© OCR 2008
Contents
Contents
2
Introduction
3
Sample Scheme of Work: GCSE Music J535
5
Sample Lesson Plan: GCSE Music J535
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OCR GCSE Music (Linear 2012)
Introduction
Background
Following a review of 14 – 19 education and the Secondary Curriculum Review, the Qualifications
and Curriculum Authority (QCA) has revised the subject criteria for GCSEs, for first teaching in
September 2009. This applies to all awarding bodies.
The new GCSEs have more up-to-date content and encourage the development of personal,
learning and thinking skills in your students.
We’ve taken this opportunity to redevelop all our GCSEs, to ensure they meet your requirements.
These changes will give you greater control of assessment activities and make the assessment
process more manageable for you and your students. Controlled assessment will be introduced for
most subjects.
From September 2012 assessment tasks may be undertaken and internally assessed at any point
during the course.
OCR has produced a summary brochure, which summarises the changes to Music. This can be
found at www.ocr.org.uk, along with the new specification.
In order to help you plan effectively for the implementation of the new specification we have
produced these Schemes of Work and Sample Lesson Plans for Music. These Support Materials
are designed for guidance only and play a secondary role to the Specification.
Our Ethos
OCR involves teachers in the development of new support materials to capture current teaching
practices tailored to our new specifications. These support materials are designed to inspire
teachers and facilitate different ideas and teaching practices.
Each Scheme of Work and set of sample Lesson Plans is provided in Word format – so that you
can use it as a foundation to build upon and amend the content to suit your teaching style and
students’ needs.
The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the
teaching hours are suggestions only. Some or all of it may be applicable to your teaching.
The Specification is the document on which assessment is based and specifies what content and
skills need to be covered in delivering the course. At all times, therefore, this Support Material
booklet should be read in conjunction with the Specification. If clarification on a particular point is
sought then that clarification should be found in the Specification itself.
OCR GCSE Music (Linear 2012)
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A Guided Tour through the Scheme of Work
= Innovative Teaching Idea
This icon is used to highlight exceptionally innovative ideas.
= ICT Opportunity
This icon is used to illustrate when an activity could be taught using ICT
facilities.
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OCR GCSE Music (Linear 2012)
Sample GCSE Scheme of Work
GCSE Music J535
AUTUMN TERM
SPRING TERM
SUMMER TERM
AUTUMN TERM
SPRING TERM
SUMMER TERM
AoS 1
AoS 1
AoS 1
AoS 3 (iii)
Independent research into
instrument – demonstration
of instrument and different
techniques to class
Select and practise piece
and perform to class. Write
programme note. Class
undertake appraisal.
Prepare and record
performance of piece. Write
up appraisal of performance.
(½ hour)
Dance Music
Selection of composition task
for unit B351
Complete review of AoS 2 3
and 4
Write up first two sections of
commentary and develop
composition brief (1½ hrs)
Controlled task (Composition
1) (10 hrs)
Short composition exercises
using instrument (Creative
Task)
AoS 2(i)
AoS 2(ii)
Descriptive Music
Shared Music
Shared Music
Film music and creation of
group and individual pieces
to accompany action.
Practical exploration of
effects and creation of pieces
where there is a change of
mood. (Link with Creative
Task)
Techniques of composing;
tune and accompaniment
and link with AoS2: Voice
and accompaniment and
Solo instrument and
Orchestra
Vocal Music
Composition exercises and
group performances
AoS 4 (ii)
AoS 3 (i)
Characteristic features of
Waltz and composition
Listening to choral music.
Visit to/engagement in live
choral event.
Principles of performing in a
group (prep for performance
2)
Revision of vocabulary
Controlled composition task,
log and evaluation (12 hours)
Practice Paper
Prepare and record group
performances.
Begin review of AoS 2 3 and
4
Chamber music, Indian
classical music and gamelan
Composition/improvisation
activities.
Selection and preparation of
second performance piece
Descriptive Music
Programme music
Listening and composition
exercises
Dance Music
Principles of Dance music –
common features using a
range of styles
Characteristic features of
Bhangra, Disco and Club
Dance. Composition
exercises
AoS 2 (iii)
AoS 4(i)
(including Creative task
stimuli).
Review Waltz, Tango and
Salsa.
AoS 3 (ii)
Dance Music
Characteristic features of
= Innovative teaching idea
OCR GCSE Music (Linear 2012)
= ICT opportunity
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Sample GCSE Scheme of Work
GCSE Music J535
AUTUMN TERM
SPRING TERM
exercises.
Tango and Salsa and
composition exercises
SUMMER TERM
AUTUMN TERM
SPRING TERM
SUMMER TERM
Unit B354 Listening Test
Submission of Unit B351
Unit B353 Creative Task
Submission of Unit B352
Notes:
This scheme would best suit groups who are already able performers and illustrates a way of spreading the assessment throughout the course. .
Composing and performing activities should take place throughout the course, and are integrated into the learning within the areas of study
Composition exercises are undertaken both to develop understanding of styles and to provide practice for the controlled composition tasks and for the
creative task.
The areas of study are not taught as complete blocks but are spread throughout the course, enabling regular recapitulation of the principles underpinning
them.
= Innovative teaching idea
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= ICT opportunity
OCR GCSE Music (Linear 2012)
Sample GCSE Scheme of Work
GCSE Music J535
AUTUMN TERM
SPRING TERM
SUMMER TERM
AoS 1
AUTUMN TERM
SPRING TERM
