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OUTLINE OF ROCKSCHOOL COURSES

Key Stage 2

  1. Easily accessible performances by the course leaders to emphasise the key elements of rhythm, pitch, mood and dynamics.

  2. Opportunities for students to take part in performances of songs with the course leaders, focusing on the key elements.

  3. Opportunities for students to have a 'hands on' approach to music, including learning about the instruments played by the course leaders and understanding their role in the creative process of modern music.

  4. Question and answer session about the commercial music industry, instruments and musical performance.

Key Stage 3

  1. Simple melodic and rhythmic phrases for students to memorise and repeat.

  2. Opportunity to perform various parts within an ensemble, focusing on various rhythmic and melodic patterns and using a variety of tempo, dynamics and moods.

  3. Worksheets encouraging students to listen to a selection of key elements within pieces performed.

  4. Increase in student understanding of commercial music in society, and the opportunities available for the modern musician in the rock and pop industry.

  5. A platform for students to opt for GCSE music and performing arts.

GCSE

  1. The basis for composing a rock song, looking at elements such as format, use of lyrics (where appropriate), texture, timbre, mood and dynamics.

  2. An introduction of how to write a rock score, including drum notation. Worksheets revising standard treble and bass clef notation will be provided, as well as worksheets explaining the common chords in major and minor keys.

  3. An opportunity for students to play collectively within an ensemble.

  4. A platform to use the elements discussed throughout the course to produce a composition for GCSE Music/Performing Arts coursework.

  5. An opportunity to perform student's compositions with the course leaders.

  6. To increase music students vocabulary specific to commercial music, eg. riff, groove, feel etc.

'A' Level

  1. A platform for students to compose a rock song incorporating form, texture, lyrical content, instrumentation and timbre.

  2. To provide students with a framework to improvise within a given structure on their chosen instrument/voice, to be performed with the course leaders. This will include working with the 12-bar blues sequence.

  3. Students will be encouraged to write a full rock score for at least four instruments, including vocal lines with lyrics and drum notation.

  4. The opportunity to listen to and analyse various styles of music performed by the course leaders.

  5. Introduce students to the opportunities available in higher education for contemporary/popular musicians.

  6. To give information and guidance to students about forming bands and moving into the music profession.