Music

The Performing Arts department here at The Wilnecote School has one simple aim, to find and nurture talent. Through work in lessons and a range of extra-curricular opportunities the department provides a platform for students to share and develop their talents.

Both the Music and Drama departments work collaboratively to ensure that students talents are recognised, appreciated and celebrated. Students have many opportunities to perform both in and out of lessons with the annual school production and Arts Spectacular performances. The department also hosts GCSE performance evening’s which provide a great opportunity for GCSE students to share their talents and for younger students to be inspired by their peers.

In addition to this the Performing Arts department runs an annual Arts Festival towards the end of the summer term. This is a series of trips, workshops and activities that allow students to build on their interest in and knowledge of the arts. Highlights of this include The Physical Fellowship project, which involves students working with professionals from the company Highly Sprung and performing live at the Belgrade theatre in Coventry and a trip to Touch FM where students get to see behind the scenes at a local radio station.

The department also runs a variety of other trips and workshops throughout the year so there is always something for students to get involved in. One of our most celebrated activities is the annual Christmas concert which takes place at Holy Trinity Church in Wilnecote and sees students from The Wilnecote School performing alongside students from Dosthill and Wilnecote Primary schools. The department is very proud of the collaboration with local primary schools and the local community.

 We also have a very popular Music club which meets every Wednesday and a Tech Club which runs every day during tutor time and provides a fantastic opportunity for students who are interested in the technical, behind the scenes aspects of the Performing Arts. Members of Tech Club provide fantastic technical support for all productions and performances, enabling them to develop a range of skills from lighting and sound to photography.

Over the three year Key Stage 3 programme, students will develop the key skills of performing, composing, listening and appraising. The Music Department aims to engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self- confidence, creativity and sense of achievement.

All students have access to a variety of musical instruments as well as a high quality music software program giving students easy access to composing techniques. The musical projects at Key Stage 3 are designed to be motivating and engaging for not only beginners but also developing players and musically experienced pupils too.

The skills which pupils develop in Key Stage 3 are designed to enable them to continue their study at Key Stage 4.

 

ASSESSMENTS – How Often?

Students are assessed each half-term depending on the focus of the project e.g. listening, performing and composing.

 

WAYS TO HELP MY CHILD SUCCEED?

Discuss the possibility of your child trying out or learning a new musical instrument – contact the Music Department for more information.

Encourage your child to join one of the many extra-curricular musical activities each week.

Encourage regular practice on the keyboards, music rooms are available on various lunchtimes during the week if pupils do not have access to a keyboard at home.

 

EXTRA CURRICULAR ACTIVITIES

Music club – a chance to try different instruments and perform with other students.

School Choir

Keyboard Club – a chance to improve skills taught in lessons.

Annual School Show

Christmas Concert

Arts Spectacular

In addition, the Wilnecote School is working in partnership with Entrust Music Service to provide out of school Instrumental and Vocal lessons for pupils.

Teacher to contact for further information:  Mr Hyden

 

 

Year 7 Autumn Term 1 – Pitch Perfect

What will I learn?

The elements of Music.

How to sing correctly/warm ups etc.

Vocal technique, posture and breathing.

Ensemble Skills.

What will I do?

Singing – unison, two and three parts.

Perform as part of an ensemble.

 

Year 7 – Autumn Term 2 – Musical Menagerie

What will I learn?

Durations of notes – name, note values, symbols etc.

The Stave.

The Treble clef.

Pitches on the treble clef.

What will I do?

Read note lengths.

Read and clap rhythms.

Dictate rhythms by ear.

Read and perform simple tunes with different note lengths and pitches on the keyboard/glockenspiel.

 

Year 7 – Spring Term 1 – Pianomania – Introduction to the Keyboard

What will I learn?

Duration of notes.

The pitches of the treble and bass clef.

The basic workings of a keyboard.

The layout of the notes on a keyboard.

How to create a fluent performance.

 

What will I do?

Read note lengths and pitches on the treble (and bass clef).

Link main pitches with where to find them on the keyboard.

Be able to use the correct hand and finger positions to play tunes which gradually get harder in difficulty (note lengths, movement of hands, 2 hands etc.).

Perform

 

Year 7 – Spring Term 2 – Instruments of the Orchestra

What will I learn?

The names of the four instrument families.

Main descriptions of each family.

The individual instruments found in each family.