SUMMER TERM
Selection of composition task
for unit 2
Revision of AoS 2 3 and 4.
Recapitulation of vocabulary
and practice questions.
AoS 1
Developing instrumental skills through guided performance pieces.
Performances and demonstrations of technical aspects of the instrument to the group and
others as appropriate.
Composing development
Introduction to compositional
software and exercises in
using the functions
Short individual
compositional tasks
manipulating (arranging)
musical strands and textures,
(could include introductory
Creative task exercises)
Introduction to devices.
Exploration of compositional
techniques for own
instrument (Computer or
acoustic) Composing short
pieces based on stimuli.
AoS 4
AoS 3
AoS 2
Descriptive Music
Dance Music
Shared Music
Film music and orchestral
programme music
Principles of Dance music
Exploration through group
composing and performing,
of how music can convey
meaning.
Characteristic features of
Waltz Tango Salsa Line
Dance Bhangra Disco and
Club Dance.
How musicians work together
- examples of different roles
illustrated by song and
accompaniment, solo
instrument and group,
ensembles and vocal music.
Arrangements of simple
tunes to take on character of
different dance styles. Class,
group and individual
activities exploring rhythmic
and melodic change and
textures.
= Innovative teaching idea
OCR GCSE Music (Linear 2012)
Selection of performance
piece for unit 1
GCSE group concert
including performances from
all members of the group.
(Pieces recorded at or
immediately before/after the
event)
Write up commentary as part
of controlled assessment (2
hours)
Controlled composition task,
log and evaluation (12 hours)
Prepare and record group
performances.
Selection of best option for
creative task and practice
timed exercises.
Controlled task (Composition
1) (10 hrs)
Listening activities based
around Areas of Study 2 3
and 4
Class performance and
improvisation activities with
emphasis on different roles
in group.
Unit B353 Creative Task
Record class performance
pieces as possible materials
for Performance 2.
Unit B354 Listening Test
Submission of Units B351
and B352
= ICT opportunity
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Sample GCSE Scheme of Work
Notes:
This scheme would best suit groups who need curriculum time to develop their performance skills and for whom it would be best to take all of the
assessment at the end.
The scheme allows the development of performing and composing skills as a focus in the first year as a separate strand but still linked with work on areas
of study.
Composition work focuses more on some areas than others, giving less choice for Composition 2 but by spending more time on a smaller range,
candidates will be better equipped to complete the controlled assessment task
Composition exercises are undertaken both to develop understanding of styles and to provide practice for the controlled composition tasks and for the
creative task.
Class performance pieces are recorded as possible materials for Performance 2 if needed, in the summer term of the first year of the course
The areas of study are taught here as complete blocks.
= Innovative teaching idea
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= ICT opportunity
OCR GCSE Music (Linear 2012)
Sample GCSE Lesson Plan
GCSE Music J535
Introduction to Area of Study 2 – Shared Music
OCR recognises that the teaching for this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind, this set of lesson plans is offered as a possible
approach but will be subject to modification by the individual teacher.
Lesson length is assumed to be one hour.
Students will have developed some understanding of melody, rhythm and harmony through
listening and group performing exercises, from their work in Key Stage 3.
General Learning Objectives for the Lesson
Objective 1
To learn about the various combinations of instruments that are found in Area of
Study 2.
Objective 2
To learn about the elements of melody, bass, accompaniment and rhythm.
Objective 3
To learn a piece of classroom music.
Objective 4
To learn to compose a simple piece for a group.
Objective 5
To learn about the Classical Concerto.
Objective 6
To learn about Gamelan.
GCSE Music
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Sample GCSE Lesson Plan
Lesson 1
Objective 1
To learn about the various combinations of instruments found in Area of Study 2.
Objective 2
To learn a piece of music for classroom performance.
Objective 3
To begin a group composition for 2 or 3 people.
Content
Time
Content
15 minutes
Introduction and starter activity: Listen to a variety of music using at least two
players from the genres in Area of Study 2 – use a worksheet to outline the type
of instrumental/vocal combinations:
Schubert song – voice and piano
Jazz trio
Indian Classical piece
Choral movement from Handel’s Messiah
Pop ballad
5 minutes
Introduce a simple classroom piece that can be played by the whole group.
The nature of the piece will vary according to the ability and the number of
students in the class – the piece should ideally have a melody, a bass part and
some rhythm. Use of inner parts for a chordal accompaniment could be
beneficial. The piece could be for a group of keyboards, a group of
instrumentalists, a group of percussive instruments or a combination of all of
these.
15 minutes
Allow time for individual practice and group rehearsal.
5 minutes
Perform the piece and record.
5 minutes
Listen to the recording and evaluate the performance. Discuss the nature of the
parts and how they fit together – ie the role of the bass, the melody, the
accompaniment/inner parts, and the rhythm and how they work together to
create a complete piece.
10 minutes
Using this information divide the group into twos or threes and introduce the
idea of them writing a duet or trio composition. Each group should talk together
to decide on, and write down, some ideas for their composition. The pieces at
this stage should be simple and short – but each group will work at its own level.
The piece could include:

