Eduqas A Level Music

Sandbach College

Why study this course?

If you are considering A Level Music, you will have already dedicated countless hours to studying an instrument and will be passionate about music. You will be keen to develop your existing knowledge of how music works, its place in history and the world and how you can implement your knowledge practically into your own musical compositions and performances.

6th form students have a small designated study room for themselves with computers (Sibelius). Students are often found rehearsing in the many practice rooms, or helping out with KS3 lessons to further develop their skills.

Sandbach College at Sandbach High School Entry Requirements

We ask that all students achieve grade 4 or equivalent (a Level 2 pass) in at least 4 subjects, alongside the following subject specific entry requirements:

Must have achieved a minimum of Grade 5 in your chosen instrument.
Must be having instrumental or voice lessons.

What will I learn on this course?

You must choose EITHER option A OR option B for components 1 and 2.

Component 1: Performing

NEA: Externally assessed by a visiting examiner

Standard: Gr6

Component 2: Composing

NEA: externally assessed by Eduqas

OPTION A

For keen performers and less keen composers

· 10-12 minutes

· 35% of qualification

· Minimum of 3 pieces

· At least one MUST be as a soloist – the others can be solo, ensemble or a mixture of both.

· One piece must reflect the musical characteristics of one Area of Study. At least one other piece must reflect the musical characteristics of another different AOS.

· 4-6 minutes

· 25% of qualification

· Two compositions

· One must reflect the musical techniques and conventions of the Western Classical tradition and be in response to a choice of 4 briefs set by Eduqas, released during first week of Sept in year of exam.

· Second composition is a free composition.

OPTION B

For keen composers and less keen performers

· 6-8 minutes

· 25% of qualification

· Minimum of 2 pieces either as a soloist, part of an ensemble or a combination of both.

· One piece must reflect the musical characteristics of one AOS.

· 8-10 minutes

· 35% of qualification

· Second composition must reflect the musical characteristics of a different AOS.

· Third composition is a free composition.

Everyone studies Component 3 (40% of qualification) – three Areas of Study (AOS)

			Listening Exam Assessment
Everyone studies:	AOS A	The Western Classical Tradition: The Development of the Symphony 1750-1900 Two set works, one for detailed analysis, one for general study: Symphony No. 104 in D major ‘London’ – Haydn Symphony No. 4 in A major ‘Italian’ – Mendelssohn	1. A question on an unprepared extract with a skeleton score provided. 2. A detailed analysis question on a choice of either Symphony No. 104 in D major, 'London' by Haydn, or Symphony No. 4 in A major, 'Italian' by Mendelssohn. 3. An essay-based question which assesses knowledge of the development of the symphony in relation to both set symphonies and to the wider social, cultural and historical context. 40 marks
Choose one from…	AOS B AOS C AOS D	Rock and Pop Musical Theatre Jazz	Learners are required to answer two questions: 1. One question on an unprepared musical extract 2. A comparison question based on two unprepared extracts assessing wider understanding of the area of study. Unprepared extracts may be by composers not listed in the subject content above. When this is the case, learners will not be expected to identify the composer. 30 marks
Choose one from…	AOS E AOS F	Into the Twentieth Century Two set works: Trio for Oboe, Bassoon and Piano, movement II – Poulenc Three Nocturnes, No. 1: Nuages – Debussy Into the Twenty-First Century Two set works: Asyla, Movement 3, Ecstasion – Thomas Ades String Quartet No. 2 (Opus California) Movements 1 (boardwalk) and 4 (Natural Bridges) - Sally Beamish	Learners will apply their knowledge and understanding to both familiar and unfamiliar music. Learners are required to answer two questions: · An analysis question on one of the two set works · A question on an unprepared musical extract in which learners are required to: 1. answer aural perception questions on the extract 2. make compositional links between the music of the extract and one or more pieces they have studied during the course, other than the set works. Unprepared extracts may be by composers not listed in the subject content above. When this is the case, learners will not be expected to identify the composer. 30 marks

Area of study A: The Western Classical Tradition (The Development of the Symphony 1750– 1900)

This area of study focuses on the development of the symphony through the Classical and Romantic eras. The symphony, as it developed, was considered to be the most important instrumental genre of the eighteenth and nineteenth centuries and contains some of the most exciting orchestral repertoire of the period. The development of the symphony went hand in hand with the development of the orchestra into a grand and powerful force. Equally grand forms and structures were needed to allow the instruments to demonstrate their full potential and with this we see the emergence of sonata form.

