OCR GCSE MUSIC SUMMER HOLIDAYS WORKBOOK

Transcription

1 OCR GCSE MUSIC SUMMER HOLIDAYS WORKBOOK P A G E 1

2 INTRODUCTION Congratulations on choosing OCR GCSE Music as an option for next year! This is an exciting course where ll you ll experience a wide range of different music and develop your skills in performing, composing and listening. This OCR GCSE Music Summer Holidays Workbook is designed to give you a good introduction to the course and to introduce you to some of the different parts of the course before you begin your actual lessons in September. Each of the different activities begins with a Time Guidance which tells you roughly how long each task will take, together with Learning Objectives so that you can see what you are going to learn. It is suggested that you work through the different activities in this booklet in the order that they are given. CONTENTS Pages Topic/Area of Study Learning Objectives Activities Time Guidance 3-4 Getting to know the 30 minutes course 5-7 Area of Study 1 My Music (Spotlight on own instrument) 8-11 Area of Study 2 Shared Music Area of Study 3 Dance Music Area of Study 4 Descriptive Music 16 Area of Study 4 Descriptive Music & Area of Study 1 My Music Learn about the different parts of the OCR GCSE Music course Learn about what I need to do to successfully complete the course in terms of performing, composing/creating and listening and the breakdown of coursework/controlled assessment and examination Gain a better understanding of your own musical instrument or voice Explore your own musical instrument or voice so that you are more prepared to tackle your solo performance, evaluation and composition for your instrument Identify different instrumental and vocal ensembles as examples of Shared Music Explore the relationships and roles of voices and instruments within a range of Shared Music Learn about different types, styles and genres of Dance Music Identify different genres of Dance Music from different times and places Explore how Descriptive Music can create different moods to the listener Identify different moods created by Descriptive Music when listening Create a piece of Descriptive Music for your own instrument based on a stimulus focusing on capturing the mood effectively through sounds and music 1. Analysing information from the OCR GCSE Music course specification 2. Research task 3-4 hours (it is recommended that you break this task down into shorter study sessions) 3. Shared Music Brainstorm 4. Listening to Shared Music Genres 5. Identifying relationships and Roles when listening to Shared Music 6. Images of Dance matching 7. Listening to Dance Music Genres 8. Pictures of Sound 9. Listening to Descriptive Music 10. Creating a piece of Descriptive Music for own instrument based on a given stimuli 1 hour 30 minutes 30 minutes 1-2 hours (it is recommended that you break this task down into shorter study sessions) P A G E 2

3 GETTING TO KNOW THE COURSE Time Guidance Learning Objectives 30 minutes Learn about the different parts of the OCR GCSE Music course Learn about what I need to do to successfully complete the course in terms of performing, composing/creating and listening and the breakdown of coursework/controlled assessment and examination Activity 1 The following page contains information about OCR GCSE Music from a typical Year 9 GCSE Options Booklet which you may have seen and read when choosing your options earlier this year. Much of this information has been taken from the actual OCR GCSE Music J535 specification from the exam board, but at 76 pages long, it would take a long time for you to read the original! So, we have condensed the information you need to know into just one page. Spend a few moments reading this information carefully, before answering the questions below. 1. What percentage (%) of the course does the final Listening Test count towards? 2. What remaining percentage (%) of the course is assessed by Controlled Assessment and Coursework? 3. How many performances will you need to give for assessment? 4. Which two Areas of Study are the performances related to? 5. You will be required to compose or create three different pieces of music for assessment. One is for the Creative Task where you will draw on your understanding gained from one of the areas of study. Which Area(s) of Study do the other two compositions relate to? 6. Why is it important that I develop a library of listening outside the music that we listen to in class and during lessons? 7. Look again at the different types, styles and genres of music that you will be learning about and listening to during the course given in italics under Areas of Study 2, 3 and 4 in the Programme of Study section. List these in the table below, depending on whether you have heard or are familiar with that type of music, or whether you ve not heard or are not familiar with that style of music. (You can look back at this at the end of the course and review how much you ve learned!) I have heard of or am familiar with these types, styles and genres of music... I haven t heard of or am not familiar with these types, styles and genres of music... P A G E 3

