Music and Drama

At Home Revision Resources For Music

Here are links to websites that explain what are known as music ‘concepts’.  These are key vocabulary words you need to learn as part of your music course.  As a general rule pupils should learn the following key words:

S1 Pupils. You should work your way through and learn National 3 Concepts.

S2 Pupils.  You should work your way through and learn National 3 and National 4 concepts.

S3 pupils.  You should work your way through and learn National 3, 4 and 5 concepts.

S4 pupils.  National 5 pupils – you should work your way through ALL concepts to prepare for Higher next session.  National 4 pupils – you should work your way through all concepts, apart from Higher ones.  Especially if you are intending to do National 5 music next session.

All music concepts revision site:

NEW REVISION WEBSITE – VERY GOOD! The password you’ll need is music17

Music Lessons – How to read music.  Also called music ‘theory’.

These lessons can help any year group studying music.  Here are some excellent youtube videos to get you started on reading music:

Music Theory Workbook:

Video 1:

Video 2:

Video 3:

Video 4:

Video 5:

Video 6:

Video 7:

Video 8:

Video 9:

Now, here are some music reading games to play.  Some of the games don’t need a musical instrument, others do:

Music NOTES:

Before Playing The First Few Games, use this for revision:

This is also useful for revision:

Game 1

Game 2

Game 3

Game 4

Game 5

Game 6


Introduction Video:

Game 1

Game 2

Game 3

Game 4

Youtube Music Games

Introduction Videos

Video 1

Video 2

Now play the rhythm along to these tunes:

Queen – I Want To Break Free

Mark Ronson and Bruno Mars – Uptown Funk

Tones and I – Dance Monkey

ACDC – Back In Black

Mark Ronson and Bruno Mars – Uptown Funk (This time, using ‘body percussion!’)

Tones and I – Dance Monkey (This time, using ‘body percussion!’)

Tunes to play on your keyboard:

I’m A Believer:

How Far I’ll Go

The Lion Sleeps Tonight

We have also launched a youtube channel containing instructional videos for National 5 and Higher performing course work.  The channel can be found here:

Higher Music Tasks  – For All Pupils Studying Higher Music



Renaissance and Baroque Music Powerpoint Revision:!AgvCKuSZF3ZgkQ8EemRwCvv2vn3s?e=YseFLW

Link to Higher Renaissance & Baroque Test:

For Higher pupils before you begin revising for the Classical music test, here is another good revision document for the Baroque unit.

Do this before you begin the classical work:

Classical Music Revision: Powerpoint!AgvCKuSZF3ZgkQ-4eNZZF7OY6rEt?e=R29MSV

Classical Music Revision: Sway Document

Also, scroll down this page and you’ll see another microsoft sway revision on the Classical music period.  It’s under the heading ‘Classical Link’.

Classical Music Test:

Romantic Period Revision: Sway Document

Romantic Period Revision: Powerpoint

Romantic Period Unit Test

‘Modern’ (or ’20th Century) Period Revision Part 1: Sway Document

‘Modern’ (or ’20th Century) Period Revision Part 2: Sway Document – Remember any concept that says (AH) beside the word ONLY Advanced Higher pupils need to learn these.  However, all other words have to be understood by Higher pupils.

Higher Literacy Revision and Tasks

New Higher Literacy Workbook

National 5 Music Work – For All Pupils Studying National 5 Music

S4 Unit: ‘Scottish Music’

Revision: Sway Document

Revision: Powerpoint!AgvCKuSZF3ZgkRzPCLrTu1epdh1Y?e=T4g45A

Test.  Here is a listening test on Youtube to go with this National 5 Scottish and World Music Styles task.

S4 Unit: ‘Popular Music Styles’


Microsoft ‘Sway’ Presentation:

Microsoft Powerpoint Presentation:

Nat 5 ‘Popular Music’ Unit Test:–dA61lYBrA&pbjreload=101

S4 Unit: ‘Classical Music’

Microsoft Sway Presentation

Powerpoint Presentation

Nat 5 Classical Unit Test

S4 Unit: ‘Baroque Music’


Microsoft ‘Sway’ Presentation

Powerpoint Presentation:

Nat 5 Baroque Unit Test

S4 Music: ‘Romantic Period’

Romantic Period Revision: Sway Document

Romantic Period Revision: Powerpoint

One of the S3 tasks was a major revision assignment on reggae music.  This can also be downloaded from here:!AgvCKuSZF3ZghjI63_ogtEQt_AcF?e=2tNB8a.