Area of study C: Musical Theatre

This area of study focuses on the work of six musical theatre composers: Richard Rodgers, Leonard Bernstein, Stephen Sondheim, Claude-Michel Schönberg, Andrew Lloyd Webber and Stephen Schwartz. Musical theatre is a diverse art form as it encompasses many different genres and styles of music. However, all musicals contain spectacle, drama and music including integrated musical numbers which propel the action of the story forward. The 1950s and early 1960s were considered the golden age of musical theatre with book musicals establishing the importance of music and story as an integrated art form. Throughout the 1970s the rock musical grew in popularity. Often composers worked in partnership with the same lyricist over many years, for example, Rodgers and Hammerstein and Andrew Lloyd Webber and Tim Rice. This highlights the importance of the relationship between lyrics and music.

Area of study E: Into the Twentieth Century

This area of study focuses on the distinct musical styles of the early twentieth century, which was a time of change and experimentation in music. Both the symphony and the orchestra had reached considerable proportions by the end of the nineteenth century and many composers such as Debussy, Ravel, Schœnberg and Stravinsky were starting to look for new ways to create music, often preferring clarity and sparseness of timbre and texture over late Romantic indulgence. This resulted in the emergence of several diverse schools of composition during the period, including Impressionism, Expressionism and Neo-classicism.

As and A level Music Overview Youtube Video

Examinations & Coursework

40% listening and written exam based on the set works you have studied; 30% performance coursework (8 minute recital); 30% composition coursework (compositional techniques exercise and one composition).

Potential career paths

Where could A-level music lead?

It could lead to a Music degree: here’s what Oxford University says about theirs:

“The varied nature of the course enables students to develop highly desirable skills in areas such as self-management, creativity, data analysis, performance, teamwork, problem-solving, and communication, all of which makes them an attractive prospect for potential employers… other popular destinations for Music graduates… include broadcasting, publishing, law, politics and the Civil Service. Rather than limiting your career prospects, a music degree opens doors to a wide range of careers.” (Why study music at Oxford? bit.ly/musicoxford)

If you don’t want to be a musician or study music at University, A-level music is still a smart choice. It can open doors to a range of education and employment pathways in:

Music

Being a musician isn’t the only career in music – other options include being a sound technician, community musician, music therapist, teacher, or private tutor, or a range of careers in the music industry, in a concert hall or music venue.

The arts/creative industries

This might include work in film, TV, theatre, radio, arts administration, or creative education.

Professions such as medicine, law, accountancy

Music is highly regarded as an academic subject and so could complement your other studies in leading to a professional career.

The skills you develop through studying music, such as self-discipline, cooperation and high level analysis skills, are greatly valued on all degree courses and by employers.

Enrichment opportunities

The Music department offers a wide variety of extra-curricular ensembles to participate in, as well as cross-curricular opportunities within the Performing Arts. Outside of school, Sandbach is well-placed for enrichment opportunities with local bands and orchestras.

DAY	WHAT	STANDARD	TIME	WHERE	WHO
MONDAY	Junior Choir	Open to all	12.30	PR1	Dr Weir
MONDAY	Grade 5 Theory Club	Gr4 +	12.30	M1	Mrs Martin
TUESDAY	Ukulele Club	Open to all	12.40	PR1	Dr Weir
WEDNESDAY	Orchestra	Gr3+	12.40	M4	Dr Weir
THURSDAY	Rock Band	All years	12.15	M4	Mr Speakman
	Chamber Choir	Audition	12.30	M1	Mrs Martin
	Jazz Band	Gr4+	3.15-4.15	M4	Mr Reynolds
FRIDAY	Choir	Yr9 and above and/or invite	12.40	M4	Mrs Martin