4 PROGRAMME OF STUDY/OPTIONS Subject: GCSE Music Examination Board: OCR J535 PROGRAMME OF STUDY Students will undertake four units of study during this course with accreditation at the end of Year 11 GCSE Music (OCR examination board) is a course which combines practical skills, where students develop their ability to perform/realise and compose, with theoretical skills through listening and appraising. The course is based on four Areas of Study: Area of Study 1 My Music (Spotlight on my Instrument) - students conduct an in-depth study and research project into their instrument, which can include voice or ICT and perform and compose a piece for their own instrument Area of Study 2 Shared Music - students explore how musicians work together in different stylistic and cultural contexts by exploring the relationships and roles of voices and instruments in a wide-range of music such as: Romantic Song (lieder), Pop Ballads, Classical Concerto, Jazz, Indian Classical Music, Baroque and Classical Chamber Music and The Great Choral Classics Area of Study 3 Dance Music students explore the characteristic features and rhythmic patterns of a range of different types of dance music including: Waltz, Latin Dance (Tango, Salsa), Line Dance, Bhangra, Disco and Club Dance Area of Study 4 Descriptive Music students explore how composers have used music to express stories, pictures, scenes, moods, emotions, drama and action in Programme Music and Film Music ATTAINMENT TARGETS/SKILLS Students will be expected to develop the following knowledge, skills and understanding: To develop interest and enjoyment of music that will be sustained in later life, so that students will be inspired, moved and changed by studying a broad, coherent, satisfying and worthwhile course of study; To develop own musical interests and skills including an understanding of how to make music individually and in groups; To enable students to evaluate their own and others music; To develop an understanding and appreciation of a range of different kinds of music; To develop broader life-skills and attributes including critical and creative thinking, aesthetic sensitivity, emotional awareness, cultural understanding, self-discipline, self-confidence and self-motivation. METHODS OF ASSESSMENT / ACCREDITATION STRUCTURE HOW PARENTS/CARERS CAN HELP? Parents can help by encouraging students to practice and rehearse their musical instruments and performances at home in preparation for practical activities and assessments. Encouraging students to listen to a wide range of music from the Areas of Study outside timetabled music lessons will increase their knowledge, skills and understanding and equip students with a broad repertoire and library of listening upon which they can draw in listening tasks. WHAT CAN I DO IN THE FUTURE WITH THIS COURSE? GCSE Music provides an ideal foundation for the further study of Music either at AS and A2 Level, Vocational Courses, such as Music Technology or Performing Arts and compliments both private theoretical and practical instrumental external music examinations which students may be undertaking outside school. P A G E 4

5 AREA OF STUDY ONE - MY MUSIC - SPOTLIGHT ON MY OWN INSTRUMENT Time Guidance Learning Objectives 3-4 hours (it is recommended that you break this task down into shorter study sessions) Gain a better understanding of your own musical instrument or voice Explore your own musical instrument or voice so that you are more prepared to tackle your solo performance, evaluation and composition for your instrument For Unit B351 Integrated Tasks, you will be expected to perform a piece of music (solo) and compose a piece of music on your own instrument or voice. Your solo performance is a controlled assessment and is worth 15% of the course. As well as performing, you will be required to do an evaluation of your performance, which will include background information about the piece you are performing and the way you use your instrument. The following research task will help you gain a better understanding of your instrument or voice. Activity 2 Research as much information as you can about your instrument or voice and present this in a Facebook Profile as if your instrument or voice is an actual person. Page 6 gives you an example using the Alto Saxophone. You can complete this activity using the blank Facebook Profile given in this booklet on page 7, or alternatively you can use an MS-Word template available here Suggested Approach Begin by finding a high quality image or illustration of your instrument to use as your Profile Picture Update your Status with something short and relevant regarding your instrument Add Family members instruments which are related to your instrument (e.g. in the same orchestral family or section or different sizes and types of your instrument). Also add the inventor or creator of your instrument here (if you know it!) Add Friends include some famous performers of your instrument classical and popular Add Groups add some groups or instrumental ensembles which your instrument plays or performs in Complete the About Me section Where, when and who created or invented your instrument? When did your instrument become popular? Does your instrument play at Concert Pitch or is it a Transposing Instrument? What clef does your instrument read/play from? What different types, ranges, styles and genres of music does your instrument get used for? Name a couple of famous pieces written specifically for your instrument Complete the Pitch Range section Find out the range of your instrument the highest and lowest notes it can play. Discover the range of notes that you can comfortably play on your instrument. You can include a diagram using the stave if this helps here. Complete the How Sound is Produced section Describe how the sound is produced on your instrument including (where relevant) how the instrument is held, what the instrument is made out of, features, how the pitch of notes are changed and any special playing techniques. P A G E 5

