[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-208467-en":3,"doc-seo-208467-105":30,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},208467,5909877438554,"Maeve","https://ap-avatar.wpscdn.com/avatar/5600025385ad2bf12a7?_k=1778553567797529272",4,"Exam","GCSE (9–1) Music Two-Year Curriculum Planner - Version 1 - Lesson Guide","Two-year curriculum planner and lesson guide for OCR GCSE (9–1) Music (J536), Version 1. Provides a suggested, non-prescriptive framework of lessons across the performing and composing approaches to content and the Areas of Study. Includes practical class activities such as preparing and recording performances, identifying key style features through listening and notation/visual aids, group composition, ongoing rehearsal and evaluation, and exam-focused listening tasks with flexible homework and presentation options.","Qualification Accredited  \nGCSE (9–1) Scheme of Work  \nMUSIC  \nJ536 For first teaching in 2016  \nTwo year curriculum planner and lesson guide  \nVersion 1  \n[www.ocr.org.uk/music](www.ocr.org.uk/music)  \nContents  \nGCSE (9–1) Music Scheme of Work  \nApproaches to content Delivering areas of study Performing Composing  \n2 Year Scheme of Work  \nPage 3  \nPage 3  \nPage 4  \nPage 5  \nPage 6  \n2  \nApproaches to content  \nGCSE (9–1) Music Scheme of Work  \nDelivering Areas of Study  \nThis is a suggested series of lessons which can be used to deliver Areas of Study as musically and as practically as possible. Through this, students are given the opportunity to internalise musical features of the various areas of study, whether it be through the performance of a whole movement/song orjust a simple rhythmic pattern, which is then incorporated into a composition (or remixed etc) . This series is not prescriptive but is a framework on which you can plan your lessons according to the needs of the students in your department.  \nLesson 1: Class performance of a movement/song/rhythmic feature  \nExamples could include:  \nAoS 2: a simple concerto movement (or extract) . An opportunity to stretch more able students, who might be able to approach solo parts (or simplifications) or even cadenzas. AoS 3: a calypso song or some bhangra (this could involve some bhangra dancing too – plenty of resources on the internet!) .  \nAoS 4: a film theme or various film leitmotifs.  \nAoS 5: any pop, rock song or ballad.  \nStudents can prepare for their class performances in small groups or the teacher can lead the rehearsal process.  \nRecord the performance.  \nIf time, there could be opportunity to tease out any key features of the style through questioning and asking students to demonstrate key features on their instruments.  \nLesson 2: Key features and group composition  \nStudents listen to their own recording (if appropriate!) or a professional recording of a particular song/work. Some kind of ‘score’/notation/visual aid (this will depend on the type of students you have in your class) will be useful for students.  \nStudents learn key features of the style being studied and learn to identify them in your chosen extract and others alongside.  \nIf time:  \nGroup composition: in small groups, students start coming up with a short composition containing the key features of the style being studied.  \nLessons 3 (and 4?): Group composition  \nStudents continue to work on their group compositions with teacher intervention and opportunities to share ideas between groups.  \nCompositions are performed and recorded, with a class evaluation of how successfully students incorporated key features into their music.  \nLesson 4 or 5:  \nStudents complete one or two listening tasks to demonstrate their understanding of the style and to develop exam technique.  \nHomework tasks can be set during this including students finding examples of wider listening, preparing for their class performance (depends on what the teacher sets up) or listening tasks set on VLEs/online classrooms etc. Students can prepare presentations (posters/powerpoints etc) of key features of the chosen style.  \n3  \nApproaches to content  \nGCSE (9–1) Music Scheme of Work  \nPerforming  \nThis collection of lessons will be a brief framework on which the teacher can build, depending on the ability and range of the students in the class. Whilst this is a short stand-alone series of lessons, teachers will note that performance skills are developed throughout the two years, especially when there is a lot of practical work when learning about the Areas of Study.  \nLesson 1: Class performance of a simple piece of music/song  \nStudents learn a simple piece of music together and perform as a class. This can be in separate parts or everybody learning the melody – this will really depend on the type of students.  \nRecord the students.  \nDiscuss as a class what makes a good performance: confidence, fluency, accuracy, musicality et","cbCainn42yl6nem2","https://ap.wps.com/l/cbCainn42yl6nem2","pdf",678456,1,8,"English","en",105,"# Approaches to content\n## Delivering areas of study\n## 2 Year scheme of work\n# Performing\n## Delivering areas of study\n## Short solo performances\n## Solo performance preparation","[{\"question\":\"Is the lesson series prescriptive or flexible?\",\"answer\":\"The guide presents a suggested, non-prescriptive framework that supports lesson planning based on departmental and student needs.\"},{\"question\":\"How do students learn key features of a chosen style?\",\"answer\":\"Students listen to recordings and use appropriate score/notation or visual aids to identify key features in extracts and comparable examples, with teacher questioning to reinforce style characteristics.\"},{\"question\":\"What composing activities are included in the two-year scheme?\",\"answer\":\"Students create group compositions incorporating the key features studied, continue refining across lessons with teacher intervention and idea-sharing, and then perform and record the compositions followed by class evaluation.\"}]","GCSE (9–1) Music Two-Year Curriculum Planner - 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