The difference between the instrument sounds.

What will I do?

Be able to aurally identify the four individual families.

Be able to identify the individual instruments in each of the families.

Be able to identify which instruments are being used in a piece of music and why they are being used to create a specific effect.

 

Year 7 – Summer Term 1 – Highly Strung – Ukulele

What will I learn?

Identify the main parts of a ukulele.

Learn the basic string names.

Be able to tune instrument.

Basic strumming techniques.

Learn several basic chords.

Solo/group performance of song.

What will I do?

Be able to tune ukulele using piano or electronic tuning device.

Be able to strum ukulele in time with a constant smooth strumming technique.

Play fluently the chords of C, F and G changing from each chord fluently.

Confidently play ukulele to accompany a song or backing accompaniment.

Perform

 

Year 7 – Summer Term 2 – Live Lounge

What will I learn?

A chance for students to take part in an end of term class performance either solo, duet or ensemble.

Focus on ensemble skills:

Accuracy/fluency.

Good technical control.

Intonation/Tone.

Balance timing, dynamics etc.

Take control/lead when needed.

What will I do?

Students can use one of the following instruments to create an ensemble performance – Singing, Ukulele, Percussion, Keyboards.

Focus on technical control and accuracy.

 

YEAR 8 – Autumn Term 1 – The History of Music Part 1

What will I learn?

The different periods of western classical music and understand how musical characteristics developed through time.

What will I do?

Design a timeline of Western Music and examine each area including Medieval, Renaissance, Baroque, Classical, Romantic and 20th Century.

Research iconic composers of the last 2000 years

 

YEAR 8 – Autumn Term 2 – The History of Music Part 2

What will I learn?

The evolution of musical instruments in the last 2000+ years

The role of music in society including sacred and secular music.

The evolution of music notation.

 

What will I do?

Compose your own Medieval music

Learn to play some Baroque music

Compose your own Classical music

 

Year 8 – Spring Term 1 – Programme Music

What will I learn?

To understand what Programme Music is through listening, composing and listening.

To explore ways of composing music to create an image/story by using the elements of music.

What will I do?

Identify ways in which Vivaldi has composed music to create the image of the ‘four seasons’.

Analyse an existing piece of Programme Music using correct terminology.

Identify sections of Henry Cazalli’s poem Dance Macabre and make suggestions about what instruments and sounds could be used to show the poem through music.

Compose short motifs for the main characters/animals of a given cartoon, focusing on the use of the musical elements.

 

Year 8 – Spring Term 2 – Rhythms of the World

What will I learn?

Look at the history and features of modern Bhangra.

Understand what and how a raga scale is used in Bhangra music.

Show understanding of the different features of Bhangra music by putting together a group Bhangra performance.

The history and origins of Samba Music.

Investigate percussion instruments used in Samba Music.

How to contribute to a whole class rhythmic samba performance.

How to compose a samba rhythmic piece.

Learn key words Ostinato, Polyrhythms, Cross Rhythms and Syncopation.

 

 

 

What will I do?

Identify characteristics and musical features of Bhangra music through listening exercises.

Demonstrate understanding of the raga scale and the Chaal rhythm through taking part in a composition and performance exercise.

Investigate the origins of Samba Music.

Identify the timbres of instruments used in Samba Music.

Understand the role of each instrument used.

Contribute to a whole class performance.

Compose a samba rhythmic piece ensuring you use appropriate rhythms for each of the instruments.

Revise how to read a rhythm grid.

Turn rhythm grids into western notation.

Compose a polyrhythmic piece using ostinatos.

Compose a call and response section.

Add syncopated rhythms to composition.

 

Year 8 – Summer Term 1 – Stomp!

What will I Learn?

What Stomp is and look at the creative process based on the West End Show.

The different timbres used in Stomp.

The different musical techniques used to structure a Stomp performance.

What will I do?

Be able to explain what Stomp is.

Name some of the different timbres used in Stomp.

To be able to play the cup rhythm using many of the different techniques learnt.

In groups create a Stomp inspired piece and perform to class.

 

Year 8 – Summer Term 2 – Live Lounge Take Two! – Performance Skills

What will I learn?

Following on from last years Live Lounge project – we give students another opportunity to focus on an end of term performance encouraging where possible solo performances.

The focus will be on performance skills:

Accuracy/fluency.

Good technical control.

Intonation/Tone.