6 Alto Saxophone Thinking about Jazz, Music and the Blues and getting a new reed!! About Me Family Soprano Saxophone (Smaller Sister) Tenor Saxophone (Larger Brother) I m a member of the saxophone family of woodwind instruments invented by the Belgian instrument designer Adolphe Sax in the 1840 s and patented in I am an E flat transposing instrument and I read the treble clef. A written C-natural sounds a major sixth lower (concert E flat) when played. I can play a range of different types of music including Classical Music, Concert Bands, Chamber Music, Military Bands, Marching Bands, Big Bands, Swing Bands and Jazz Bands. There has also been a lot of solo music written for just me and composers often write parts for me in orchestral works e.g. The Old Castle from Pictures at an Exhibition by Mussorgsky and orchestrated by Ravel and Rhapsody in Blue by Gershwin. I often feature in pop songs, most notably the 1978 Gerry Rafferty hit Baker Street Pitch Range Bass Saxophone (Much Larger Brother) Friends Adolphe Sax (Father) My pitch range is from concert D 3 (the D below middle C) to concert A 5 (or A 5 on altos with a high F key). As with most types of saxophones, the standard written range is B 3 to F 6 (or F 6 ). Above that, I can play the altissimo register, which begins at F and extends upwards. My altissimo register is more difficult to control than that of other woodwinds and is usually only expected from advanced players. By covering or partially covering the bell of the saxophone when playing B 3, it is possible for the alto saxophone to reach A 3 as well. Charlie Parker Jimmy Dorsey Groups Orchestra Military, Marching & Concert Bands P A G E 6 Kenny Garrett Eugene Rousseau Jazz, Big & Swing Bands The Woodwind Section How Sound is Produced I am played by blowing air into me through a single reed which vibrates, like a Clarinet. The player holds me in front of them, often with a strap around their neck to support my weight. I am classed as a woodwind instrument, even though I m made out metal and look like a brass instrument! I have a number of keys which cover various holes, altering the size of the column of air which is vibrating inside me, and thus producing notes of different pitches. I can play at different dynamic levels depending on how hard I m being blown into and can perform legato and staccato passages. I can play short and long notes, but the length of very long notes depends on how much breath my player can last for!!