a melody, bass and percussion

three equal parts which might include some imitation

a melody, chords and bass line
Groups could write for their own instruments, for classroom percussion (melodic
and rhythmic) and/or keyboards.
A far more defined brief could be given at this stage for those groups to whom it
would benefit.
Teachers could at this point explain the requirements of the composition for the
practical portfolio and that work done in this unit could help them prepare to do
that.
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GCSE Music
Sample GCSE Lesson Plan
Consolidation
5 minutes
GCSE Music
Share and review the compositional ideas.
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Sample GCSE Lesson Plan
Lesson 2
Objective 1
To continue and complete a duet or trio composition.
Objective 2
To perform the composition.
Objective 3
To develop an understanding of how parts work together.
Content
Time
Content
10 minutes
Introduction and starter activity: Play the piece that the class recorded last
lesson and remind them of the possibilities of writing for 2 or 3 parts. Play an
example of a duet and a trio to help reinforce this.
5 minutes
In their groups the students should review their compositional ideas.
15 minutes
Begin the composition.
5 minutes
Bring the class together to listen to some of the compositions as far as they
have got. Give feedback on the work completed so far and suggestions for
further progress and completion of the task. Aspects of the pieces that might be
discussed:
15 minutes

Do you have a good sense of pulse?

Is melody interesting?

Is there any imitation?

Do you have any development in your piece?

How do you develop your ideas?
Give each group further time to complete and develop their pieces.
Consolidation
10 minutes
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Each group performs their final piece. Feedback should be given as to the
success of the pieces. An evaluation sheet could be used at this point.
GCSE Music
Sample GCSE Lesson Plan
Lesson 3
Objective 1
To learn about the Classical Concerto - the role of the soloist and the role of the
orchestra.
Objective 2
To learn some of the musical features found in a Classical Concerto and the
names of some composers.
Objective 3
To learn about the instruments general features found in the Classical Period.
Objective 4
To learn about a cadenza.
Content
Time
Content
5 minutes
Introduction and starter activity: Classical instruments quiz
20 minutes
Watch a DVD of part of a Classical Concerto – about 5 minutes. Discuss various
features that might include the following:

