Deans Community High School

Music Department

HIGHER MUSIC

INDUCTION PACK

Course Requirements

Welcome to Higher Music!

To enter this course, you must have achieved a pass at National 5 Music, or the equivalent skills in performance, musical knowledge/theory and composition skills.

Entry to this course without National 5 Music is entirely down to the discretion of music staff through discussion with the pupil and any other specialist staff.

UNIT REQUIREMENTS

This course consists of three mandatory units that must be passed in order to proceed with the course assessment:

  • PERFORMING UNIT (pass/fail)
  • COMPOSING UNIT (pass/fail)
  • UNDERSTANDING MUSIC UNIT (pass/fail)

To gain a unit pass, pupils must meet various outcomes for each unit, which are detailed over the next few pages.

Pupils must complete a record of work throughout the course that will evidence the outcomes achieved for each unit.

COURSE ASSESSMENT

This will consist of two components:

  • PERFORMANCE EXAMINATION ( 60 marks)
  • QUESTION PAPER (40 marks)

PERFORMING UNIT

Unit Outcomes / Requirements of Unit / Assessment Evidence
Perform music in a range of styles by:
1.1Developing a range of musical, interpretive andtechnical skills showing a clear understanding of the composers’ intentions.
1.2Critically self-reflecting andevaluating the quality andaccuracy of theirperformingand refining their performing skills. /
  • Demonstrate yoursolo performing skills on two selected instruments.
  • Perform a variety of pieces in contrasting styles on each instrument.
  • Identify strengths and areas for development in performing.
  • Show understanding of musical concepts and language in reflective discussion.
/ Audio/video recordings
Oral and written self-reflection

COMPOSING UNIT

Unit Outcomes / Requirements of Unit / Assessment Evidence
Create original music by:
1.1Analysing how a range of compositional methods and music concepts are used by other composers and theirinfluences on their music.
1.2Experimenting and using music concepts and compositional methods in creative ways to create, develop and refine original music.
1.3Developing musical ideas whichmake musical sense and realise their creative intentions.
1.4Critically reflecting on theirmusic and their creative choicesand decisions /
  • Study music by various composers.
  • Identify concepts and how they are used.
  • Come up with basic musical ideas.
  • Make improvements on these initial ideas.
  • Demonstrate the ability to compose successfully (see additional checklist)
  • Identify strengths and areas for development in composing.
  • Show understanding of musical concepts and language in reflective discussion.
/ Annotated scores and homework exercises
Written music and audio recordings
Record of progress
Written music and audio recording
Record of progress and checklist
Oral and written self-reflection

UNDERSTANDING MUSIC

Unit Outcomes / Requirements of Unit / Assessment Evidence
Identify and analyse the use of music concepts and styles by:
1.1Identifying and distinguishingbetween level specificconcepts in excerpts of music
1.2Analysing the impact of socialand cultural influences on thedevelopment of specific musicstyles.
1.3Identifying and understandingthe meaning of a variety of music signs, symbols and terms. /
  • Understand and recognise musical terms and concepts through listening.
  • Show a knowledge of the background to specific styles of music.
  • Apply this knowledge to more in-depth study of musical styles.
  • Demonstrate musical literacy and knowledge of musical symbols and signs.
/ Listening exercises and end of unit tests
Essays
Worksheets

COURSE ASSESSMENT

Component / Requirements / Assessment
PERFORMANCE
(60 marks) / You must perform on TWO selected instruments.
All pieces for each instrument must be a minimum of grade 4 standard.
Your teacher will advise you on appropriate level pieces.
You will perform a programme of 12 minutes in totalbetween the two instruments.
Performance time on either of the two selected instruments must be a minimum of 4 minutes within the 12-minute programme.
You must ensure that there is a minimum of twocontrasting styles presented on each instrument. / This will be examined byan external SQA
examiner in Feb/March
This exam accounts for 60% of your course award.
This is assessed on a grade A to D basis.
QUESTION
PAPER
(40 marks) / You will be expected to demonstrate knowledge and understanding of all music concepts and literacy signs and symbols.
This will be a one-hour listening paper where you will comment on musical excerpts and identify concepts. / This will be examined byan external SQA paper in May.
This exam accounts for the remaining 40% ofyour course award.
This is assessed on a grade A to D basis.