7 About Me Family Pitch Range Friends How Sound is Produced Groups P A G E 7

8 Time Guidance Learning Objectives 1 hour AREA OF STUDY TWO - SHARED MUSIC Identify different instrumental and vocal ensembles as examples of Shared Music Explore the relationships and roles of voices and instruments within a range of Shared Music This Area of Study explores Musical Relationships and Roles of Voices and Instruments. You will be assessed on this Area of Study in Unit B352 Practical Portfolio where you will need to give a performance as part of a group and in Unit B354, the Listening Test. You may also use your understanding from this Area of Study in Unit B352 Practical Portfolio if you choose to create a composition or arrangement for two or more instruments or in Unit B353 Creative Task creating a second part to go with chords, or an existing melody. Activity 3 Think about the title of this Area of Study SHARED MUSIC. This covers any combination of instruments or voices where there are 2 or more performers. Complete a SHARED MUSIC brainstorm on page 9 giving the names of as many groups, ensembles, types, styles and genres of music where musicians share music by performing together. You might like to begin with adding any groups or ensembles which your own instrument performs as part of from Activity 2. We ve given you some pictures to help get you started! Activity 4 Spend a few moments looking at the nine instrumental groups and musical genres given on page 10. You will be exploring these in greater depth during your work on AOS2, but for now, we ve give you a photo and a brief description. Next, listen to the Audio File 1 and as you listen, see if you can match the correct genre of Shared Music to each extract. Each genre will only be used once and you can refer to page 10 as you listen. You can check your answers here once you have finished the activity: Extract Shared Music Genre Extract Shared Music Genre Romantic Song (Lieder) Pop Ballad Classical Concerto Jazz Indian Classical Music Gamelan Chamber Music Large Vocal Ensembles African a cappella Singing P A G E 8

9 SHARED MUSIC P A G E 9

10 Genre of Shared Music you ll be exploring in AOS2 Photo Description Genre of Shared Music you ll be exploring in AOS2 Photo Description Romantic Song (Lieder) A German art song for a singer accompanied by the piano. The lyrics are often in German and the piano accompaniment and voice are of equal importance. Gamelan Instrumental music from Indonesia featuring gongs and metallophone-like instruments. Often hypnotic and repetitive! Pop Ballad Classical Concerto A slow, sometimes romantic, song in the popular song genre often performed by a lead singer accompanied by other instruments or a band/group. The lyrics often tell a story and the lead singer is the role of most importance. A work for an instrumental soloist accompanied by an orchestra. The photo shows a piano soloist, so this would be called a Piano Concerto. The soloist in a concerto often plays with the orchestra and also has solo passages allowing them to show off! Chamber Music Large Vocal Ensembles Music for small groups of musicians designed to be performed in salons (rooms) or rich households. Often feature string instruments Lots of voices singing together called a choir. Often voices are split into parts each part singing a different line. Choirs can be accompanied or sing a cappella (see below) Jazz Various instrumental groupings are used in jazz, but there s normally a rhythm section of piano, drums and bass and a frontline of brass or woodwind instruments who take on solos and often improvise African a cappella Singing A cappella means unaccompanied African a cappella singing uses call and response sections and often uses improvisation Indian Classical Music The most common form of shared music in India is an ensemble of three instruments the tabla (drums), the tambura (providing the drone accompaniment) and the sitar (performing the melody using improvisation) P A G E 10

11 OR O C R G C S E M U S I C S U M M E R H O L I D A Y S W O R K B O O K Activity 5 Listen again to the nine extracts of Shared Music given on the Audio File from Activity As you listen, decide whether you think either all players (instrumentalists and/or voices) have an EQUAL ROLE in the music (ticking the first column), or whether you think the music features a SOLOIST which has more importance than the other instruments and/or voices (ticking the second column). If you think the music features a soloist, then try and give the name or description of the instrument or voice you think is performing the solo. You can refer to your answers from Activity 4 and the information on page 10 again as you listen and you can check your answers here once you have finished the activity: Extract All players (instrumentalists and/or voices) have EQUAL ROLES (i.e. there are no soloists ) This genre of music has a SOLOIST The solo instrument/voice I can hear performing here is... P A G E 11

12 AREA OF STUDY THREE - DANCE MUSIC Time Guidance 30 minutes Learning Learn about different types, styles and genres of Dance Music Objectives Identify different genres of Dance Music from different times and places Music has been used for dancing for many centuries. Different dances developed from different types and styles of music the two art forms have always been related. Activity 6 Look at the pictures below that show different types of dance and match the correct style of dancing choosing from the box below. BALLET DANCING NIGHTCLUB DANCING MODERN BALLROOM DANCING MORRIS DANCING MEDIEVAL PROCESSION DANCE DANCING THE CHARLESTON INDIAN DANCING VIENESE BALLROOM DANCING LATIN AMERICAN DANCING MAYPOLE DANCING P A G E 12

