An annotated score for Mendelssohn's Symphony No. 4, Movement II (Andante con moto). Useful for score analysis, understanding instrumentation, harmony/tonality, structure and textures. Set work on the Eduqas syllabus.

An annotated score for Mendelssohn's Symphony No. 4, Movement III (Con moto moderato). Useful for score analysis, understanding instrumentation, harmony/tonality, structure and textures. Set work on the Eduqas syllabus.

An annotated score for Mendelssohn's Symphony No. 4, Movement IV (Saltarello). Useful for score analysis, understanding instrumentation, harmony/tonality, structure and textures. Set work on the Eduqas syllabus.

Classroom poster with background information on Sally Beamish (composer of Opus California).

Classroom poster with keywords needed in the study of the "Into the 21st Century" topic (Eduqas).

A two-page glossary of useful terminology for Into the 21st Century (Eduqas A-level Music). A starting point and precursor research activity to the study of Thomas Ades' Asyla and Sally Beamish's Opus California.

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.

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 resource that uses the documentary “Punk Britannia Part 2 1976-1978". Set of research questions for students to answer whilst watching the documentary. Answers for teachers also provided. Good as an introduction to British Punk and an insight into the politics of the time. Takes around 2-3 hours minimum as a mini-project: 1-2 hours to watch and make notes, 1 hour as a class discussion. Could be used for BTEC Music (Unit 30 Pop Music in Practise) or A’level Music.

A comprehensive guide to 80s 2-Tone Reggae & Ska music, with specific focus on The Specials. Track Analyses include: Ghost Town by The Specials and One in Ten by UB40. Analysis focuses on main musical features and characteristics of 80s 2-Tone Reggae & Ska. A suggested written, research/homework activity is also provided. All information is included in 1 powerpoint resource.

A comprehensive guide to 70s Funk, with specific focus on The Commodores and Stevie Wonder. Track Analyses include: Brick House by The Commodores and Superstition by Stevie Wonder. Analysis focuses on main musical features and characteristics of 70s Funk. A suggested written, research/homework activity is also provided. All information is included in 1 powerpoint resource.

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.

A lesson originally used in a Music Department Taster event for Y10 and Y11 students (went down well across 160 students in 13 sessions). Recordings of songs mentioned are readily available on YouTube. The session looks at the UK mainstream charts, focussing on No. 1s and analysing their musical features to assess the formula for what makes a “hit” track. It then hones in on a huge current trend that has been bubbling under the surface for a couple of years - country music (or rather “pseudo-country”).

A sample question as part of the Eduqas Unit 3 A-level Music specification. Two versions of “Rollercoaster of Love” - Ohio Players and RHCP. Original Funk vs. Rock-Funk fusion cover.

A five-page glossary of useful terminology for the study of Rock & Pop (Eduqas AS-level Music). A starting point and precursor research activity to the study of Rock & Pop music from the 1960s-1990s.

Eduqas A-level Music Rock & Pop Comparison Sample Question: "Bad Guy”. With suggested mark scheme. Original Electro-Pop style version compared with Funk cover version.

A powerpoint looking at the historical context behind 70s British Punk, including discussion of musical features, stage presence, politics, iconic artists/tracks and the evolution into the 80s. Could be used as an overview, initial look at the topic, revision or for sparking conversation.