PERFORMANCE ASSESSMENT CRITERIA

Instrument/voice / (9-10) Excellent / (7-8) Secure / (5-6) Mainly accurate / (3-4) Inconsistent / (0-2) Poor / Mark /10 / Comments
Piece 1 —
Melodic accuracy/intonation
Rhythmic accuracy
Tempo and flow
Mood and character
Tone
Dynamics
Piece 2 —
Melodic accuracy/intonation
Rhythmic accuracy
Tempo and flow
Mood and character
Tone
Dynamics
Piece 3 —
Melodic accuracy/intonation
Rhythmic accuracy
Tempo and flow
Mood and character
Tone
Dynamics
Piece 4 —
Melodic accuracy/intonation
Rhythmic accuracy
Tempo and flow
Mood and character
Tone
Dynamics

Table of Musical and Literacy Concepts

NATIONAL 3
Styles / Melody/Harmony / Rhythm/Tempo / Texture/
Structure/Form / Timbre/
Dynamics
Blues
Jazz
Rock
Pop
Rock‘n’roll
Musical
Scottish
Latin American / Ascending
Descending
Step (stepwise)
Leap (leaping)
Repetition
Sequence
Question and
answer
Improvisation
Chord
Discord
Chord change / Accent/accented
Beat/pulse
Bar
2, 3 or 4 beats
in the bar
On the beat
/off the beat
Repetition
Slower/faster
Pause
March
Reel
Waltz
Drum fill
Adagio
Allegro / Unison/octave
Harmony/chord
Solo
Accompanied/
unaccompanied
Repetition
Ostinato
Riff
Round / Striking (hitting)
Blowing
Bowing
Strumming
Plucking
Orchestra –
strings, brass, woodwind
and percussion (tuned
and untuned)
Accordion
Fiddle
Bagpipes / Acoustic guitar Electric guitar
Piano
Organ
Drum kit
Steel band
Scottish dance band
Folk group
Voice / Choir
Staccato
Legato
Literacy
Lines and spaces of the treble clef
Steps
Repetition / Crotchet
Minim
Dotted
Minim
Semibreve
Barlines
Double barlines / f – forte
p – piano
< cresc (crescendo)
> dim (diminuendo)
NATIONAL 4
Styles / Melody/Harmony / Rhythm/Tempo / Texture/
Structure/Form / Timbre/
Dynamics
Baroque
Ragtime
Romantic
Swing
Concerto
Opera
Scots ballad
Mouth music
Reggae
African music
Rapping / Major/minor (tonality)
Drone
Broken chord
Arpeggio
Chord progression —
chords I, IV and
V (major keys)
Change of key
Pedal
Scale
Pentatonic scale
Octave
Vamp
Scat singing
Ornament / Syncopation
Scotch snap
Strathspey
Jig
Simple time
2 3 4
4 4 4
Compound time
Anacrusis
Andante
Accelerando
Rallentando
A tempo
Dotted rhythms / Canon
Ternary (ABA)
Verse and chorus
Middle 8
Theme and
variation
Cadenza
Imitation / Brass band
Wind band
Violin
Cello
Double bass
Harp
Flute
Clarinet
Saxophone
Pan pipes
Recorder
Trumpet
Trombone
Timpani
Snare drum
Bass drum / Cymbals
Triangle
Tambourine
Guiro
Xylophone
Glockenspiel
Harpsichord
Bass guitar
Distortion
Muted
Soprano
Alto
Tenor
Bass
Backing
vocals
Literacy
Treble clef stave
C-A’
Sequences / Semiquaver
Grouped semiquavers
Paired quavers
Repeat signs / mf — mezzo forte
mp — mezzo piano
NATIONAL 5
Styles / Melody/Harmony / Rhythm/Tempo / Texture/
Structure/Form / Timbre/
Dynamics
Symphony
Gospel
Classical
Pibroch
Celtic rock
Bothy ballad
Waulking song
Gaelic psalm
Aria
Chorus
Minimalist
Indian / Chord progressions
including chord VI
(major keys)
Imperfect cadence
Perfect cadence
Inverted pedal
Chromatic
Whole tone scale
Grace note
Contrary motion
Countermelody
Tone/semitone / Modulation
Trill
Glissando
Syllabic
Melismatic
Descant
(voice)
Pitch bend
Atonal
Cluster / Rubato
Ritardando
Moderato
Cross rhythms
Compound time
— 6 9 12
8 8 8 / Strophic
Binary (AB)
Rondo(ABACA…)
Episode
Alberti bass
Walking bass
Ground bass
Homophonic
Polyphonic
Contrapuntal
Coda / Piccolo
Oboe
Bassoon
(French) horn
Tuba
Viola
Castanets
Hi-hat
Cymbals
Bongo drums
Clarsach
Bodhran / Sitar
Tabla
Arco
pizzicato
Con sordino
Flutter tonguing
Rolls
Reverb
Mezzo soprano
Baritone
A cappella
Literacy
Tones, semitones Accidentals (flats, sharps and naturals)
Scales and key signatures: C major, G major, F major and A minor
Chords: C major, G major, F major and A minor
Leaps / Dotted rhythms
Dotted crotchet
Dotted quaver
Scotch snap
1st and 2nd time
bars / ff — fortissimo
pp — pianissimo
sfz — sforzando
HIGHER
Styles / Melody/Harmony / Rhythm/Tempo / Texture/
Structure/Form / Timbre/
Dynamics
Sonata
Oratorio
Impressionist
Musique concrete
Plainchant
Mass
String quartets
Recitative
Chamber music
Jazz funk
Soul music / Mode/modal
Relative major/minor
Interval
Obbligato (instrumental)
Acciaccatura
Mordent
Plagal cadence
Interrupted cadence
Tierce de Picardie
Dominant 7th
Diminished 7th
Added 6th
Harmonic minor scale
Melodic minor scale / 3 against 2
Time changes
Irregular time
signatures
Augmentation
Diminution / Through-composed
Da capo aria
Lied
Passacaglia
Concerto grosso
Sonata form
Exposition
Subject
Basso continuo
Ritornello / Tremolando
Harmonics
Coloratura
Ripieno
Concertino
String quartet
Literacy
Bass clef (E–C)
Note naming and transposing into bass clef
Chords I, IV, V and VI in major and minor keys
Diminished
Dominant
Naming and writing diatonic intervals formed from the tonic / 6
8 time
Quavers
Crotchets
Dotted
crotchets
Dotted
minims
Triplets / Rests: Quaver
Crotchet
Dotted
crotchet
Minim
Semibreve
Da capo (DC) / Slurs
Accents
Staccato marks
Phrase marks