Here is a useful link for ANY pupil in Coltness High School from S1 through to S6.  The site contains a range of informative music education videos/tasks for you to undertake at home.



Renaissance Link

 Baroque Link

 Classical Link

Romantic Link

20th Century/Modern Link

Higher Music – Two Practice Books with Audio Files:!AvYP62nnw-nLgWqroiEcolLcDLor

National 5 Music Practice Book with Audio Files:!AgvCKuSZF3ZgemVCizPKINfleZE

Advanced Higher Resources:

Powerpoint Explaining the Content of the Advanced Higher Listening Exam:

The following links contain resouces to help you answer the main ‘comparison’ written question that is in the exam:

This one is called ‘Maximise Your Marks’, showing you what type of concepts you should be including in your answer:

This one is a ‘walk through’ on how to do this question:

This is a link to a folder containg practice questions (just the one type of question, the witten one which is usually ‘Question 6’.  There are MP3 files to go with the practice questions.  At the start of each question it tells you what MP3 files to use for each one.

Advanced Higher Literacy Requirements Explained:

Advanced Higher Literacy Book and Practice Questions:

FINALLY THE MAIN LINK: Advanced Higher Practice Book.  Lots of Practice Questions To Do:!AgvCKuSZF3Zgg0rSvy9KFgcKcQsL?e=ddIRQ2

Task:  Here is an excellent video on ‘writing a melody’.  This is useful for pupils in S3, as you will be required to compose music as part of your National 4/5 assignment work next session.  Also, National 5 pupils should watch too as it builds on your composing work you have done on Sibelius this year.  If you take Higher music next year, you will have to to continue this work for your Higher assignment. 

 Task:  Miss Flynn has today put together a series of lessons for ALL year groups.  These music lessons cover many of the ‘building blocks’ of music and will be useful to everyone who has music on their timetable in the school.

First, here is a videos that gives a basic introduction to musical literacy.  This video helps you to understand the 5 lines and 4 spaces of the treble clef stave. It explains pitch (how high or low a note is) and how to position notes correctly when writing music:

This next video will help you understand basic time signatures ( 4/4, 3/4 and 2/4 ) and their relationship to bar, bar lines and counting in music. This is covered in S1, but other year groups might want to revisit it.

This is a great video to remind you what direction the stem of a note goes when writing music. We learn about this in S1 but worth a revisit for other years:

Understanding the three basic types of musical notes: the Semibreve, Minim and Crotchet. This is essential to help with correct rhythm when playing your instruments or doing literacy exercises:

Another very common note type, the quaver. You should have a clear understand of how quavers are played to help with your practical work:

Sharps and flats explained! This will particularly help you if you have a keyboard at home and want to play your own music but are confused when you see symbols in front of a note, or wonder what the black keys are for. All year groups can benefit from this, although it can be a little advanced for S1 at times:

Tempo (speed) markings! Important for exam years to know this. You will always be asked to identify the tempo or tempo change for a piece of music in an exam. S3 and above can benefit from learning these now, although pupils in S1/S2 will also find this information to be of benefit. Higher years should revisit. Remember, you must know the ITALIAN term for any exam or assessment:

Dynamics! (Volume) Just playing notes isn’t enough, you should play the notes with feeling and expression. Again, exam pupils will always need to know these ITALIAN terms. They are briefly introduced in S1 and S2, but S3 and upwards should be very aware of these:

Archived Music Lesson – ‘Halloween’

S1 Music – ‘Halloween Week’

First Part – A Lesson On ‘Dance Macabre’

This Powerpoint will give you an introduction to a famous piece Halloween orchestra music called ‘Dance Macabre’ written in 1874 by the French composer Camille Saint Saens:

Hallowe’en S1

This Powershow presentation tells you about the story and how the different instruments of the orchestra are used to tell the Halloween story:

You can open another tab on your browser and follow the music as you watch the above powershow presentation:

These youtube videos also take you through the Halloween story, pointing out how the instruments are used to tell the story:

Now, using the information you learned last time on ‘how to read music’ (if you missed this, see below) you can play some Halloween Rhythm games on this page:

More rhythm games:

Finally, try this ‘Dance Macabre’ Ryhthm game!

Watch this video first to help you.

Now, try this game:

DRAMA Resources:

Miss Malcolm has today put together some drama resources to look at from home.

