosphere
3 As contributors to the economy and the environment by:
Developing pupil’s ability to be discriminating consumers of music as a result of their own experiences in making and responding to music;
Developing pupil’s awareness and understanding of the skills required to be successful within the music industry ( and how those skills and qualities are also highly valued throughout the world in all types of employment).
All pupils in Years 8 to 10 at Ballyclare High School have discretely timetabled Music lessons.
Years 8 and 9 have forty minutes per week, while Year 10 pupils are timetabled for 1 hour per week. Pupils are provided with the opportunity to build upon existing skills from Key Stage 2 and embrace new music skills in Key Stage 3. The emphasis is on practical skills in music-making. Music classes are delivered in specialised music rooms and pupils have the opportunity to become familiar with different instruments and musical styles at Ballyclare High School while learning how to use a range of music software packages.
The aims of the Music Department in Ballyclare High School are in line with the Northern Ireland Curriculum aims for KS3.
The fundamental aim of the music curriculum is to develop pupils’ musical ability. All pupils are potentially musical and should be provided with learning experiences which develop their knowledge , understanding and skills in making and responding to music through active engagement in the core musical activities of composing , performing and listening.
The music curriculum aims to empower pupils to achieve their potential and to make informed and responsible choices and decisions throughout their lives. It is about helping all pupils prepare for life and work.
1 As individuals by:
Giving pupils opportunities to create personal meaning through composing, performing and listening activities;
Enabling pupils to express their own feelings through music;
Building an appreciation of the diverse musical tastes of others;
Encouraging pupils to explore and experiment creatively in a variety of situations.
2 As contributors to society by:
Developing the skills central to understanding and responding to music;
Developing pupil’s awareness of how music influences behaviour;
Developing an understanding of music from different periods, styles and cultural traditions that are different from their own;
Developing an understanding of the power of music in evoking mood and atmosphere
3 As contributors to the economy and the environment by:
Developing pupil’s ability to be discriminating consumers of music as a result of their own experiences in making and responding to music;
Developing pupil’s awareness and understanding of the skills required to be successful within the music industry ( and how those skills and qualities are also highly valued throughout the world in all types of employment).
