James Gillespie’s High School Music Department

S1 COURSE OUTLINE

James Gillespie’s High School music department offers all pupils a broad and coherent learning experience throughout S1, adhering to all Curriculum for Excellence experience and outcomes.

Through music, learners have rich opportunities to be creative and to experience inspiration and enjoyment.

Performing and creating music will be the prominent activities for all learners. Through these activities they develop their vocal and instrumental skills, explore sounds and musical concepts, and use their imagination and skills to create musical ideas and compositions.

They can further develop their understanding and capacity to enjoy music through listening to musical performances and commenting on them.

They use ICT to realise or enhance their composition and performance, and to promote their understanding of how music works.

(CfE statement: ‘Expressive Arts – Music’)

Throughout S1, all pupils work towards consolidating and making secure second level outcomes, and start to develop third level outcomes in all experiences.

Assessment and evidence is gathered through various ways:

1. Write – Pupils making notes in jotters , comments in their profiles and written

assessment

2. Say – Discussion on work, pupil feedback, ideas, peer/self assessment, co-operative

learning

3. Make – Recordings of work using technology, posters of concepts, end of topic tasks

4. Do - Performing in groups and individually, inventing tasks and listening activities

All significant pieces of learning are linked to Literacy and Health & Wellbeing experiences and outcomes. Numeracy experiences and outcomes can be linked later in the course where pupils are responsible for time-management of their NQ folios and are encouraged to participate in organizing and being responsible for handling money for the many concerts the music department offer.

CURRICULUM FOR EXCLLENCE EXPERIENCE AND OUTCOMES:

1. Expressive Arts:

Experiences in the expressive arts involve creating and presenting and are practical and experiential. Evaluating and appreciating are used to enhance enjoyment and

develop knowledge and understanding.

Pupils’ learning in, through and about the expressive arts:

• enables them to experience the inspiration and power of the arts

• recognises and nurtures their creative and aesthetic talents

• allows them to develop skills and techniques that are relevant to specific art forms and

across the four capacities

• provides opportunities for them to deepen my understanding of culture in Scotland and

the wider world

2. Music Experiences and Outcomes:

Outlined in the S1 course outline. Pupils are working towards the third level, although some may be working at the second level:

EXA 3-16a

I can sing and/or play music from a range of styles and cultures and perform my chosen music confidently using performance directions, musical notation and/or playing by ear.

EXA 3-17a

I can use my voice, musical instruments or music technology to improvise or compose with melody, rhythm, harmony, timbre and structure.

EXA 2-19a

I have listened to a range of music and can respond by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. (including the work of professionals EXA 3-19a)

3. Literacy Experience And Outcomes:

All pupils learn concepts and vocabulary specific to the music curriculum, thus developing an understanding of music literacy.

Within the music dept, pupils develop and extend literacy skills and have opportunities to:

• communicate, collaborate and build relationships

• reflect on and explain my literacy and thinking skills, using feedback to help me improve

and sensitively provide useful feedback for others

• develop understanding of what is special, vibrant and valuable and taking advantage of the

opportunities offered by ICT

• extend and enrich my vocabulary through listening, talking, watching and reading.

4. Health & Wellbeing Experience And Outcomes:

All pupils in the music department are encouraged to develop self-awareness, self-worth and respect for others, and the significant pieces of learning support them to:

• meet challenges, manage change and build relationships

• experience personal achievement and build resilience and confidence

• understand and develop physical, mental and spiritual wellbeing and social skills

• understand that adults in the school community have a responsibility to look after them,

listen to concerns and involve others where necessary

• learn about where to find help and resources to inform choices

• reflect on my strengths and skills to help me make informed choices when planning my next