Task: BBC Bitesize Drama page (both S1-S3 BGE and Senior Phase materials):

Task: Quizlet (National 5 Drama vocabulary, flashcards and quizzes, so S3 and S4 Drama pupils should work through this)

Task: YouTube channel- Crash Course Theater and Drama (S3 and Senior Phase- an introduction to some theatre movements and theatre history)

Task: Drama 30 Day Challenge (Powerpoint required)

This challenge is open to all pupils S1-6 who would like to participate. You will find each day’s question in the PowerPoint. You can tweet your answer to Miss Malcolm or if you are in S2, the S3 or S4 Drama class, you can post your answer on the Teams page. 

Drama 30 Day Challenge

Task: My Favourite Actor Task (S2/3 and anyone else who would like to join in!) Again, powerpoint required.

Actor Project

I would like you to create a presentation on your favourite actor (from TV, film or theatre). You should include the actor’s name, why you have chosen them/why they are your favourite, important and interesting information about them and previous performances they have been in (TV shows, films, plays, musicals). You can create a PowerPoint presentation by editing the template provided or you can present the information as a poster, short essay, video essay, voice recording, whatever you prefer. It’s up to you- be creative! You can upload your task to your Drama Teams page or if Drama is not currently on your timetable but you would still like to do it, email it to me at I will provide feedback for all submissions. Looking forward to seeing what you produce!


Mr D Johnston – Principal Teacher of Expressive Arts
Mr D Farr – Depute Headteacher (DHT)
Miss N Flynn – Teacher of Music
Mr P Henderson – Teacher of Music



  • Mr M Coupar – Guitar
  • Mr J Woods – Brass


  • Mr R Cowan – Bagpipe


  • Mr A Donald – Keyboard
  • Ms L Tring – Drum-kit


  • Mr J Miller – Woodwind


S1 and S2 Music

In S1 and S2, Coltness High school pupils receive 2 periods per week of music.  In S1, pupils are taught how to play all four main classroom musical instruments; keyboard, drum-kit, tuned percussion and guitar.  Pupils are given pieces that are appropriate to their own level of musical ability and are provided with weekly performing targets.

As homework, pupils can request coursework to take home.  Usually will be a copy of the piece of music they are currently learning to play in class.  After asking a member of the music staff, pupils can also come to the department at morning interval or lunch break where they can have access to the classroom musical instruments as well as receiving any necessary help and support.

Towards the end of S1, pupils will be given advice in terms of choosing the two instruments that will form the basis of their work in S2.  Pupils in S2 concentrate on improving their skills on two instruments in preparation for course and exam requirements should they decide to specialise in music in S3.

As well as learning to play a classroom instrument, pupils can also request an appointment with one of our instrumental music tutors.  Every year, a number of S1 pupils learn to play orchestral instruments such as the flute, clarinet, saxophone and trumpet.  Pupils then usually join our school band with weekly rehearsals taking place on Wednesday during the lunch break.

As well as learning to play a musical instrument S1 and S2, pupils also engage in listening activities where they learn about musical elements such as the structure of music, various musical styles, the instruments that are used and special features present in the music.

Using the Apple Mac computers and music software, S1 and S2 pupils also take part in creative music activities.  For example, there are units of work relating to adding personally-selected music to a video clip as well as composing an electronic dance track.  These ICT activities are always extremely popular with pupils in S1/S2.

S3 Music

Pupils who choose to specialise in music will continue with the broad general Curriculum for Excellence music course that the department has developed for S1 through to the end of S3.  They will recieve 3 periods of music per week.

As a result, the main focus of S3 music in the school is for pupils to continue learning activities that focus on the experiences and outcomes for Curriculum for Excellence; for most pupils in S3 this will involve working at Curriculum for Excellence Fourth Level in the following areas:

 Performing Music

S3 pupils will develop their skills on their two chosen instruments, receiving tuition in class or being given the opportunity to obtain lessons with one of our instrumental tutors such weekly drum-kit or guitar lessons.

Composing Skills

In this course area pupils learn how to use compositional methods to produce their own musical ideas.  This is done through activities such as composing music to match a movie or video-game trailer, creating an individual piece of electronic music (such as a dance track) or an activity such as creating an improvisation in a jazz or blues style.

The suite of apple mac computers used in these activities feature ‘Garageband’, ‘Protools’ and ‘Logic’ music software.

 Understanding Music

The aim of this course element is to develop the pupil’s knowledge and understanding of what makes music work by analysing the different concepts or ‘building blocks’ that make up a piece of music.  Pupils are taught to have an understanding of the musical features that can influence the sound of specific musical styles and why music works in the way it does.  This is done through activities such as a whole class performing a specific piece of music, the teacher in turn then focusing on specific musical concepts that are present in the piece.   Class listening assessments are then undertaken, giving pupils the opportunity to consolidate and confirm the insight gained from involvement in the performing activity.