Balance timing, dynamics etc.

What will I do?

Students can use one of the following instruments to create a solo performance – Singing, Ukulele, Percussion, Keyboards.

Focus on technical control and accuracy.

Perform

 

YEAR 9 – Autumn Term 1 – Film Music (Performance)

What will I learn?

The role of music within films.

How composers create happy and sad moods in their music.

Identify moods created by music.

Musical Clichés.

What will I do?

Look at characteristics that composers use to portray different film genres by analysing a piece of film music.

You will use your musical vocabulary to describe and explain how moods are created.

You will match film genres to particular pieces of music and describe using the musical elements.

Play some of the musical clichés and understand how they can contribute to action within the film.

Compose and perform a short musical cliché that could be used in a film.

 

YEAR 9 – Autumn Term  – Film Music (Composition)

What will I learn?

How to compose an underscore for a section of a film.

Learn the musical techniques commonly used in ‘sad’ scenes.

How to set up and use the Sibelius computer program.

The difference between major and minor.

Chord Progression.

What will I do?

List the musical techniques used in ‘sad’ films.

Set up and begin to use Sibelius.

Input the chords of given key into Sibelius over 8 or 16 bars.

Make chord progression sound more fluent.

Add a bass line into composition.

Add melody line into composition.

Evaluate your film music.

 

YEAR 9 – Spring Term 1  – Rock n Roll

What will I learn?

The history and background of Rock n Roll music.

The 12 Bar Blues.

The technique of a walking bass and how it is use in the 12 bar blues.

Riffs

What will I do?

Investigate the history of Rock n Roll.

Explain what the 12 bar blues is and how it is used in Rock n Roll.

Work out the chords of the 12 bar blues in the key of C major.

Perform the 12 bar blues.

Play a walking bass in the key of C.

Explain what the technique of what a riff is and how it is used in Rock n Roll.

Play a selection of well known Riffs.

Write the lyrics for a verse and chorus to be used in a Rock n Roll song.

Create and Rock n Roll composition using lyrics you have written using the musical techniques of the 12 bar blues, walking bass and melodic riffs.

 

YEAR 9 – Spring Term 2 – Music of the 60’s, 70’s and 80’s

What Will I Learn?

The evolution of music through the sixties, seventies and eighties including:

Folk, Rock, Country, Pop, Reggae, Motown, Disco, Soul, Punk, New Wave & Hip Hop

What will I do?

Examine the different music genres from each decade.

Research in-depth one specific genre for class presentation.

Begin rehearsals for a solo/group performance from one specific decade/genre.

 

YEAR 9 – Summer Term 1 – The Beatles

What will I learn?

The history behind the Beatles.

How the ‘Merseybeat’ sound influenced 60’s music.

What will I do?

Investigate the history of the Beatles.

Begin rehearsals for a solo keyboard performance of a Beatles song.

Perform

 

YEAR 9 – Summer Term 2 – Song Writing

What will I learn?

The typical structure used in pop songs and to understand the importance of each section.

Different techniques that can be used when writing lyrics.

What will I do?

Analyse several songs in order to explore and learn different techniques that can be used when writing lyrics.

Use verbal techniques to write lyrics for a song which create a series of images in the listeners head to portray the main message of your song.

Use 4 given chords to create a chord structure for your song.

Compose a melody for your song.

Perform

Why study Music at KS4?

* Do you sing or play an instrument?

* Do you have an interest in learning about how music is created and performed?

* Do you want to use Music Technology to record and create music?

IF SO, this course is for you

GCSE in Music will develop your understanding of how music is created through performing, composing and learning about various styles of music.

You will study:

Area of Study 1 = How to compose and perform on your chosen instrument or voice in a style of your choice.

Area of Study 2 = The Concerto and its development through time.

Area of Study 3 = Rhythms of the world

* India and the Punjab; Eastern Mediterranean and the Middle East; Africa; Central and South

America.

Area of Study 4 = Film Music.

* Music that been composed specifically for a film

* Music from the Western Classical tradition that has been used within a film

* Music that has been composed as a soundtrack for a video game.

Area of Study 5 = Conventions of Pop

* Rock ‘n’ roll of the 1950’s and 1960’s

* Rock Anthems of the 1970’s and 1980’s

* Pop Ballads of the 1970’s, 1980’s and 1990’s

* Solo Artists from 1990 to the present day.

