Aims and philosophy
It is not necessary to be a 'top musician' to enjoy and succeed in this subject. It is intended that all boys should have some knowledge of the many styles of music that can be heard today, partly as a matter of education but more importantly because familiarity with a wide variety of music is in itself a worthwhile objective.
Curriculum by year-group
Shells: This is a foundation course for those who wish to take their musical studies further, an opportunity for those already playing musical instruments or singing to broaden their understanding of the subject, and a general education for all. Throughout the course, boys will study music from different cultures around the world, music from the western classical tradition and the development of popular music in the twentieth century. This will be done by listening to, discussing, analysing and, in some cases, performing pieces of music in these styles. Boys will also be taught how to use Sibelius music notation software and will have the opportunity to compose their own pieces using it.
GCSE: (Edexcel, Specification 2MU01) This subject is suitable for any boy who enjoys making music and can play an instrument or sing to a reasonable standard. As part of the course, boys will learn to compose their own music and will learn about music in a number of different styles, both classical and popular. Boys are assessed by means of coursework composition and performance, and by a final listening examination.
The syllabus is based around four Areas of Study:
- Western Classical Music – including music by Handel, Mozart & Chopin
- Music in the 20th century – including music by Schoenberg, Bernstein and Reich
- Popular Music in context – including music by Miles Davis, J Buckley
- Moby World Music – music from different cultures.
GCSE Music provides a solid foundation for A-level music. Boys enjoy this subject and it enhances and enriches their other musical experiences in whatever musical field they excel.
AS & A2: The Edexcel course leads on naturally from GCSE and has the advantage that many of the musical activities taken by Harrow musicians will count towards their examination. It is unlikely that all eight periods allocated would be needed for “theoretical” music, and some time could be spent on practice or instrumental lessons. The majority of the performing side, for which approximately 30% of the marks are allocated, can be finished early in the course, allowing candidates to concentrate on the other aspects. For AS performances, candidates should be performing pieces at around Grade 6 level, but to merit or distinction standard. For A2, the level should be Grade 7. As a serious and rigorous subject that is highly regarded by top universities, A-level music helps to develop not only musical awareness but also other core academic skills such as essay writing and independent research.
AS-level:
- Unit One: Performing - Candidates perform as a soloist and/or as part of an ensemble for 5-6 minutes. This is recorded, assessed internally and sent off for moderation by the Edexcel examiners. To be confident of achieving full marks in this module, performances should be of Grade 6 level.
- Unit Two: Composing - Candidates develop their composition skills and create a three minute piece in response to a chosen brief. Students also write a CD sleeve note to describe aspects of their final composition and explain how other pieces of music have influenced it.
- Unit Three: Developing Musical Understanding - This unit focuses on listening, analysing and harmony. Candidates study set works, identifying important musical features and social and historical context, in preparation for a 2 hour written examination. This examination includes a listening section, questions on the set works and some short tests of harmonic understanding.
A2-level:
- Unit Four: Extended Performance - Candidates perform as a soloist and/or as part of an ensemble for 12-15 minutes. This is recorded, assessed internally and sent off for moderation by the Edexcel examiners. To be confident of achieving full marks in this module, performances should be of Grade 7 level.
- Unit Five: Composition and Technical Study - Depending on a candidate’s particular strengths there is flexibility to develop interest in either composition or completing ‘pastiche studies’. Compositions will be in response to a given brief and the technical studies will develop harmonic understanding (from Unit 3) through completion of exercises in Baroque counterpoint, Chorale and Popular Song.
- Unit Six: Further Musical Understanding - Candidates further develop the skills (required for Unit 3) in preparation for a 2 hour exam. This exam has three sections: Aural Analysis, Music in Context and Continuity and Change in Instrumental Music. Set works provide the focus for much of this Unit. Essay writing skills are required for this paper.
Outside the classroom