Music with Technology

Now that we have our wonderful new school facilities (including a professional recording studio) music technology is firmly at the centre of the music curriculum in the school.  Indeed in S4 and S5/6, pupils are given the opportunity to undertake a specific Music with Technology course (as an alternative to performing).  As a result, all S3 pupils are given tuition in music with technology skills.  Using our music ICT suite of apple macs, pupils are shown how to use software such as Pro-tools, Garageband and Logic creating their own music and using features such drum loops, automation and mixing techniques.

Finally, it is anticipated that many pupils will go beyond the Fourth Level in their learning activities and begin National 4/5 work in preparation for undertaking National 4 and 5 assessments in S4.  As a result, the music department adopts a policy whereby National 4 and National 5 coursework is available to any S3 pupil if their level of ability suggests this would be the most appropriate strategy.   This applies particularly to S3 Performing Skills where many pupils enter S3 already playing National 4 or indeed National 5 performing repertoire.   No pupil is held back in music: all pupils are given work entirely appropriate to their ability and are always encouraged to drive themselves forward to achieve their very best.  This is the philosophy of Curriculum for Excellence and, as a result, the music department makes every effort to ensure this philosophy is applied to the music education of every pupil.

A detailed plan of the S1-S3 Broad Education music course can be found by clicking on the PDF file links below:












National 4/5 Music

S4 pupils receive 4 periods of music per week and, depending on their progress during the year, will with follow either National 4 or 5 Music Courses. Pupils undertake the following learning activities:

 Performing Skills Unit   (National 4 and 5)

In this Unit, pupils improve skills on two instruments (or one instrument and voice).   This will normally be done by working through pieces of music that have been given by a teacher such as the class music teacher, instrumental music instructor or perhaps even someone who gives music lessons out-with school, such as a piano or guitar tutor.

Composing Skills Unit (National 4 and 5)

The overall aim of this Unit is for pupils to create their own piece (or pieces) of music that makes musical sense.  To do this, they will need to learn about what inspires and influences other musicians to create their own music.  They will also explore some of the different methods and techniques that can be used as well as any music ‘concepts’ that are present.  What they have learned can then be used to create their own piece (or pieces) of original music, using some of these methods and techniques.

 Understanding Music Unit (National 4 and 5)

In this Unit pupils will listen to several different examples of music (longer and shorter excerpts), in doing so they will develop their understanding of music concepts and music literacy.  Among other things, pupils will learn how to identify the style of a piece of music, the instruments being used and the concepts that are present.  Pupils will also be taught how to recognise and understand the signs and symbols commonly found in music notation.

As well as working through the above Units, National 5 pupils have to undertake a practical exam where they are required play two instruments for the visiting examiner.

Finally, a listening music exam paper in has to be taken in May.

Currently, the school also offers the new National 4 Music with Technology course to S4 pupils.  In this course, pupils learn about the different aspects of music technology and how to operate the school’s new recording studio.

Higher Music

Higher music pupils also undertake a performing skills unit, a composing unit and and understanding music unit.  In S5/S6 Higher pupils study the main historical periods of music (Renaissance, Baroque, Classical, Romantic and 20th Century) in sufficient depth to prepare them for unit assessment and the main course listening exam.  They also work on their two instruments for the practical exam element where they are required to perform in front of a visiting examiner.  Finally, they engage in music composition work (including jazz improvisation).

A detailed plan of the Senior Phase music course can be found by clicking on the PDF file link below:




The music department is very busy at morning intervals and lunch breaks with pupils using the classroom instruments to work on their musical skills.  In addition, the School Band rehearses every Friday lunch time and regularly provides the music for important school events such as our church services and Christmas concerts.


The main part of musis homework is for pupils to work on their instrumental skills.  This can be done at home or using the instruments in the department at break times or after school.  In addition, pupils are regularly given ‘listening’ homework activities where the learn to understand the meaning of a range of musical ‘concepts’.  This has usually been used alongside the Education Scotland Music website (link below).  However, from March 2017 this resource is no longer available.  A new resource has been found for pupils to use and this and other revision resources can be found at the top of this page.

Miss Malcolm has put together Higher Drama materials for those pupils perhaps considering to study this course next session.

Higher Drama Monologue Challenge

Higher Drama lexicon with meanings

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