steps

James Gillespie’s High School Music Department

S1 COURSE OUTLINE

1.  Significant Piece Of Learning: ‘Introduction to Classroom Instruments’ / CfE Experiences & Outcomes
Performing / Pupils work towards a performance of an arrangement of Bob Marley’s “Three Little Birds”. All pupils have taster sessions on Tuned Percussion, Keyboard, Guitar, Bass Guitar and Drumkit before choosing their instrument for the final performance.
Pupils are expected to give constructive comments on their own and others’ work. / EXA 2-16a
EXA 3-16a
EXA 3-01a
EXA 3-01b
EXA 2-19a
LIT 2-02a
LIT 3-02a
Understanding Music / Through performing the different parts of the “Three Little Birds” arrangement, pupils become familiar with musical concepts as well as the different instruments themselves.
Concepts covered:
Tempo Riff Repetition
Percussion (Tuned and Untuned) Glockenspiel
Xylophone Guitar (Acoustic, Electric & Bass)
Syncopated Off-the-beat Stave
Semi-breve, minim, crotchet, quaver, semiquaver. / LITERACY:
Pupils learn new concepts that are linked to literacy.
LIT 2-28a
LIT 3-28a
EXA 2-19a
Assessment
and
Evidence / Peer and self-assessment of ‘Three Little Birds’ of taster sessions and group performance - feedback and discussion.
Peer and self-assessment of improvisation-discussion.
Pupils are encouraged to evaluate their activities in their CfE
profiles of work after each task.
Information written in pupil jotters / EXA 2-19a
EXA 3-19a HWB 2-01a
HWB 3-01a
HWB 2-05a
HWB 3-05a
HWB 2-14a
HWB 3-14a
LIT 2-09a
LIT 3-09a
Homework / Literacy homework based on note name and rhythmic value identification / LIT 2-09a
LIT 3-09a

James Gillespie’s High School Music Department

S1 COURSE OUTLINE

2. Significant Piece Of Learning: ‘Voices in Layers’ / CfE Experiences & Outcomes
Performing / Pupils are encouraged to sing songs ‘I Hate Mondays’ and ‘Stay’ (or other appropriate songs) as a whole class and in smaller groups.
Songs are performed creatively using the concepts below, and pupils are encouraged to perform confidently and expressively using performance directions, and by ear.
Pupils are expected to give constructive comments on their own and others’ work. / EXA 2-16a
EXA 3-16a
EXA 3-01a
EXA 3-01b
EXA 2-19a
LIT 2-02a
LIT 3-02a
Understanding Music / Pupils are encouraged to listen to a range of Vocal Music of various styles, and are encouraged to respond by discussing their thoughts and feelings.
Concepts covered:
Soprano / A Capella / Alto / Unison
Tenor / Harmony / Bass / Q & A
Choir / piano, forte / Ostinato / Repetition
Round / Imitation
/ LITERACY:
Pupils learn new concepts that are linked to literacy.
LIT 2-28a
LIT 3-28a
EXA 2-19a
EXA 3-19a
Inventing / Pupils are encouraged to use their voice to structure and arrange a performance of ‘Stay’/’I Hate Mondays/an alternative’ in small groups, using dynamics, ostinato and pedal concepts, and structure.
Pupils use technology to record their performances on Mac books using Garageband.
Pupils are expected to give constructive comments on their own and others’ work. / EXA 2-17a
EXA 3-17a
EXA 2-19a
Assessment
and
Evidence / Peer and self-assessment of ‘Stay’/’I Hate Mondays’ in small groups – feedback and discussion
Use of technology – Garageband folder of work and discussion
Pupils are encouraged to evaluate their activities in their CfE
profiles of work after each task.
Information written in pupil jotters
Homework Task / EXA 2-19a
EXA 3-19a
LIT 2-09a
LIT 3-09a
HWB 2-01a
HWB 3-01a
HWB 2-05a
HWB 3-05a
HWB 2-14a
HWB 3-14a
Homework / Pupils choose one of three songs, and analyse ‘Voices and How they are Used’, ‘Instruments’, and ‘Tempo’ as well as being encouraged to make a personal comment about their choice. / LIT 2-09a
LIT 3-09a
EXA 2-19a

James Gillespie’s High School Music Department

S1 COURSE OUTLINE

3. Significant Piece Of Learning: ‘Keyboard Instruments’ / CfE Experiences & Outcomes
Performing / Pupils are encouraged to perform one of a number of differentiated keyboard piece as a whole class, individually and in pairs.
Pupils are encouraged to perform confidently using performance directions, musical notation and/or by ear.
Pupils are expected to give constructive comments on their own and others’ work. / EXA 2-16a
EXA 3-16a
LIT 2-02a
LIT 3-02a
EXA 2-19a
Listening / Pupils are encouraged to listen to a range of keyboard music and, and are encouraged to respond by discussing their thoughts and feelings.
Concepts covered:
Piano / Chord / Organ / Chord change
Harpsichord / Sequence / Synthesizer / Repetition
Ascending / Rock/pop / Descending
/ LITERACY:
Pupils learn new concepts that are linked to literacy.
LIT 2-28a
LIT 3-28a
EXA 2-19a
EXA 3-19a
Assessment
and
Evidence / Peer and self-assessment of chosen piece in pairs. - feedback and discussion.
Pupils are encouraged to evaluate their activities in their CfE
profiles of work after each task.
Information written in pupil jotters / EXA 2-19a
HWB 2-01a
HWB 3-01a
HWB 2-05a
HWB 3-05a
HWB 2-14a
HWB 3-14a
LIT 2-09a
LIT 3-09a

