Carisse is an experienced teacher of A-level Music and Vocational Music, and is currently Head of Music at a sixth form college in the North West of England. She has examining experience in A-level Music, specifically for coursework and specialises professionally in both performance and music analysis. Carisse has also been a Subject Advisor for Pearson, examining for both the NQF Level 1/2 BTEC Award in Music and the QCF Level 3 BTEC in Music.
Carisse is an experienced teacher of A-level Music and Vocational Music, and is currently Head of Music at a sixth form college in the North West of England. She has examining experience in A-level Music, specifically for coursework and specialises professionally in both performance and music analysis. Carisse has also been a Subject Advisor for Pearson, examining for both the NQF Level 1/2 BTEC Award in Music and the QCF Level 3 BTEC in Music.
An analysis of Saariaho’s Petals for the 21st century topic on the Eduqas A’level Music specification. Close look at extended playing techniques for the cello and the use of technology, including harmoniser & reverb units. Discussion of the use of the spectralism style, harmony & tonality, rhythm & metre and graphical notation. Worksheet and teacher analysis. Recordings and scores can be freely found online.
RSL CMI376 Music Instrument Development: Unit Support
Suggested activities, structure and guidance powerpoint to support learners to produce a research presentation on the history and development of the use of a chosen instrument or voice from 1950 to the present day.
Document can be fully edited to suit centre circumstances and learner needs.
RSL CMI303/340/372 Evaluations Mini-Vlog Series Support.
Evaluation criteria knitted together across series of units as follows:
CMI303 Performing Music Live
CMI340 Composing Music (Styles)
CMI372 Music in Context
Mini-vlog series tasks involve guidance on the evaluation of ensemble performances, composition work and personal responses to genres. Genres covered in tasks are 50s Rock ‘n’ Roll, 70s Punk & 70s Disco.
Disco evaluation guidance edited to be a 1:1 interview for variety.
All tasks can be fully edited to suit centre circumstances and learner needs.
RSL Level 3 Creative Music Industry course. CMI303 Performing Music Live Criteria 1: Planning Workbook. Suggested activities across multiple practical projects, designed to be delivered throughout 1 academic year. Four booklets that include tasks with detailed guidance and examples as follows:
Booklet 1. C1.1a) Image Portrayal. Punk Project, including Mood Board, Justification & Stage Persona.
Booklet 2. C1.1b) Communication with other Musicians & Technical Staff. Disco Project, including Rehearsal Logs, Soundchecks, Communication Strategies, Audience Interaction & Ensemble Meetings.
Booklet 3. C1.1d) Promotion to an Intended Audience. Solo Project, including Marketing Campaign Strategies & Promotional Strategies.
Booklet 4. C1.1b) Selection & Preparation of Repertoire, C1.1e) Venue Type, C1.1f) Personal Equipment Selection. Covers Project, including Repertoire List, Justifications, Rehearsal Schedule, Venue Comparison, Risk Assessment, Fire Safety Medical & Crowd Control, Equipment List.
All tasks and dates can be fully edited to suit centre circumstances and learner needs.
RSL CMI374 Music Artist & the Media: Unit Support
Suggested activities, structure and guidance powerpoint to support learners to produce a research presentation on how the media impacts music artists careers & reputations and how artists can use the media to their advantage.
Document can be fully edited to suit centre circumstances and learner needs.
A 72-slide powerpoint with a detailed analysis of Movements I & II from Haydn's Symphony No. 104. This resource would be particularly useful for the new Eduqas A-level Music specification.
Designed as a homework task to be given at the start of the A-level Music course - introducing the Western Classical Tradition. Used on the Eduqas AS Music course but could be used on any AS/A-level Music exam board as a revision activity. Students can keep it in their file and refer back to it throughout the course.
Unit 3 - Development of the Symphony 1750-1900
A structured breakdown of how to answer the following past exam question:
Discuss how symphonic composers of the Western Classical Tradition have taken different approaches to the use of the orchestra. You must refer to both set works and other relevant symphonies, from both the Classical and Romantic eras.
Level 3 BTEC Music
A set of worksheets/templates to guide students through Criteria 1 (P1, M1, D1) for Unit 22 - Music Performance Session Styles. Covers x4 distinctly different genres (Rock ‘n’ Roll, Psychedelic Rock, Disco, Punk). Allows for cross-reference between other genres/styles for the D1 criteria.
WCT Minuet & Trio Research: Focus on Trios and Contrast/Variety in composition. A set of scores, recordings and analysis notes, showing how Trios vary compositionally compared to Minuets.
A collection of notes, worksheets, revision activities and a detailed powerpoint on the Development of the Symphony and the Orchestra (1750-1900). Useful for the Eduqas Western Classical Tradition topic on the A-level specification or as an overview for any other exam board.
A booklet designed to allow learners to reach Criteria 1 (P1, M1, D1) for QCF Level 3 BTEC Music - Unit 17 Marketing & Promotion in the Music Industry.
Eduqas A-level Music. Revision sheet to guide students towards a plethora of wider listening/understanding within the 21st century topic (Area of Study F). Composers such as Lutoslawski, Hans Werner Henze, Judith Weir and Mark Anthony Turnage are mentioned, amongst many others. Also, a separate snapshot of the works of Kaija Saariaho.
