Music
Staff
Clare McCanny (Head of Department)
Sinead McErlane
Maria Magee
12 Peripatetic Tutors
Key Stage 3
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Key Stage 3: Music is taught to all classes in years 8-10. The curriculum closely follows the requirements of the national curriculum with its emphasis on listening, performing, and composing. All students will have an opportunity to develop instrumental skills on various classroom and other instruments. Composition is normally pursued as a group activity based on concepts such as as Songwriting, Blues, Improvisation, Film Music. Listening activities encompass a broad range of styles and genres from all over the world.
GCSE: Key Stage 4
Music can be taken as a GCSE subject either over two years or as an accelerated one-year course. The latter is taught at lunchtime to students who have achieved Grade 4 on their chosen instrument. Many students will take this opportunity as this provides students with an extra GCSE qualification.
Students study the GCSE specification offered by CCEA.
(See below for links to the CCEA music microsite)
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Post 16
The CCEA A-level Music specification provides a comprehensive framework for students to explore and develop their musical abilities across three core areas: performing, composing, and appraising.
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Performing: Students are required to perform as soloists and/or as part of an ensemble. This component assesses their technical skills, musicality, and ability to communicate through performance.
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Composing: Students learn to create original music. This part of the course encourages creativity and an understanding of various compositional techniques and styles. Students must submit compositions that demonstrate their grasp of musical elements and structures.
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Appraising: This involves the study and analysis of set works, as well as wider listening. Students develop their ability to critically evaluate music, understanding its context, structure, and the use of musical elements. This component includes both written and listening exams.
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The CCEA specification emphasises the integration of these activities, ensuring that skills in one area support and enhance understanding in the others. It aims to foster a broad appreciation of different musical genres and contexts, while also allowing students to specialise, according to their strengths and interests​.
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For more detailed information, including specific requirements and assessment criteria, you can visit the CCEA's official page for the A-level Music specification.
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Extra-curricular
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The music department offers a wide range of extra-curricular activities for all year groups with rehearsals at breaktime, lunchtime and after school. These activities include:
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Senior Choir
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Junior Choir
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Girls Choir
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Senior Orchestra
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Junior Orchestra
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Flute Ensemble
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Wind Quintets
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Samba Group
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Traditional Group
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String Quartets
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Ukulele Group
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Musical Theatre Club
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Rock Band
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Brass Ensemble
Students have many opportunities throughout the year to perform in these ensembles at various school events and other Festivals. The most significant being the Annual College Concert which will is held around Easter every year. Students will also be performing at the College Carol Services and providing Music for the Marie Curie Lights to Remember Service, hosted by the College in December.
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The music department offers a wide range of extra curricular activities for all year groups with rehearsals at breaktime, lunchtime and after school. These activities include:
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Senior Choir – Mrs Claire Hamilton
Junior Choir – Miss Sinead McErlane
Girls Choir – Mrs Claire Hamilton
Senior Orchestra – Mrs Clare McCanny
Junior Orchestra – Miss Sinead McErlane
Flute Ensemble – Mr Richard Douglas
Wind Quintets – Mr Erwin Shaw
Barbershop Quartet – Mrs Claire Hamilton
Traditional Group – Mr Niall McClean
String Quartets – Mrs Clodagh Oakes
Pupils have many opportunities throughout the year to perform in these ensembles at various school events. The most significant being the Annual College Concert which will is held around Easter every year. Pupils will also be performing at the Annual College Carol Services which is held just before the Christmas break.
Career Options
After completing A-level studies in music, numerous career options become available, leveraging the skills and knowledge gained. Here are some potential paths:
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Performer: Many pursue careers as solo musicians, orchestral players, or members of bands and ensembles. This can include classical, jazz, pop, rock, or other genres.
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Composer/Songwriter: Writing music for various purposes, including concert pieces, film scores, video games, television, and commercials. This can also involve arranging and orchestrating music.
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Music Teacher/Educator: Teaching music in schools, colleges, or universities, or providing private lessons in instruments, voice, or music theory.
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Music Therapist: Using music to help individuals with psychological, physical, or developmental issues. This role requires further specialised training but starts with a strong foundation in music.
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Music Producer/Recording Engineer: Working in studios to produce and record music, overseeing the technical and artistic aspects of the recording process.
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Music Journalist/Critic: Writing reviews, articles, and features for newspapers, magazines, or online platforms, focusing on music events, new releases, and trends in the music industry.
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Conductor: Leading orchestras, choirs, or other musical groups, requiring deep knowledge of musical scores and performance practices.
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Music Librarian/Archivist: Managing collections of music scores, recordings, and related materials in libraries, archives, or museums, requiring knowledge of music history and cataloguing.
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Music Promoter/Manager: Working behind the scenes to organise concerts, tours, and events, or managing the careers of musicians and bands.
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Music Analyst/Consultant: Working with media companies, tech firms, or music platforms to analyse trends, user data, and market research to inform business decisions and strategies.
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Ethnomusicologist/Musicologist: Researching and studying music from various cultures and historical periods, often requiring advanced degrees and involvement in academic or field research.
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Sound Designer: Creating soundscapes for film, television, theatre, or video games, focusing on the artistic and technical aspects of sound production.
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Arts Administrator: Managing arts organizations, such as orchestras, opera companies, and cultural institutions, overseeing operations, programming, and community outreach.
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Each of these careers often benefits from further education, such as a degree in music or a related field, and practical experience gained through internships, part-time jobs, or volunteer work in the industry​.
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