AQA GCSE Music Scheme of Work Strand 1 The Western Classical Tradition
Study
Session/Lesson
Learning Objectives
(per 1 hour session)
Suggested Teaching & Learning
Activities
Learning Outcomes
Key Words
Performing & Composing
Suggestions
Sub-Strand 1 Baroque Orchestral Music (3 x study sessions/lessons plus suitable performing/composing and practical activities time)
To know the dates of the
Baroque period
To understand the main features
of Baroque music and
instruments used (AoS 3 & 4)
To distinguish between Baroque
music and other types of music
(AoS 3 & 4)
Starter Activity Introduce Baroque music through a range of
images and a listening activity identifying key features
1. Introduce the Baroque orchestra, the role of the Harpsichord
as Basso Continuo and figured bass notation through reading.
2. Demonstrate other features of Baroque music
instrumentation, melodic decoration, major and minor tonality,
terraced dynamics and imitation through listening.
3. Identify music as Baroque or otherwise when listening
justifying reasoning
Plenary consolidate learning of Baroque period dates,
composers, features and instruments in a mind map.
Learn about the Baroque Dance
Suite as a type of Baroque
Instrumental Music (Aos 5)
Learn about the contrasts in
Rhythm & Metre (AoS1),
Harmony and Tonality (AoS2)
and Structure and Form (AoS5)
that feature in the daces which
make up the Baroque Dance
Suite
Starter Activity Revise features of the Baroque period and
Baroque music from previous study session/lesson
1. Introduce Baroque Dance Music through listening for
instrumentation, metre, tempo and other music features.
2. Explore the history of the Baroque Dance Suite through
reading, then demonstrate each of the dances using
video/audio files, compiling a table of the key musical features
of each.
3. Attempt 3 short GCSE-style listening questions based on
music from the Baroque Dance Suite
Plenary complete plenary self-assessment and revise key
words
Learn how Baroque composers
used harmony and chords in
Baroque Orchestral Music
(AoS2)
Recognise instruments used in
Baroque Orchestral Music both
in solo and combination (AoS4)
Learn about different Structures
and Forms (AoS5) , Rhythmic
Features (AoS1) and Textures
and Melody (AoS3) is in
Baroque Orchestral Music
Starter Activity Revise the sound of a number of popular
Baroque solo instruments through listening
1. Introduce some of the key forms of Baroque instrumental
music and their characteristic features through listening the
ground bass, the fugue, the concerto and the sonata
2. Identify a range of Baroque instrumental music as being in a
particular genre
3. Attempt a GCSE-style listening question based on a Handel
Minuet revising features from this and the previous study
session/lesson
Plenary complete plenary self-assessment and revise key
words
Baroque On!
2
The Baroque
Dance Suite
3
Baroque
Instrumental
Genres
Grade E (working towards) All Pupils :
Describe and identify simple features used in Baroque music e.g.
the sound of the Harpsichord, the difference between major and
minor tonality
Aurally discriminate between characteristically Baroque music and
music from other genres
Grade C (working at) Most Pupils :
Know the dates of the Baroque period
Describe and identify more complex features used in Baroque
music e.g. role of the continuo and terraced dynamics
Aurally discriminate between a range of vocal and instrumental
Baroque music and music from other genres
Grade A (working beyond/GAT) Some Pupils :
Describe and identify complex features used in Baroque music
e.g. melodic decoration and imitation
Correctly aurally discriminate between Baroque and other music
Grade E (working towards) All Pupils :
Recognise the Baroque Dance Suite as a type of Baroque
Instrumental Music
Identify basic features such as major/minor tonality in Baroque
Dance Music
Grade C (working at) Most Pupils :
Can name the different dances of the Baroque Dance Suite
Aurally identify instruments used to perform Baroque Dance
Music
Identify more complex features such as tempo, metre and basic
Binary Form structures used in Baroque Dance Music
Grade A (working beyond/GAT) Some Pupils :
Can describe the development of the Baroque Dance Suite and
its contribution to Baroque Instrumental Music overall
Identify complex features such as rhythmic features, sequence,
imitation, terraced dynamics and instrumentation in a variety of
different dances from the Baroque Dance Suite
Grade E (working towards) All Pupils :
Recognise some Baroque orchestral instruments in both solo and
ensemble
Understand that much Baroque orchestral music uses
major/minor tonality based on chords
Recognise that differences between solo and tutti when listening
Grade C (working at) Most Pupils :
Recognise most Baroque orchestral instruments in both solo and
ensemble
Recognise basic textures and structures and forms used for
Baroque instrumental music
Grade A (working beyond/GAT) Some Pupils :
Recognise all Baroque orchestral instruments in both solo and
ensemble
Understand changes in harmony and identify chords used in
Baroque orchestral music.
Correctly identify different textures, forms and structures used in
Baroque Orchestral music.
Baroque, Basso Continuo,
Cello, Continuo, Decorated
Melody, Figured Bass,
Handel, Harpsichord,
Imitation, J. S. Bach, Major,
Minor, Mordent, Orchestra,
Organ, Ornamentation,
Terraced Dynamics,
Tonality, Trill, Turn, Viols,
Vivaldi.
SOLO PERFORMING - Pupils could be
asked to perform a simple Baroque Minuet
by composers such as Bach or Handel on
a keyboard, selecting an appropriate
Harpsichord timbre. This could be
developed by pupils decorating the melody
line with ornaments and selecting different
dynamic levels with which to perform
certain sections in the terraced dynamics
Baroque style.
Allemande, Binary,
Courante, Gigue, Imitation,
Metre, Minuet, Movement,
Prelude, Rhythm,
Sarabande, Suite, Tempo,
Terraced Dynamics,
Sequence, Tonality.
SOLO PERFORMING - Pupils could be
asked to perform the melody, or part of the
melody line, of a simple movement taken
from a Baroque Dance Suite by Bach or
Handel paying particular notice to the
characteristic features of that particular
dance and attempting to recreate and
display these during performance.
Accompaniment, Cello,
Concertante, Concerto
Grosso, Concerto,
ContinuoContrapuntal,
Ensemble, Fugue, Ground
Bass, Harpsichord, Lute,
Monophonic, Organ,
Ostinato, Polyphonic,
Recorder, Ripieno, Solo,
Solo, Sonata, Subject, Tutti,
Violin, Voice.
ENSEMBLE PERFORMING Many
Baroque instrumental genres will be too
complex for pupils to perform. However,
the Ground Bass is one such easier
example and pieces such as Pachelbels
Canon can be successfully attempted by
an ensemble performance encouraging
pupils to select appropriate timbres to give
an authentic Baroque sound, while
focusing on the structure of the repeating
Ground Bass.