HIGHER GRADE ASSESSMENT

Each assessment MUST BE PASSED in order to proceed with the course.

TERM 1

Assessment
Performing (Instrument 1) / Pupilsmust complete and perform ONE piece.
This will be recorded as evidence for the SQA
Performing (Instrument 2) / Pupilsmust complete and perform ONE piece.
This will be recorded as evidence for the SQA
Listening / This paper will cover concepts from Renaissance,Baroque and Classical Periods and will include cadences, ornaments, key signatures, time signatures, pitch (Treble and Bass Clef), Italian terms regarding dynamics and tempo.
Composing / Series of exercises to be completed

TERM 2

Assessment
Performing (Instrument 1) / Pupilsmust complete and perform piece no 2.
This will be recorded as evidence for the SQA
Performing (Instrument 2) / Pupils must complete and perform piece no2.
This will be recorded as evidence for the SQA
Listening / This paper will have a literacy focus, covering concepts from Romantic and 20th Century and will include cadences, ornaments, key signatures, time signatures, pitch (Treble and Bass Clef), Italian terms regarding dynamics and tempo and chords.
Listening / This paper will cover concepts from Renaissance – 20th Century and will include cadences, ornaments, key signatures, time signatures, pitch (Treble and Bass Clef), Italian terms regarding dynamics and tempo.
Composing / All composing to be completed

TERM 3

Assessment
Listening PRELIM / Pupils will be assessed through a one hour written paper. This will cover all concepts from the concept table and include music literacy.
Performing PRELIM / Pupils must complete and perform 100% of their programme.
This will be recorded as evidence for the SQA.
FINAL PERFORMING EXAM / 60% of course award
This is an external exam, assessed by a visiting examiner.

TERM 4

Assessment
Listening / Pupils will sit regular practice listening tests.
FINAL LISTENING EXAM / 40% of course award
Pupils will be assessed through a one hour written paper which will cover all concepts from the concept table and include musical literacy.

1