the instruments,

the way the soloist stands out from the orchestra,

the layout of the orchestra,

the use of a conductor,

the length of time that the orchestra plays before the soloist comes in.
10 minutes
Give out some reference books or use the internet and ask the students to make
a list of as many Classical composers as they can.
10 minutes
Listen to a number of other concertos for different instruments. Refer back start
of the lesson for the orchestral instruments found in the Classical period,
particularly the introduction of the clarinet and the emergence of the piano as a
solo instrument. Look at the Classical music general features found in concertos
of this period.
5 minutes
Listen to 2 cadenzas for different instruments and explain the nature and
purpose of this part of the concerto.
Consolidation
10 minutes
GCSE Music
Review the work covered so far: a crossword or a word search may be used
here to highlight names of instruments and Classical features.
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Sample GCSE Lesson Plan
Lesson 4
Objective 1
To learn about Gamelan, where it comes from, what instruments are used and
how the music is structured.
Objective 2
To learn how to perform a Gamelan-style piece (whole class).
Objective 3
To learn how to compose a Gamelan-style piece for 5 or more players.
Content
Time
Content
5 minutes
Introduction and starter activity: Discussion about the fact that Gamelan comes
from Indonesia (Bali and Java), and uses instruments such as Gongs (many
shapes and sizes), Metallophones and Double-Headed Drums etc. (use of
PowerPoint is very helpful while introducing this topic)
5 minutes
Pupils listen to two extracts of Gamelan music and compare the sounds created.
Is it organised and structured? Describe the melodic shape, layers of sound,
different rhythms played together etc.
20 minutes
Class performance work (xylophones and glockenspiels are ideal, but any
suitable instruments can be used, preferably with a percussive effect):
20 minutes

Have ready a sheet with short melodic ideas that will be used to form layers
(see attached sheet as an example)

Explain that the melodic ideas are based on the Pentatonic scale, and that
each line is a more developed or decorated version of the previous one.

Explain how the overall structure will work, with the layers introduced one by
one and repeated until all lines are heard together (decide as a class how
the piece will end)

Rehearse together each line of music

Each pupil then chooses the line they wish to perform (try to encourage
larger instruments for Part 1 and Part 2, and smaller instruments for Parts
3,4 and 5)

The class performs the piece together, with the layers introduced one by one

Record the performance

Listen to the recording and discuss the overall sound, with reference to the
clashes that sometimes occur, and the ‘heterophonic’ effect created
Pupils create similar patterns of their own for group performances, developing
the style as appropriate and using their imagination regarding instrumentation.
This can be achieved by:

using computers, adding layers one by one and listening to the overall effect
as it builds up

by creating short patterns that are performed live in small groups
Consolidation
10 minutes
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Groups/individuals to share the ideas created so far. Compare with the original
GCSE Music
Sample GCSE Lesson Plan
Gamelan heard at the beginning of the lesson. How do we develop our ideas in
further lessons?
GCSE Music
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Sample GCSE Lesson Plan
Gamelan
Layers:
Part 1:
Part 2:
Part 3:
Part 4:
Part 5:
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GCSE Music
Sample GCSE Lesson Plan
GCSE Music J535
Dance Music – Area of Study 3
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Students will have a range of knowledge from Key Stage 3 of musical styles. Most students will be
very familiar with the genre of Dance Music, either from their own experience of styles they enjoy
listening and dancing to, or from watching televised Dance Contests such as ‘Strictly Come
Dancing’.
Resources required for this set of lesson plans
DVD: ‘Take the Lead’ (2006)
Instruments (can be glockenspiels, xylophones, keyboards or instruments of own choice)
CD: ‘The Rough Guide to Tango’ (World Music Network RGNET1030CD)
Optional question sheet for the Listening exercise: ‘La Camparsita’ (track 19, first 40 seconds)
Log and evaluation sheets for composition
‘Matching Cards’ for a starter activity (create sets of cards for students to pair together, reinforcing
vocabulary learnt so far)
Exemplar material: a Tango composition for the students to assess/gain ideas from (could be a
teacher ‘modelling’ exercise)
Copies of the Mark Scheme for Composition from the Specification
General learning objectives for set of lesson plans
Objective 1
To learn about the origins of Tango - its roots in the folk music of Argentina.
Objective 2
To learn about the character of the dance (the moves and steps etc) and how it is
supported by the music
Objective 3
To learn about the instruments often heard in Tango music and how the music is
structured
GCSE Music
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Sample GCSE Lesson Plan
Objective 4
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To learn about how to compose a Tango piece
GCSE Music
Sample GCSE Lesson Plan
Lesson 1
Objective 1
To learn about the origins of Tango - its roots in the folk music of Argentina.
Objective 2
To learn about the character of the dance (the moves and steps etc) and how it is
supported by the music
Objective 3
To learn about Tango rhythms and engage in practical activities
Objective 4
To create melodic ideas based on given rhythms
Objective 5
To combine ideas and adjust as necessary to make them fit together
Content
Time
Content
10 mins
Introduction and starter activity:
10 mins