James Gillespie’s High School Music Department

S1 COURSE OUTLINE

4. Significant Piece Of Learning: ‘Guitar’ / CfE Experiences & Outcomes
Performing / Pupils are encouraged to perform differentiated guitar riffs as a whole class, in pairs and in small groups.
Pupils are encouraged to perform confidently using performance directions, guitar TAB and/or by ear.
Each group is encouraged to perform in front of the class.
Pupils are expected to give constructive comments on their own and others’ work. / EXA 2-16a
EXA 3-16a
EXA 3-01a
LIT 2-02a
LIT 3-02a
EXA 2-19a
EXA 3-01b
Listening / Pupils are encouraged to listen to a range of guitar music and effects and are encouraged to respond by discussing their thoughts and feelings.
Concepts covered:
Chord / Acoustic guitar / Plucking
Glissando / Bass Guitar
Improvising / Riff
Chord change / Electric Guitar
/ LITERACY:
Pupils learn new concepts that are linked to literacy.
LIT 2-28a
LIT 3-28a
EXA 2-19a
EXA 3-19a
Assessment
and
Evidence / Peer and self-assessment of chosen riff in small groups - feedback and discussion.
End of unit listening assessment of concepts learned.
Pupils are encouraged to evaluate their activities in their CfE
profiles of work after each task.
Information written in pupil jotters / EXA 2-19a
EXA 3-19a HWB 2-01a
HWB 3-01a
HWB 2-05a
HWB 3-05a
HWB 2-14a
HWB 3-14a
LIT 2-09a
LIT 3-09a

James Gillespie’s High School Music Department

S1 COURSE OUTLINE

5. Significant Piece Of Learning: ‘Film and Media Unit’ / CfE Experiences & Outcomes
Inventing
(future IDL link to Media) / 1. Pupils are encouraged to use Garageband to select and arrange a series of instrumental sounds and sound effects to a short film of ‘Rapunzel’.
2. Pupils are encouraged to compose a series of chords and short melodic ideas to another film, ‘Haunted Hospital’, using various instrumental sounds and concepts such as repetition, ostinato, inverted pedal and syncopation.
Pupils are expected to give constructive comments on their own and others’ work. / EXA 2-17a
EXA 2-18a
EXA 3-17b
EXA 2-19a
EXA 3-19a
LIT 3-28a
HWB 3-01a
HWB 3-05a
LIT 3-01a
LIT 3-02a
LIT 3-25a
Use of Technology / Pupils are encouraged to become confident in the use of Macs and Garageband, and become familiar with using edit and record functions in order to select and create ideas. / EXA 2-17a
EXA 2-18a
EXA 3-17a
Listening / Pupils are encouraged to listen and identify various concepts used to communicate and create their ideas and patterns, and to respond by discussing their thoughts and feelings.
Concepts covered:
Chord / Chord change / Repetition
Ostinato / Inverted Pedal / Pedal
Syncopation / Bass / Melody
Rhythm / Minor / Major
/ LITERACY:
Pupils learn new concepts that are linked to literacy.
LIT 2-28a
LIT 3-28a
EXA 2-19a
EXA 3-19a
Assessment
and
Evidence / Peer and self-assessment of film music invention in small groups – feedback and discussion.
Use of technology – Garageband folder of work and discussion.
End of unit listening assessment of concepts learned.
Pupils are encouraged to evaluate their activities in their CfE
profiles of work after each task.
Information written in pupil jotters. / EXA 2-19a
EXA 3-19a
EXA 2-17a/
EXA 3-17b
LIT 3-01a
LIT 3-02a
LIT 3-09a
HWB 3-01a
HWB 3-05a
HWB 3-09a
HWB 3-11a
HWB 3-14a