Assessment

The subject is mostly Controlled Assessment:

* Component 1 (30%) = One Performance and One Composition (to a brief set by the performer)

* Component 2 (30%) = One performance and One Composition (to a brief set by the exam board)

* Component 3 (40%) = Listening and appraising

o A written paper, with CD.

o Aural recognition and context unheard/unfamiliar music from within the Areas of Study 2, 3, 4 & 5.

Study Requirements:

Anyone wishing to study Music should:

* Be able to study an instrument or sing (this includes all pop and orchestral instruments including drums)

* Be able to listen to a wide range of musical styles (from Bach and Beethoven to Rock, Pop, Jazz

and Blues)

Homework will include regular practice on your chosen instrument.

Teacher to contact for further details: Mrs Kimber

key Stage 3

Over the three year Key Stage 3 programme, students will develop the key skills of performing, composing, listening and appraising. The Music Department aims to engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self- confidence, creativity and sense of achievement.

All students have access to a variety of musical instruments as well as a high quality music software program giving students easy access to composing techniques. The musical projects at Key Stage 3 are designed to be motivating and engaging for not only beginners but also developing players and musically experienced pupils too.

The skills which pupils develop in Key Stage 3 are designed to enable them to continue their study at Key Stage 4.

 

ASSESSMENTS – How Often?

Students are assessed each half-term depending on the focus of the project e.g. listening, performing and composing.

 

WAYS TO HELP MY CHILD SUCCEED?

Discuss the possibility of your child trying out or learning a new musical instrument – contact the Music Department for more information.

Encourage your child to join one of the many extra-curricular musical activities each week.

Encourage regular practice on the keyboards, music rooms are available on various lunchtimes during the week if pupils do not have access to a keyboard at home.

 

EXTRA CURRICULAR ACTIVITIES

Music club – a chance to try different instruments and perform with other students.

School Choir

Keyboard Club – a chance to improve skills taught in lessons.

Annual School Show

Christmas Concert

Arts Spectacular

In addition, the Wilnecote School is working in partnership with Entrust Music Service to provide out of school Instrumental and Vocal lessons for pupils.

Teacher to contact for further information:  Mr Hyden

 

 

Year 7 Autumn Term 1 – Pitch Perfect

What will I learn?

The elements of Music.

How to sing correctly/warm ups etc.

Vocal technique, posture and breathing.

Ensemble Skills.

What will I do?

Singing – unison, two and three parts.

Perform as part of an ensemble.

 

Year 7 – Autumn Term 2 – Musical Menagerie

What will I learn?

Durations of notes – name, note values, symbols etc.

The Stave.

The Treble clef.

Pitches on the treble clef.

What will I do?

Read note lengths.

Read and clap rhythms.

Dictate rhythms by ear.

Read and perform simple tunes with different note lengths and pitches on the keyboard/glockenspiel.

 

Year 7 – Spring Term 1 – Pianomania – Introduction to the Keyboard

What will I learn?

Duration of notes.

The pitches of the treble and bass clef.

The basic workings of a keyboard.

The layout of the notes on a keyboard.

How to create a fluent performance.

 

What will I do?

Read note lengths and pitches on the treble (and bass clef).

Link main pitches with where to find them on the keyboard.

Be able to use the correct hand and finger positions to play tunes which gradually get harder in difficulty (note lengths, movement of hands, 2 hands etc.).

Perform

 

Year 7 – Spring Term 2 – Instruments of the Orchestra

What will I learn?

The names of the four instrument families.

Main descriptions of each family.

The individual instruments found in each family.

The difference between the instrument sounds.

What will I do?

Be able to aurally identify the four individual families.

Be able to identify the individual instruments in each of the families.

Be able to identify which instruments are being used in a piece of music and why they are being used to create a specific effect.

 

Year 7 – Summer Term 1 – Highly Strung – Ukulele

What will I learn?

Identify the main parts of a ukulele.

Learn the basic string names.

Be able to tune instrument.

Basic strumming techniques.

Learn several basic chords.

Solo/group performance of song.

What will I do?

Be able to tune ukulele using piano or electronic tuning device.

Be able to strum ukulele in time with a constant smooth strumming technique.

Play fluently the chords of C, F and G changing from each chord fluently.

Confidently play ukulele to accompany a song or backing accompaniment.