Discuss with students what they already know about the Tango

Watch the Tango ‘La Camparsita’ in the film: ‘Take the Lead’ (2006), scene 8
(Antonio Banderas)

Discuss features of the dance and the music
Students to clap together:

the ‘Habanera’ rhythm that is often used for the bass line:

a ‘march-like’ rhythm often used for melodic lines:

syncopated rhythms that can be used for middle-range harmonies:
Divide the class into three and try to combine these rhythms
10 mins
Students to experiment with creating:

bass riffs

short melodic lines

harmonic patterns
using notes of the A minor scale, and own choice of instruments
10 mins
Students to play their ideas to the rest of the class
Can any of them be combined together?
10 mins
GCSE Music
Students to continue in pairs or small groups to create a short section of Tango
music
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Sample GCSE Lesson Plan
Consolidation
10 mins
Students to play their short pieces to the rest of the class
What have we learnt about Tango music?
Homework: continue to improvise patterns based on Tango rhythms
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GCSE Music
Sample GCSE Lesson Plan
Lesson 2
Objective 1
To learn about the instruments often heard in Tango music and how the music is
structured
Objective 2
To learn about Tango rhythms and engage in practical activities
Objective 3
To create our own structured composition based on ideas explored last week
Content
Time
Content
15 mins
Introduction and starter activity:

Listen to ‘La Camparsita’ (‘The Rough Guide to Tango’ track 19, first 40
seconds)

Answer given questions, focussing on:
o instrumentation (including specific features such as bandoneon, piano,
violin)
o melodic and rhythmic features
o contrasts of volume and attack (staccato playing/sudden accents)
Discuss answers


5 mins
10 mins
Listen to the rest of the extract
o How does the music develop in terms of texture and structure?
o How does it differ from the version of ‘La Camparsita’ heard last week?
Reminder of elements of Tango music explored last week.
Repeat the clapping exercises
Students to continue to experiment with creating:

bass riffs

short melodic lines

harmonic patterns
using notes of the A minor scale, and own choice of instruments
20 mins
Students to extend their ideas into own structured composition work using notation
Consolidation
10 mins
Students to listen to each other’s ideas
Log/evaluate our achievements so far
Homework: listen to examples of Tango music on YouTube
GCSE Music
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Sample GCSE Lesson Plan
Lesson 3
Objective 1
To reinforce prior learning about Tango music
Objective 2
To assess a Tango composition
Objective 3
To learn about how to compose a Tango piece
Content
Time
Content
10 mins
Introduction and starter activity:
10 mins

Matching Cards’

Discuss answers/further questions to reinforce learning
Students to be given copies of the Mark Scheme for Composition from the
Specification
Look at/listen to an Exemplar Tango Composition
Students to discuss merits and assess the work
Advice for extending/developing own composition work, relating to:
30 mins

Overall structure

Rhythmic interest

Developing ideas
Students to continue with own composition work
Consolidation
10 mins
Students to listen to each other’s ideas
Log/evaluate our achievements so far
Homework: continue to listen to examples of Tango music on YouTube, noting
ideas to use in own composition
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GCSE Music
Sample GCSE Lesson Plan
Lesson 4
Objective 1
To reinforce prior learning about Tango music
Objective 2
To complete own Tango composition
Objective 3
To evaluate own composition work
Content
Time
10 mins
30 mins
Content
Introduction and starter activity:

A Tango piece, performed by a student if possible (‘La Camparsita’ is available
as a Grade 4/5 piece)

Discussion about difficulties of performing Tango music
Students to complete own Tango composition
Advice for extending/developing ideas, relating to:
10 mins

Overall structure

Contrasting sections (different rhythmic and melodic ideas)

