Growing Up in Northern Ireland

Music Unit
We All Play A Part

The aim of this unit is to develop pupils’ understanding of the expressive impact of music and the purpose behind various compositions, through composing, performing and listening.

Key Questions:

Developing Pupils’ Thinking Skills and Personal Capabilities

Developing Pupils’ Knowledge, Understanding and Skills.
  • Experimenting with ideas
  • Using the senses to stimulate and contribute to ideas
  • Valuing other people’s ideas
    (Being Creative)
  • Sharing opinions
  • Taking personal responsibility for work with others
  • Respecting the views and opinions of others, reaching agreements using negotiation and compromise.
    (Working with Others)
  • Focusing, sustaining attention and persisting with tasks
  • Learning ways to manage own time
  • Seeking advice when necessary
    (Self-Management) .

Young people should develop their musical potential by having opportunities to:

  • improvise, compose and perform music in a range of styles;
  • explore and combine the elements of music (pitch, rhythm, dynamics, timbre, texture) to create structure and style when improvising and composing;
  • perform individually and in groups and discuss and decide on points of interpretation in the music;
  • use existing and emerging music technology resources as a tool for exploring and experimenting with different approaches to composing and performing;
  • listen to and appraise their own music and that of others;
  • listen to a wide range of music from different styles and genres and respond critically to what they hear;
  • develop awareness of the range of employment opportunities in the music and music-related industries .

This unit is made up of four key questions, each of which involves the musical activities of composing, performing and listening. Each key question can be used as a stand-alone unit, or you can mix and match a variety of activities from the four pages.

 

What influence has music on my mood and behaviour, and on the mood and behaviour of others?

Learning Intentions
Pupils are learning …

Possible Learning, Teaching and Assessment Activities

…to compose and perform using the elements of music to express mood and emotion.
…to experiment with ideas.
Being Creative

In groups, compose a short piece which conveys contrasting moods.
Opportunity to assess Communication

…to recognise the need for different roles within a group performance.
…to take personal responsibility for work with others.
Working with Others

Perform and evaluate the group compositions.

…to respond critically to a wide variety of music that they have listened to.
…to make comparisons.
Thinking, Problem Solving, Decision Making

Listen to a wide range of music and discuss how the elements of music are combined within specific pieces of music to convey mood and emotion.

…to identify how music reflects the way people feel, think and act.
…to make links between cause and effect.
Thinking, Problem Solving, Decision Making

 

 

For what purposes/events is music specifically composed?
Learning Intentions
Pupils are learning … 		Possible Learning, Teaching and Assessment Activities

…to develop a shared sense of achievement in their compositions and performances.
…to value other peoples ideas to stimulate their own thinking.
Being Creative

Pupils are commissioned to compose a piece of music for a specific school event.

…to perform individually and in groups, and to discuss and decide on points of interpretation in the music.
…to organise and plan how to go about a task, and learn ways to manage time.
Self Management

 

Individually and in groups, rehearse and perform music that has been composed for a specific purpose or occasion.

…to listen to and appraise a variety of music to develop understanding of music from different times and places.

…to examine options and make comparisons.
Thinking, Problem Solving, Decision Making

Listen to a variety of music and identify the contextual influences that affect the way it has been created, performed and heard (for example, intention, use, venue, occasion, development of resources, impact of ICT, the cultural environment and the contribution of individuals).

…to evaluate outcomes.

Evaluate the effectiveness of this music, and consider how it enriches our communities.

 

How effective is music in expressing social comment?
Learning Intentions
Pupils are learning … 		Possible Learning, Teaching and Assessment Activities

…to compose and perform using the elements of music to express social comment.
…to cope with challenges.
…to try out different approaches.
Being Creative

 

Compose a song/rap/piece related to a social issue within the school/local community.

 

Perform their protest songs/raps/pieces.

…to give and respond to feedback.
Thinking, Problem Solving, Decision Making

Evaluate their compositions.

…to identify how music reflects the way people feel, think and act.
…to make links between cause and effect.

 

Listen to songs and music that are linked to human rights issues, for example, protest songs, spirituals, film music, music based on social issues – poverty, homelessness, drugs, bullying, racism, etc.

…to perform individually and in groups, and to discuss and decide on points of interpretation in the music.

…to respect the views and opinions of others, reaching agreements using negotiation and compromise.
 Working with Others

 

In groups, discuss how the elements of music are combined with lyrics to communicate powerful social messages.

 

Perform arrangements of examples of some of this music.

How can I manipulate sound to create mood and atmosphere?
Learning Intentions
Pupils are learning … 		Possible Learning, Teaching and Assessment Activities

…to produce, develop and extend musical ideas using musical and non-musical stimuli.

…to share opinions and co-operate.
Working with Others

In groups, watch a short piece of video without sound.

Discuss how this video could be more effective by adding music and sound effects.

 

…to select appropriate musical resources to create mood and musical effects.
…to make ideas real.
Being Creative
…to communicate with a sense of audience and purpose.
Managing Information

In groups, compose incidental music for the video extract.

Perform and/or record the soundtrack compositions to play with the video.
Opportunity to assess ICT

 

 

 

 

Show the class the video extract again with the sound turned on.

…to appraise their own work and that of others.

…to compare their approach with others and in different contexts.
Thinking, Problem Solving and Decision Making

…to review learning.

 

Each group should compare their own and each other’s composition with the soundtrack used in the original version.

 

Encourage self and peer evaluation.

 

Extension activity: Write a critique of the soundtrack composed for a film.
Opportunity to assess Communication

 

 

Development of Learning Outcomes
  • Demonstrate critical thinking and skilful decision-making when combining the elements of music to create compositions and performances.
  • Demonstrate musical understanding and creativity when making and responding to music.
  • Use a range of appropriate resources (including music technology) to explore and experiment with different approaches to composing and performing.
  • Demonstrate self-management by working independently and systematically, persisting with tasks, evaluating and improving own performance.
  • Work effectively as members of a group when composing and performing.
  • Demonstrate musical understanding and skills by expressing and communicating their thoughts, ideas and feelings through making and responding to music, showing a clear awareness of audience and purpose.

Links with Key Elements

Links with Learning for Life and Work

Citizenship

Mutual Understanding

Media Awareness

 

 

Personal Development
Key Concept – Self-awareness

Local and Global Citizenship
Key Concept – Equality and Social Justice

Employability
Key Concept - Work in the Local and Global Economy