Perform

 

Year 7 – Summer Term 2 – Live Lounge

What will I learn?

A chance for students to take part in an end of term class performance either solo, duet or ensemble.

Focus on ensemble skills:

Accuracy/fluency.

Good technical control.

Intonation/Tone.

Balance timing, dynamics etc.

Take control/lead when needed.

What will I do?

Students can use one of the following instruments to create an ensemble performance – Singing, Ukulele, Percussion, Keyboards.

Focus on technical control and accuracy.

 

YEAR 8 – Autumn Term 1 – The History of Music Part 1

What will I learn?

The different periods of western classical music and understand how musical characteristics developed through time.

What will I do?

Design a timeline of Western Music and examine each area including Medieval, Renaissance, Baroque, Classical, Romantic and 20th Century.

Research iconic composers of the last 2000 years

 

YEAR 8 – Autumn Term 2 – The History of Music Part 2

What will I learn?

The evolution of musical instruments in the last 2000+ years

The role of music in society including sacred and secular music.

The evolution of music notation.

 

What will I do?

Compose your own Medieval music

Learn to play some Baroque music

Compose your own Classical music

 

Year 8 – Spring Term 1 – Programme Music

What will I learn?

To understand what Programme Music is through listening, composing and listening.

To explore ways of composing music to create an image/story by using the elements of music.

What will I do?

Identify ways in which Vivaldi has composed music to create the image of the ‘four seasons’.

Analyse an existing piece of Programme Music using correct terminology.

Identify sections of Henry Cazalli’s poem Dance Macabre and make suggestions about what instruments and sounds could be used to show the poem through music.

Compose short motifs for the main characters/animals of a given cartoon, focusing on the use of the musical elements.

 

Year 8 – Spring Term 2 – Rhythms of the World

What will I learn?

Look at the history and features of modern Bhangra.

Understand what and how a raga scale is used in Bhangra music.

Show understanding of the different features of Bhangra music by putting together a group Bhangra performance.

The history and origins of Samba Music.

Investigate percussion instruments used in Samba Music.

How to contribute to a whole class rhythmic samba performance.

How to compose a samba rhythmic piece.

Learn key words Ostinato, Polyrhythms, Cross Rhythms and Syncopation.

 

 

 

What will I do?

Identify characteristics and musical features of Bhangra music through listening exercises.

Demonstrate understanding of the raga scale and the Chaal rhythm through taking part in a composition and performance exercise.

Investigate the origins of Samba Music.

Identify the timbres of instruments used in Samba Music.

Understand the role of each instrument used.

Contribute to a whole class performance.

Compose a samba rhythmic piece ensuring you use appropriate rhythms for each of the instruments.

Revise how to read a rhythm grid.

Turn rhythm grids into western notation.

Compose a polyrhythmic piece using ostinatos.

Compose a call and response section.

Add syncopated rhythms to composition.

 

Year 8 – Summer Term 1 – Stomp!

What will I Learn?

What Stomp is and look at the creative process based on the West End Show.

The different timbres used in Stomp.

The different musical techniques used to structure a Stomp performance.

What will I do?

Be able to explain what Stomp is.

Name some of the different timbres used in Stomp.

To be able to play the cup rhythm using many of the different techniques learnt.

In groups create a Stomp inspired piece and perform to class.

 

Year 8 – Summer Term 2 – Live Lounge Take Two! – Performance Skills

What will I learn?

Following on from last years Live Lounge project – we give students another opportunity to focus on an end of term performance encouraging where possible solo performances.

The focus will be on performance skills:

Accuracy/fluency.

Good technical control.

Intonation/Tone.

Balance timing, dynamics etc.

What will I do?

Students can use one of the following instruments to create a solo performance – Singing, Ukulele, Percussion, Keyboards.

Focus on technical control and accuracy.

Perform

 

YEAR 9 – Autumn Term 1 – Film Music (Performance)

What will I learn?

The role of music within films.

How composers create happy and sad moods in their music.

Identify moods created by music.

Musical Clichés.

What will I do?

Look at characteristics that composers use to portray different film genres by analysing a piece of film music.

You will use your musical vocabulary to describe and explain how moods are created.

You will match film genres to particular pieces of music and describe using the musical elements.

Play some of the musical clichés and understand how they can contribute to action within the film.

Compose and perform a short musical cliché that could be used in a film.

