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
OCR GCSE
MUSIC
SUMMER
HOLIDAYS
WORKBOOK
P A G E
|
1
W W W . M U S I C A L C O N T E X T S . C O . U K
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
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
3-4
Topic/Area of Study
Getting to know the
course
5-7
Area of Study 1
My Music
(Spotlight on own
instrument)
8-11
Area of Study 2
Shared Music
12-13
Area of Study 3
Dance Music
14-15
Area of Study 4
Descriptive Music
16
Area of Study 4
Descriptive Music &
Area of Study 1 My
Music
P A G E
|
2
Learning Objectives
Activities
Time Guidance
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
1. Analysing
information from the
OCR GCSE Music
course specification
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
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
1 hour
10. Creating a piece
of Descriptive Music
for own instrument
based on a given
stimuli
1-2 hours (it is
recommended that
you break this task
down into shorter
study sessions)
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
30 minutes
30 minutes
W W W . M U S I C A L C O N T E X T S . C O . U K
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
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
I haven’t heard of or am not familiar with
types, styles and genres of music......
these types, styles and genres of music......
P A G E
|
3
W W W . M U S I C A L C O N T E X T S . C O . U K
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
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
W W W . M U S I C A L C O N T E X T S . C O . U K
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
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 http://tinyurl.com/nznkh6m
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
W W W . M U S I C A L C O N T E X T S . C O . U K
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
Alto Saxophone
Thinking about Jazz, Music and the Blues and getting a new reed!!
About Me
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 1846. 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
Family
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
Soprano
Saxophone
(Smaller Sister)
Tenor
Saxophone
(Larger Brother)
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
My pitch range is from concert D♭3 (the D♭ below middle C) to concert A♭5 (or A5
on altos with a high F♯ key). As with most types of saxophones, the standard written
Bass
Saxophone
(Much Larger
Brother)
Adolphe Sax
(Father)
range is B♭3 to F6 (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
Friends
possible for the alto saxophone to reach A3 as well.
Charlie Parker
Kenny Garrett
Jimmy Dorsey
Eugene Rousseau
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
Groups
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,
Orchestra
Jazz, Big &
Swing Bands
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!!
Military,
Marching &
Concert Bands
P A G E
|
6
The
Woodwind
Section
W W W . M U S I C A L C O N T E X T S . C O . U K
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
About Me
Family
Pitch Range
Friends
How Sound is Produced
Groups
P A G E
|
7
W W W . M U S I C A L C O N T E X T S . C O . U K
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
AREA OF STUDY
TWO SHARED MUSIC
Time Guidance
1 hour


Learning
Objectives
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 –
http://tinyurl.com/nznkh6m – 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:
http://tinyurl.com/pdrxbc9
Extract
Shared Music Genre
Extract
1
6
2
7
3
8
4
9
Shared Music Genre
5
Romantic Song (Lieder)
Jazz
Chamber Music
P A G E
|
8
Pop Ballad
Indian Classical Music
Large Vocal Ensembles
Classical Concerto
Gamelan
African a cappella Singing
W W W . M U S I C A L C O N T E X T S . C O . U K
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
SHARED
MUSIC
P A G E
|
9
W W W . M U S I C A L C O N T E X T S . C O . U K
O C R
G C S E
M U S I C
Genre of Shared
Music you’ll be
exploring in AOS2
Romantic
Song
(Lieder)
Pop
Ballad
Classical
Concerto
S U M M E R
H O L I D A Y S
Photo
W O R K B O O K
Description
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.
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!’
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
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
|
1 0
Genre of Shared Music
you’ll be exploring in
AOS2
Photo
Description
Gamelan
Instrumental music from
Indonesia featuring
gongs and
metallophone-like
instruments. Often
hypnotic and repetitive!
Chamber
Music
Music for small groups
of musicians designed
to be performed in
‘salons’ (rooms) or rich
households. Often
feature string
instruments
Large Vocal
Ensembles
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)
African a
cappella
Singing
A cappella means
unaccompanied
African a cappella
singing uses call and
response sections and
often uses improvisation
W W W . M U S I C A L C O N T E X T S . C O . U K
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
4 - http://tinyurl.com/nznkh6m 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:
http://tinyurl.com/7goa3mw
All players
(instrumentalists
and/or voices) have
EQUAL ROLES (i.e.
there are no
‘soloists’)
Extract
This genre of music
has a SOLOIST
The solo instrument/voice I can
hear performing here is........
1
2
OR
3
4
5
6
7
8
9
P A G E
|
1 1
W W W . M U S I C A L C O N T E X T S . C O . U K
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
AREA OF STUDY THREE DANCE MUSIC
30 minutes
Time Guidance
 Learn about different types, styles and genres of Dance Music
Learning
 Identify different genres of Dance Music from different times and places
Objectives
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
INDIAN DANCING
MORRIS DANCING
VIENESE BALLROOM DANCING
MEDIEVAL PROCESSION DANCE
LATIN AMERICAN DANCING
DANCING THE CHARLESTON
MAYPOLE DANCING
P A G E
|
1 2
W W W . M U S I C A L C O N T E X T S . C O . U K
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 7 – Listen to Audio File 2 - http://tinyurl.com/nznkh6m - 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: http://tinyurl.com/q997sb7
Extract
Dance Music Genre
Extract
Dance Music Genre
1
5
2
6
3
7
4
8
Waltz
P A G E
|
1 3
Tango
Bhangra
Salsa
American Line Dance
Disco
Club Dance
Irish Jig
W W W . M U S I C A L C O N T E X T S . C O . U K
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
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 3 - http://tinyurl.com/nznkh6m - 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: http://tinyurl.com/o8jgcoq
EXTRACT 1
EXTRACT 2
P A G E
|
1 4
W W W . M U S I C A L C O N T E X T S . C O . U K
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
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 4 - http://tinyurl.com/nznkh6m - 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: http://tinyurl.com/o8jgcoq
1. “DAWN”
2. “SUNDAY MORNING”
3. “MOONLIGHT”
4. “STORM”
I think the music in this extract
best matches picture....
Extract
The reason for my choice is.....
1
2
3
4
P A G E
|
1 5
W W W . M U S I C A L C O N T E X T S . C O . U K
O C R
G C S E
M U S I C
Time Guidance
Learning
Objectives
S U M M E R
H O L I D A Y S
W O R K B O O K
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.
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.
First Witch
Exeunt.
P A G E
|
1 6
W W W . M U S I C A L C O N T E X T S . C O . U K