Curriculum Relevance

Programme 1

This programme will be of interest to students at upper Key Stage 3 and lower Key Stage 4.

Although the most obvious outcome from the programme may be a song composition, the programme has relevance for listening-and-appraising work as well as performance activities.

The programme could be used at the beginning of a unit of practical work on song writing or to stimulate creative and technical development during such a unit.

Alternatively, you could begin with an evaluation of the end product: the song that the students produce. This could act as a springboard into the students' own creative work.

The clear structure of the programme means that it can be 'dipped into' by students as well as being viewed in its entirety.

Programme 2

The material and tasks that the children undertake in this programme are most appropriate to students at Key Stage 3. With most students in this age group having easy access to television, this type of work has great relevance. The choice of an 'animal park' for the advertisement helps to make the task more realistic: it's something students could imagine being asked to do.

Although students in this programme demonstrate some advanced applications of technology, the programme does not suggest that this is the only way possible to approach such work. Schools with less sophisticated equipment can just as well approach the work in a more simple way.

In addition to composing music for an advertisement students might, through this work, be encouraged to explore the possibilities available using existing technology (which may not be fully exploited currently). Programme 3

This programme can be used effectively to provide challenging work across the whole ability range of upper Key Stage 3 students.

The idea of creating motifs based on dates could be broadened to look at the techniques of 'chance music'. This would increase the relevance to Key Stage 3 students, and would be appropriate for all students trying to emulate the type of piece heard in this programme.

If students are to compose for a small orchestra, they will need to have access to appropriate players, or have a sound knowledge of instruments (ranges, timbres and so on), or they will need to make use of a good sound canvas on a computer.

The obvious gap between professional help and the finished product in the programme should be used in a positive way to initiate discussion, perhaps by addressing the kinds of questions below:

• What do you think they did after they left the composer?
• What would you do at that stage?
• What did you think about the value of the composer's contribution?
• Are there alternatives?
• What resources did they use, and why? How did they employ these resources?

This programme is aimed at Key Stage 3 students.

One of the key issues, which is addressed indirectly, is that of making effective use of the available resources. With relatively basic equipment and a good imagination, the students working on the assignment create a successful soundtrack for The Jolly Pirate.

There are many different publications which advocate 'film' as a good stimulus for students of this age, such as:

• Composing: A Student's Guide by C Binns
• Composing by M Hinkley
• Film Music: Optional Tests and Tasks (QCA)
• Backtracks (Channel 4 Schools)

  Programme 5

  This programme is aimed at Key Stage 3 students.

  There are three main areas of study which would link to this programme:

  • world music
  • arranging music
  • performing in an ensemble

  The instruments demonstrated in the programme could stimulate further investigation into other instruments from the African and Afro-Caribbean traditions.

  The method employed in creating the arrangement of the traditional African song can be transferred to music of any style and from any culture. There are many points for students to consider, several of which are clearly expressed by the students involved.

  Discussion of the programme could serve to highlight the skills required for performing in an ensemble.

Improvisation in the context of composition is also explored. It is often useful to point out to students the possibility for transference of skills. The composing process usually begins with a range of focused improvisations, as here. This gives the students practice in musical discrimination through discussion of what they are creating.