 

YEAR 9 – Autumn Term  – Film Music (Composition)

What will I learn?

How to compose an underscore for a section of a film.

Learn the musical techniques commonly used in ‘sad’ scenes.

How to set up and use the Sibelius computer program.

The difference between major and minor.

Chord Progression.

What will I do?

List the musical techniques used in ‘sad’ films.

Set up and begin to use Sibelius.

Input the chords of given key into Sibelius over 8 or 16 bars.

Make chord progression sound more fluent.

Add a bass line into composition.

Add melody line into composition.

Evaluate your film music.

 

YEAR 9 – Spring Term 1  – Rock n Roll

What will I learn?

The history and background of Rock n Roll music.

The 12 Bar Blues.

The technique of a walking bass and how it is use in the 12 bar blues.

Riffs

What will I do?

Investigate the history of Rock n Roll.

Explain what the 12 bar blues is and how it is used in Rock n Roll.

Work out the chords of the 12 bar blues in the key of C major.

Perform the 12 bar blues.

Play a walking bass in the key of C.

Explain what the technique of what a riff is and how it is used in Rock n Roll.

Play a selection of well known Riffs.

Write the lyrics for a verse and chorus to be used in a Rock n Roll song.

Create and Rock n Roll composition using lyrics you have written using the musical techniques of the 12 bar blues, walking bass and melodic riffs.

 

YEAR 9 – Spring Term 2 – Music of the 60’s, 70’s and 80’s

What Will I Learn?

The evolution of music through the sixties, seventies and eighties including:

Folk, Rock, Country, Pop, Reggae, Motown, Disco, Soul, Punk, New Wave & Hip Hop

What will I do?

Examine the different music genres from each decade.

Research in-depth one specific genre for class presentation.

Begin rehearsals for a solo/group performance from one specific decade/genre.

 

YEAR 9 – Summer Term 1 – The Beatles

What will I learn?

The history behind the Beatles.

How the ‘Merseybeat’ sound influenced 60’s music.

What will I do?

Investigate the history of the Beatles.

Begin rehearsals for a solo keyboard performance of a Beatles song.

Perform

 

YEAR 9 – Summer Term 2 – Song Writing

What will I learn?

The typical structure used in pop songs and to understand the importance of each section.

Different techniques that can be used when writing lyrics.

What will I do?

Analyse several songs in order to explore and learn different techniques that can be used when writing lyrics.

Use verbal techniques to write lyrics for a song which create a series of images in the listeners head to portray the main message of your song.

Use 4 given chords to create a chord structure for your song.

Compose a melody for your song.

Perform

key Stage 4
Why study Music at KS4?

* Do you sing or play an instrument?

* Do you have an interest in learning about how music is created and performed?

* Do you want to use Music Technology to record and create music?

IF SO, this course is for you

GCSE in Music will develop your understanding of how music is created through performing, composing and learning about various styles of music.

You will study:

Area of Study 1 = How to compose and perform on your chosen instrument or voice in a style of your choice.

Area of Study 2 = The Concerto and its development through time.

Area of Study 3 = Rhythms of the world

* India and the Punjab; Eastern Mediterranean and the Middle East; Africa; Central and South

America.

Area of Study 4 = Film Music.

* Music that been composed specifically for a film

* Music from the Western Classical tradition that has been used within a film

* Music that has been composed as a soundtrack for a video game.

Area of Study 5 = Conventions of Pop

* Rock ‘n’ roll of the 1950’s and 1960’s

* Rock Anthems of the 1970’s and 1980’s

* Pop Ballads of the 1970’s, 1980’s and 1990’s

* Solo Artists from 1990 to the present day.

Assessment

The subject is mostly Controlled Assessment:

* Component 1 (30%) = One Performance and One Composition (to a brief set by the performer)

* Component 2 (30%) = One performance and One Composition (to a brief set by the exam board)

* Component 3 (40%) = Listening and appraising

o A written paper, with CD.

o Aural recognition and context unheard/unfamiliar music from within the Areas of Study 2, 3, 4 & 5.

Study Requirements:

Anyone wishing to study Music should:

* Be able to study an instrument or sing (this includes all pop and orchestral instruments including drums)

* Be able to listen to a wide range of musical styles (from Bach and Beethoven to Rock, Pop, Jazz

and Blues)

Homework will include regular practice on your chosen instrument.

Teacher to contact for further details: Mrs Kimber