National 4 Music is made up of 3 internally assessed units and 1 internally assessed Added Value unit. Read about the course below. Use the links below to access the resources we use in Johnstone High.<\/p>\n
Performance Pieces<\/a>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Understanding Music Presentations\u00a0<\/a> \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Composing Tools<\/a><\/p>\n As a National 4 Music pupil, you will be expected to achieve the following outcomes:<\/span><\/p>\n 1 Create original music by:<\/span> In this Unit, learners will be required to provide evidence of:<\/span> To achieve this, you could create one piece of music, or perhaps a collection of shorter pieces of music. Some of these will be created in groups, others will be solo projects. You might write your piece out using standard music notation, but performance plans are also accepted. Your teacher will help you choose which would suit you best.<\/span><\/p>\n To achieve the Understanding Music unit, pupils will:<\/span><\/p>\n 1 Recognise and identify music concepts and styles by:<\/span> Evidence Requirements for the Unit<\/span><\/p>\n Evidence will be a combination of written or aural and\/or recorded evidence.<\/span> You will cover a range of topics which include Scottish Music, Classical Music and Popular Music. After each topic your teacher will ask you to sit a short listening assessment. You will also submit pieces of classwork to support your unit pass. This might include posters, reviews or short pieces of research.<\/span><\/p>\n To achieve this unit the learner will:<\/span><\/p>\n 1 Perform music in a range of music styles by:<\/span> Evidence Requirements for the Unit<\/span><\/p>\n In this Unit, learners will be required to provide evidence of:<\/span> Throughout the year, pupils will build a portfolio of performance evidence which demonstrates their ability to play at Grade 2 level on two different instruments. Your teacher will help you choose pieces but we are always looking for new pieces to use.<\/span><\/p>\n To gain the National 4 Course Award, pupils need to complete the Added Value Unit. To achieve this, pupils must have gained a pass in the 3 units mentioned above. In addition to this, pupils should perform 8 minutes of music over two instruments. They should perform to an audience in either a group or solo setting and should evaluate their performance after the event.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":" National 4 Music is made up of 3 internally assessed units and 1 internally assessed Added Value unit. Read about the course below. Use the links below to access the resources we use in Johnstone High. Performance Pieces\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Understanding Music Presentations\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Composing Tools Composing … Continue reading National 4 Music Performance<\/span> Composing Skills<\/span><\/h5>\n
\n 1.1 Identifying the compositional methods and music concepts used in given examples of<\/span>
\n music<\/span>
\n 1.2 Experimenting and using music concepts and compositional methods to develop and<\/span>
\n create original music<\/span>
\n 1.3 Developing musical ideas which convey their creative intention<\/span>
\n 1.4 Reflecting on their music and their creative choices<\/span><\/p>\n
\n \u2666 understanding how compositional methods and music concepts are used by others<\/span>
\n \u2666 imaginative development and use of music concepts and compositional methods<\/span>
\n \u2666 reflecting on their creative decision making<\/span><\/p>\nUnderstanding Music<\/span><\/h5>\n
\n 1.1 Identifying level-specific music concepts in excerpts of music<\/span>
\n 1.2 Identifying the social and cultural influences which have influenced the distinctive<\/span>
\n sounds of specific music styles<\/span>
\n 1.3 Identifying and recognising the meaning of music signs, symbols and terms<\/span><\/p>\n
\n In this Unit, Evidence Requirements are as follows:<\/span>
\n \u2666 understanding of specified music concepts and musical literacy<\/span>
\n \u2666 discriminatory aural awareness<\/span>
\n \u2666 understanding of the factors which influence the sound of music styles<\/span><\/p>\nPerformance Skills<\/span><\/h5>\n
\n 1.1 Developing musical and technical skills, showing an understanding of the composers\u2019<\/span>
\n intentions<\/span>
\n 1.2 Identifying strengths and areas for improvement in their performing<\/span><\/p>\n
\n \u2666 a sufficient level of musical and technical control related to pitch and rhythm, tempo and<\/span>
\n musical flow<\/span>
\n \u2666 performing on their two selected instruments, or one instrument and voice, with<\/span>
\n appropriate and consistent tempo and conveying the mood and character of the music<\/span>
\n \u2666 reflecting on their performing skills<\/span><\/p>\nAdded Value Unit<\/span><\/h5>\n