Monday 18 January 2020 – 4.00pm
The prepared pieces for study in the EDUQAS GCSE Music course are changing, to be examined in 2022. Collecting new contextual and analytical notes is time-consuming for teachers (all available on the website and in the Illuminate text-book 2nd edition), but re-organising your particular scheme of work for your own centre and students is the main challenge, having to prepare new worksheets, practical and aural tasks. The Badinerie replaces the 3rd movement from the Eine Kleine Nachmusik (Mozart).
This webinar aims to provide music teachers with the information and skills to deliver the required materials in an accessible way, providing students with the opportunities to gain understanding with confidence. The requirements of the Appraising examination, and the types of questions asked on the prepared extracts is always kept in focus. As the necessary background and analysis of the work is available for teachers, the webinar will consider specific, necessary details, including the way that the composer uses the elements of music to create the outcome.
BENEFITS OF THIS WEBINAR:
- In-depth consideration of the new prepared extract set for student study, background context and structural analysis
- Helping students understand how Bach uses the musical elements in this piece
- Task –setting to support with further understanding of the challenging aspects of melody and harmony
- Further knowledge of typical questions –‘hints and tips’.
|WEBINAR DATE||Monday 18 January 2020 – 4.00pm|
|WHO SHOULD ATTEND?||
|IN-SCHOOL||You can also book this as an In-School Course|
4.00 – 4.05 pm Welcome and Introduction
4.05 – 4.30pm: Toto ‘Africa’– an overview
- Setting the piece into the context of the Area of Study – the musical style, the group and the resources
- Background details of composition and context – specific details vital for understanding and possible application in the Appraising examination; appreciating the use of technology and the process of the composition and its build-up
- A structural overview: understanding the song structure and sections
- Typical questions which may be asked in terms of the background, the style and the form of the piece.
4.30-5.15 pm: The use of the musical elements
- Overview of the use of instruments (rock band + extra percussion), technology, and voices(lead and backing vocals); details of dynamics and tempo
- Identification of melodic and rhythmic patterns and how they are organised and used in the piece; recognising melodic features (conjunct/disjunct/ use of intervals/ranges/phrasing and use of melodic devices e.g. improvisation) and rhythmic features (ostinato rhythms/syncopation/time signature)
- Identification of the main texture and recognition of its features
- Harmony – the issue of overall tonality, exploring the work to appreciate chord progressions and significant moments such as the use of 7ths and the pentatonic scale.
5.15-5.45pm: Task-setting to support student understanding in this topic
- Practical tasks – exemplar worksheets for use in the music class which reinforce understanding of various musical concepts such as harmony, structure, melodic shape
- Composing tasks – starter activities to inspire creativity from individual students, with ideas for development
- Appraising tasks – further suggested listening and worksheets for use in the class and for homework.
5.30-6.00pm: Typical questions on this topic in the exam
- Types of questions – what types of questions are asked on the prepared extracts? Balancing AO3 and AO4 assessment objectives
- Applying the marking schemes – reference to resources/website/examiner’s report/past papers
- Developing resources, familiarity with types of questions, differentiation, and in-depth testing.
Jan Richards has enjoyed a long teaching career of 38 years across Cardiff and the Vale of Glamorgan, including experience in three secondary schools and a sixth form college, working as Head of Department and Head of Performing Arts. An experienced author of teacher resources from Key Stage 3 to A level, including authoring set works analyses at all levels and student support documents. She was heavily involved in the development of the current WJEC/Eduqas specifications at both GCSE and A level, also authoring the Teachers’ Guides and contributing to the exemplar materials. She wrote the WJEC/Eduqas GCSE textbook (Illuminate Publishing), along with the Revision Guide (a separate book), as well as writing the section on Western Classical Music for the AS and A Level Study Guide (Rhinegold Education). She is currently the Principal Moderator for GCSE Composing and the Principal Examiner for Composition at AS and A Level for both WJEC and EDUQAS and was the Educational Consultant for the WJEC GCSE Music Bitsesize project for the BBC. She has also recently completed new GCSE composition projects and listening questions for the Board.