Thank you for visiting my shop. Feedback, comments and questions are welcomed:
Olivia@sparkhall.org.uk
Please do email me if you need anything in conjunction with a resource you have purchased.
Thank you for visiting my shop. Feedback, comments and questions are welcomed:
Olivia@sparkhall.org.uk
Please do email me if you need anything in conjunction with a resource you have purchased.
Plenty of suggestions to help your students take responsibility for expanding their understanding of context and discover more wider listening for themselves.
I have analysed the two specimen papers published by Edexcel, in conjunction with the Specification. By identifying and understanding the requirements of these specimen papers, I have been able to produce a set of resources which will prepare the students for the examination.
By reading my analysis, I believe that you will be able to answer the perennial question, ‘will this be in the exam?’ with more confidence, leaving you freer to achieve your primary aim of instilling a love and appreciation of music in your students.
What will you gain from the question paper analysis document?
1. Evidence of actual exam questions produced by Edexcel, broken down into sets
2. A clear sense of the style and type of question your student will receive
3. A confidence in knowing what your students need to know and the sort of questions they will answer to demonstrate their knowledge
Question focus: naming instruments/instrument families
12% (8 marks) of SAMPE section A and 9% (6 marks) of ASAMPE section A requires students to name instruments. The question is always specific: name an accompanying instrument; name an instrument that plays at the start; name an instrument playing the melody; name an instrument found in both extracts.
I have analysed the two specimen papers published by Edexcel, in conjunction with the Specification. By identifying and understanding the requirements of these specimen papers, I have been able to produce a set of resources which will prepare the students for the examination.
By reading my analysis, I believe that you will be able to answer the perennial question, ‘will this be in the exam?’ with more confidence, leaving you freer to achieve your primary aim of instilling a love and appreciation of music in your students.
What will you gain from the question paper analysis document?
1. Evidence of actual exam questions produced by Edexcel, broken down into sets
2. A clear sense of the style and type of question your student will receive
3. A confidence in knowing what your students need to know and the sort of questions they will answer to demonstrate their knowledge
Fully updated for examination in 2022 onwards.
Now with separate ‘student’ and ‘answer’ booklets (two, separate files).
Included:
‘Hector Berlioz’
‘Berlioz Other Music’
‘Liszt Reading’
Hector Berlioz: Familiarisation ‘context’ questions
How to write a ‘Level 5’ essay
Other relevant music is included, both in detail, and in brief.
How to write a top-level essay question 5 and 6.
Extensive answers provided.
‘Day of Days’ is an Easter anthem for SATB with organ accompaniment.
It is part of a series - Choral Sheet Music by Historical Women.
If you would like to photocopy the download, please choose the ‘Add School Licence’ for £9.97 making a total purchase price of £13.96.
Thank you.
About the arranger
Olivia Sparkhall studied composition at school with Derek Bourgeois and at Durham University with Paul Archbold, and has since received critical acclaim for her vocal music. She was short-listed in the Cappella Nova competition in 2018 for Dona Nobis Pacem and has since received several commissions for choral compositions including for International Women’s Day services in 2018 (Lux Aeterna) and 2019 (Faith and Hope). Her choral music has been sung in the UK and abroad including on BBC One’s Songs of Praise programmes. Olivia is published by Chichester Music Press, Encore Publications, and within the Kassian Choral Series of Banks Music Publications both as composer, and as arranger and editor of choral music by women composers from the past. She is part of the series research and editorial team for the Multitude of Voyces CIC Sacred Music by Women Composers set of anthologies, as well as contributing original compositions and arrangements to each of the three volumes.
This resource practises identifying instruments and instrument families in the Area of Study One set work by Bach. It consists of three pages: two pages of questions and one answer-sheet.
I have produced a set of resources based on the technique of ‘over-learning’ which is a method intended to strengthen and consolidate the mental models in long term memory as advocated by Bjork (2011). I have analysed the two specimen papers published by Edexcel, in conjunction with the Specification. By identifying and understanding the requirements of these specimen papers, I am able to be confident that these resources will prepare the students for the examination.
Notes about the resources
The resources can be used as formative assessments. The expectation is that students will get all of the questions right because the aim is for teachers to teach to mastery. If they do not score highly then the concept should be revisited immediately to address any misconceptions. This method helps a student to ‘build a firm long-term memory of the concept being taught’ (Christodoulou, 2016).
Please read ‘The philosophy behind my resources’ for more information.
Please see the file ‘List of Resources’ to establish what is available.
This resource practises identifying tonality and key in the Area of Study One set works (Bach and Beethoven.) It consists of six pages: four pages of questions and two answer-sheets.