Adding expression/interpretation instructions
Students to listen to each other’s pieces
Consolidation
10 mins
GCSE Music
Students to complete some evaluation questions
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Sample GCSE Lesson Plan
GCSE Music J535
Descriptive Music – Area of Study 4 – Film music
OCR recognises that the teaching for this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this set of lesson plans is offered, as a possible
approach but will be subject to modification by the individual teacher.
Lesson length is assumed to be one hour.
Students will have a range of knowledge from Key Stage 3 of musical elements and may have
looked at descriptive music in some form before. Most students will be very familiar with the genre
of films.
Resources required for this set of lesson plans
DVD of Lord of the Rings – The Return of the King or own choice DVD
CD of various film music extracts
Log and evaluation sheet for composition
Optional worksheet for explaining the musical elements of the third scene
General learning objectives for set of lesson plans
Objective 1
To develop an understanding of the importance of music in a film.
Using scenes from a film, pupils will learn how music is used to support a story and
what sort of music is used to convey a number of different scenes, this will develop
an understanding of how important the music is in supporting and enhancing a
story line.
Objective 2
To develop an understanding of some of the principles of composing film music.
Objective 3
To learn how to compose a piece of descriptive music to go with a scene. (This will
help to prepare students for the creative task based around AoS 4).
Objective 4
To learn how to log the composition process and to evaluation their work.
Objective 5
To learn about the process of making a film and when the music is written.
Objective 6
To learn to write about the music heard in preparation for the listening exam.
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GCSE Music
Sample GCSE Lesson Plan
Lesson 1
Objective 1
To develop an understanding of the importance of music in a film.
Objective 2
To develop an understanding of how important the music is in supporting and
enhancing the story line.
Objective 3
To compose music to go with a scene in a group.
Objective 4
To learn the principles of writing about descriptive music.
Content
Time
Content
7 mins
Introduction and starter activity: Play several short extracts from film music for
pupils to suggest what type of films the style of music indicates and why.
Use a variety of films so that different styles and features and elements of music
might be introduced.
Discuss the importance of the use of music from their own experience of watching
films and television programmes.
3 mins
Introduce the film Lord of the Rings and the composer – Howard Shore - by playing
the theme tune – many students will be familiar with this film.
10 mins
Watch the first clip without the sound from The Lord of the Rings – Return of the
King (the review of past events) - 1 minute 15 seconds to 2 minutes 30 seconds.
Discuss the story briefly seeing how it divides into two sections. Then in pairs
students should talk about the type of music that might help to support the story –
students will use their own experience and ideas that were discussed at the
beginning of the lesson.
5 mins
Bring the class together and share the ideas that they discussed together.
5 mins
Watch the film clip with the music and see whether the music had similarities or
differences with the ideas that the group had thought of.
Note how the music changes half way through and how the silence and the
differences in the music reflect the story. Reference at this point should be made to
the creative task sixth option – music to describe a sequence of events. In this
option candidates will be expected to compose music that creates a scene or
mood and then changes that scene or mood – see specimen material for an
example.
Note that when the ring is discovered a musical theme is heard that recurs
throughout the film.
5 mins
Introduce the importance of timing for a composer of film music. Watch the film clip
again and time the changes and where the important moments occur.
15 min
In groups begin the composition of a piece of music to go with the clip – different
groups could compose for either the first half or the second half of the clip.
Students could use computer software, keyboards, pupils own instruments
classroom instruments or a mixture. ICT
GCSE Music
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Sample GCSE Lesson Plan
Consolidation
5 mins
Listen to the compositions and discuss some of the initial ideas.
5 mins
Review the lessons objectives and summarise the learning points.
Homework
Watch a scene from a film or television programme and make notes on or a brief presentation
showing what sort of scene it is, noting how important they think the music is and what type of
music is used.
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GCSE Music
Sample GCSE Lesson Plan
Lesson 2
Objective 1
To develop the understanding of the importance of music in the making of a film.
Objective 2
To develop the understanding of how important the music is in supporting and
enhancing the story line.
Objective 3
To complete the group composition.
Objective 4
To explore how a film is made.
Content
Time
Content
5 mins
Introduction and starter activity: several students to present their homework.
5 mins
Review of the film clip used, and the composition work done last week.
15 mins
Continue and complete the group compositions started last week.
10 mins
Perform the group compositions with the ‘silent’ film clip. Discuss the music and
the impact it had, and the differences it created between the two moods. (A