13 Activity 7 Listen to Audio File which contains eight examples of Dance Music you will be exploring in more detail during your course. As you listen, see if you can match the correct genre of Dance Music (choosing from those below) to each extract. Each genre will only be used once. You can check your answers here once you have finished the activity: Extract Dance Music Genre Extract Dance Music Genre Waltz Tango Salsa American Line Dance Irish Jig Bhangra Disco Club Dance P A G E 13

14 AREA OF STUDY FOUR DESCRIPTIVE MUSIC PROGRAMME MUSIC Time Guidance Learning Objectives 30 minutes Explore how Descriptive Music can create different moods to the listener Identify different moods created by Descriptive Music when listening Activity 8 Listen to Audio File which contains two contrasting pieces of Descriptive Music. As you listen to each extract, draw a sound picture in the boxes below describing what you can hear in the music. You can use shapes, symbols, drawings, illustrations, words or doodles and you can use different colours. Try to capture the MOOD of each of the pieces. There are no real right or wrong answers to this activity, but once you have finished, you can find out more about each of the pieces here: EXTRACT 1 EXTRACT 2 P A G E 14

15 PROGRAMME MUSIC is a type of Descriptive Music that represents a mood, story, scene or character through music along without the aid of words, costumes, acting or any other musical additions. Activity 9 Listen to Audio File which contains four pieces of PROGRAMME MUSIC taken from the opera Peter Grimes by the English composer Benjamin Britten. These four pieces of descriptive PROGRAMME MUSIC were designed to be played as interludes during scene changes of the opera describing the small fishing village at different times. Orchestras now often play them as a set of four instrumental pieces called Four Sea Interludes. Listen to four extracts taken from Four Sea Interludes and as you listen to each, decide which picture/scene from those below best matches the mood of the music. Try to give a reason for your choice and include some musical words such as pitch, dynamics, tempo, texture, rhythm or refer to musical instruments that you can hear when listening. You can check your answers here once you have finished the activity: 1. DAWN 2. SUNDAY MORNING 3. MOONLIGHT 4. STORM Extract I think the music in this extract best matches picture... The reason for my choice is... P A G E 15

16 Time Guidance Learning Objectives 1-2 hours (it is recommended that you break this task down into shorter study sessions) Create a piece of Descriptive Music for your own instrument based on a stimulus focusing on capturing the mood effectively through sounds and music Activity 10 This final activity encourages you to create or compose a piece of DESCRIPTIVE MUSIC for your OWN INSTRUMENT. You may like to have the Facebook Profile you created for your own instrument in Activity 2 to hand when working on this task. Choose ONE of the stimuli from below and create a SHORT piece of Descriptive Music to represent this through sounds and music. You can record your ideas using GRAPHIC NOTATION, STAFF NOTATION or any other suitable method as you will be performing this piece for the rest of your class and your teacher during your music lessons. Think carefully about HOW you will use the ELEMENTS OF MUSIC in your piece and what features, sound production methods or special effects your own instrument can produce to help add to the mood of your chosen stimuli. By the black moon Of the highwaymen The spurs sing. Little black horse. Where are you carrying the dead rider?...the harsh spurs Of the motionless bandit Who lost his reins. Little cold horse. What a perfume of knife-blossom [Federico García Lorca] Enter three WITCHES. First Witch When shall we three meet again? In thunder, lightning, or in rain? Second Witch When the hurlyburly's done, When the battle's lost and won. Third Witch That will be ere the set of sun. First Witch Where the place? Second Witch Upon the heath. Third Witch There to meet with Macbeth. First Witch I come, Graymalkin! Second Witch Paddock calls. Third Witch Anon. ALL Fair is foul, and foul is fair: Hover through the fog and filthy air. Exeunt. P A G E 16