I have produced a set of resources based on the technique of ‘over-learning’ which is a method intended to strengthen and consolidate the mental models in long term memory as advocated by Bjork (2011). I have analysed the two specimen papers published by Edexcel, in conjunction with the Specification. By identifying and understanding the requirements of these specimen papers, I am able to be confident that these resources will prepare the students for the examination.
Notes about the resources
The resources can be used as formative assessments. The expectation is that students will get all of the questions right because the aim is for teachers to teach to mastery. If they do not score highly then the concept should be revisited immediately to address any misconceptions. This method helps a student to ‘build a firm long-term memory of the concept being taught’ (Christodoulou, 2016).
Please read ‘The philosophy behind my resources’ for more information.
Please see the file ‘List of Resources’ to establish what is available.
This is a ‘getting started’ activity for the Beethoven set work.
The students need to watch a particular video on YouTube and answer some questions based on what they see and hear.
The resources consists of five pages: three question pages and two answer sheets.
Notes on resource: I created this resource as a ‘getting started’ activity for study of the Beethoven set work. It is a way of ensuring the students listen to the recording and, by watching the video, they can begin to understand the piece. This resource is linked to Edexcel specimen paper questions where a question was asked about the roles of the left and right hands, as well as about other elements of music including texture.
This resource is intended to be used alongside the Edexcel GCSE (9-1) Music Student Book. Students should read pages 2-19 and then define the key words (the words in bold) by filling in the gaps in the sentences.
The resource consists of one worksheet (20 questions) and an answer sheet.
The expectation is that students will get all of the questions right because the aim is for teachers to teach to mastery. If they do not score highly then the concept should be revisited immediately to address any misconceptions. This method helps a student to ‘build a firm long-term memory of the concept being taught’ (Christodoulou, 2016).
This is a Grade Three Music Theory worksheet. The student is asked to give the definition or meaning of the musical terms required for Grade Three ABRSM Music Theory. The list is taken from Taylor, Eric. 1999. First Steps in Music Theory. ABRSM. This resource consists of four pages. The answer sheets are provided.
This is a bundle of Music Theory worksheets for Grades One, Two and Three. The student is asked to give the definition or meaning of the musical terms required for Grade One, Two and Three ABRSM Music Theory. The list is taken from Taylor, Eric. 1999. First Steps in Music Theory. ABRSM. It is also printed in Music Theory In Practice. There are four pages to fill in. The four answer sheets are also provided.
End of topic tests on Wicked, based on the summary box on page 123 of the study guide. This resource consists of five pages: three question pages (Test A and Test B) and two answer pages.
Two innovators of the 20th century, John Cage and Kajia Saariaho, and discussed in depth, with particular focus works as well as plenty of context.
Teachers’ answer-sheets are provided.
Beatles worksheets. Includes listening-style question on Eleanor Rigby, ‘complete the melody’ exercise, and answers for both sets of questions.
Fully updated for examination in 2022 onwards.
Now with separate ‘student’ and ‘answer’ booklets (two, separate files).
Also included:
Listening skills
Recognising intervals, completing chord patterns, notating rhythms; all skills which need practice in order to ace the listening paper. Here I have used the Beatles set works as a starting point to work on these skills.
Updated. Now with the official 'Edexcel' elements, following the publication of the June 2018 examiners' report. A two-page resource where students can summarise the elements of music in each set work. Elements chosen from those specified in the Sample Assessment Materials specimen paper.
Resources for
AoS 4: Religious Music of the Baroque Period (Bach Cantatas)
AoS 5: Programme Music 1820-1910 (Berlioz and Liszt)
AoS 5: Innovations (Stravinsky, Saariaho and Cage)
A detailed introduction to Bach Cantatas, focussing on No. 48: Ich Elender Mensch
Enables students to analyse, evaluate and make critical judgements.
Includes use of musical elements and context.
Included:
Student worksheet
Teacher’s booklet (includes answers)
Piano score
Vocal Score
Please contact me if you need the Palisca reading
Fully updated for examination in 2022 onwards.
Now with separate ‘student’ and ‘answer’ booklets (as separate files).
Courtney Pine is a seven-page resource containing five pages for students, and two pages of answers for teachers. Questions for familiarity, and plenty of other music suggestions, are included.
Pine listening is a resource which includes:
An 11-page resource consisting of
warm-up listening and familiarisation activities
14-mark Listening Test on Lady Day and (John Coltrane)
14-mark Listening Test on Inner State (of Mind)
14-mark Listening Test on Love and Affection
Complete answer sheets for teachers
And the audio files for the listening tests are included.