11 Music
11MUS Course DescriptionTeacher in Charge: Ms V. Le Cren.
Recommended Prior Learning10 MUS/10MUC or at least 2 years of experience and tuition on your chosen instrument/voice with appropriate music literacy. Students need to be prepared to perform as part of this programme.
11 Music is designed as a pathway for students who have taken Year 10 Music/Core Music or demonstrate skills and knowledge at the appropriate level to take this course. The various strands of this course work towards building a range of skills and understanding. It builds on the foundations of previous Music courses in Years 9 and 10.
All Music courses are UE approved.
Students need to be prepared to perform as part of this programme. They will also further their understanding of the language of music (theory and aural skills) and the cultural/historical context that informs and motivates change in music. Students will apply these skills and knowledge to new musical situations through the study of several pieces of music in a range of styles, eras, and composers. This will also impact your own composition and music-making.
This course will connect like-minded students in a focused music environment and create opportunities for students to be challenged in all areas of this subject.
Groundwork will be laid so students to ensure students can be successful in Level 2 Music/Modern Music
Prerequisites:
- Either Year 10 Option Music or Year 10 Core Music, and/or
At least 2 years experience and lessons on an instrument or voice, and the ability to read music (Students will apply for an exemption from HOD Music))
Course Information:
In Year 11 Music you will experience:
Performances (both solo and group)
Composition (writing your own music)
Musical Knowledge (learning about musical styles, music analysis, social/historical context)
Listening Skills
Score studies including Music theory to support this work
Music 1.3 91950 Demonstrate understanding of music in relation to contexts 5 credits External
Students will choose two pieces of music to engage with from a Māori and an additional context. They will describe music concepts (elements and conventions) that are significant to each piece of music and that are connected to the contexts of each piece.
Learning Areas:
Assessment Policy & Procedures Assessment Information
AS91950 Version 4
Making Music and Music Studies 1.3
Demonstrate understanding of music in relation to contexts
Credits 5
Externally assessed writing portfolio
In addition to this Achievement Standard, assessment of topics and areas of learning will be aligned with and reported against levels of the NZ Curriculum.
Solo Performance: formal performance to an audience
Group Performance: e.g. Chamber Music, Rock band, Class Choir, Class Orchestra.
Elements of Music: Revision of elements of music and compositional devices to apply to analysing music.
Musical Knowledge and Set Works: Analysing music in depth from varying contexts including a Māori context. Use scores to apply knowledge of the elements of music and compositional devices and write comprehensive essay responses.
Music Theory: Students will be working at a Grade 3 ABRSM level + and learning the cumulative language of music required at and above this curriculum level which will be differentiated for each student.
Composition: Using Sibelius notation software or DAW (eg Garage Band) and writing their own compositions
Songwriting: Developing skills and writing their own songs using Sibelius or Garage Band
Aural: developing aural skills through rhythmic dictation, melodic dictation, chord and interval recognition and aural analysis of various music works
Co-curricular Music: All students will be expected to be involved in the co-curricular programme to continue developing their musicianship outside of the classroom
Level 2 Modern Music, Level 2 Music
Following this course, students will be able to take either 12 Music or 12 Modern Music.
While we have highlighted music pathways beyond school, many of our most accomplished musicians are also high achieving students who enjoy the benefits of a sequenced Music education. Students do not necessarily take music to become a professional musician, but recognise it as a rigorous subject that complements sciences, social sciences and other language/arts subjects for a comprehensive STEAM programme of learning.
Journalist, Secondary School Teacher, Diversional and Recreational Therapist, Actor, Art Director (Film, Television or Stage), Artistic Director, Film and Video Editor, Sound Technician, Dancer, Entertainer, Film/Television Camera Operator, Musician, Director (Film, Television, Radio or Stage), Radio Presenter, Early Childhood Teacher, Media Producer, Production Assistant (Film, Television, Radio or Stage), Lighting Technician, Game Developer, Nanny/Child Carer, Private Teacher/Tutor
Course Costs and Equipment/ Stationery requirementsStudents will be required to continue with tuition on their chosen instrument/voice (privately or at school) and participate in co-curricular music groups. Costs associated with lessons at school and music groups is not included and will be loaded to the portal for payment when they arise.