possible option here is to record the compositions and then watch them with the
clip.)
10 mins
Remind the class about the importance of timing. Guide them into a discovery
(using their general knowledge) of how a film is made from the conception of a
story to the completion of the film. Explain and emphasise at what point the music
is written – if it is written especially for the film then the music is the last part to be
added.
5 mins
Watch another film clip - this time just the music with the screen blank – Frodo’s
entrance into the cave – 1 hour 33 minutes and 32 seconds to 1 hour 34 minutes
52 seconds. Discuss what is happening in the music – low, slow, creepy, angular
melody, building up as he moves into the cave, clashing harmonies and pulsating
brass. Then with the description of the music in mind what they think might be
happening on the screen.
Consolidation
7 mins
Watch the film clip again with the sound and explore how close their ideas about
what was on the screen were to what was actually there. Then discuss how the
music is appropriate to the scene.
3 mins
Review objectives and summarise learning points.
Homework
Write a paragraph about how a film is made – students can use the information discussed during
the lesson and also do some research for themselves.
GCSE Music
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Sample GCSE Lesson Plan
Lesson 3
Objective 1
To develop the understanding of film music
Objective 2
To develop the understanding of how important the music is in supporting and
enhancing the story line.
Objective 3
To introduce the idea of writing about the music heard in preparation for the
listening exam.
Objective 4
To introduce and explore the requirements of composing a piece of programme
music for the practical portfolio.
Content
Time
Content
3 mins
Introduction and starter activity: a quick review in a question and answer session
the work done over the last two weeks – this might include some excerpts from film
music to show different styles of film music.
12 mins
Watch a third scene from the film (both sound and screen) – 30 minutes and 48
seconds to 31 minutes 56 seconds. Ask the students to look at the features used in
the music to describe the journey from the bottom to the top of the ‘City of Kings’ –
dynamics, pitch, rhythm, speed, instruments. This activity might be done in pairs
and/or a worksheet could be used.
10 mins
Discussion should follow based on their findings to help develop their
understanding of how important it is to use suitable musical elements to create the
correct atmosphere and support the action. (This exercise will act as good
preparation for the questions on the listening paper.)
15 mins
Introduce the composition element of the practical portfolio. Teachers could at this
point explain the requirements of the composition for the practical portfolio and that
work done in this unit could help them prepare to do that.
Ask the students to write a story similar to the scene that has just been studied ie a
story that represents the idea of someone or something going up. Give the
students a musical brief to go with this story i.e. a musical brief that includes rising
pitch, increasing dynamics, but with a steady rhythm. A complete brief could be
provided at this point for those students for whom it would be appropriate.
15 mins
Using the story they have written and the musical brief provided, students should
begin composing a piece working individually. Students might use a computer
software programme or a keyboard. ICT
Consolidation
5 mins
Give out log sheet and explain that they will need to fill it in on a regular basis and
what they should do to complete their first entry. This will also help to see how well
the students have understood the work undertaken during the lesson.
Homework
Write up the lessons compositional progress on the log sheet.
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GCSE Music
Sample GCSE Lesson Plan
Lesson 4
Objective 1
To develop the understanding of the importance of music in the making of a film.
Objective 2
To develop the understanding of how important the music is in supporting and
enhancing the story line.
Objective 3
To continue the composition of a piece of programme music.
Content
Time
Content
5 mins
Introduction and starter activity: look at the scene studied last week and remind
students of the nature of the composition task - To create a short piece to go with
their story and the musical brief using elements of music that might include rising
pitch, increasing dynamics, and a steady rhythm.
20 mins
Continue to compose the piece begun last week, giving approximately 20 minutes.
10 mins
In pairs share what they have done and evaluate each other’s work.
5 mins
Write a log showing what they will do next week to continue their piece.
Consolidation
15 mins
Look at final clips from the film:
The death of Gollum and the final victory as the ring goes in the fire – 2 hours 36
minutes 43 seconds to 2 hours 40 minutes 20 seconds. Note the reference to the
ring theme and later the way the music becomes victorious and broad with use of a
very large orchestra and choir.
The happy ending and marriage of Sam – 2 hours 52 minutes 45 seconds to 2
hours 53 minutes 37 seconds. Note the differences of the last scene in particular –
a happy one with a peasant tune, pizzicato accompaniment and reference to one
of the main themes taking us back to where we began the series of lessons with
the fishing trip on the river.
This part of the lesson should emphasise learning goals and assess how the
students have understood the concepts of music supporting scenes in a film.
5 mins
GCSE Music
Final review of work covered with reference to learning outcomes and the ongoing
compositional task.
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