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AS & A-Level Music Resources Shop |
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Home |
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About Musical Contexts |
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Subscribe to Musical Contexts |
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Frequently Asked Questions (FAQ)/Help |
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Musical Contexts Year 7 Baseline Assessment |
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2016 GCSE (9-1) Music Resources Index |
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Musical Contexts Music Cover Bank |
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Musical Contexts Shop & Seasonal Topic Packs |
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Musical Contexts Topic Exploration Packs |
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Musical Contexts “Warm-Ups” Compendiums |
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Musical Contexts World Music Resources |
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Musical Contexts Music History & Theory Resources |
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Primary/Key Stage 2 Music Resources Index |
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Secondary/Key Stage 3 Music Resources Index |
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Musical Contexts SQUILT |
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Musical Contexts
Music Theory Microsoft/Google Forms Bundle Available via the
Musical Contexts Shop as an ‘add-on extra’, these 10
ready-made online music theory quizzes are available in either Microsoft or
Google Forms formats and provide an excellent way of assessing pupil’s
knowledge and understanding of music theory.
All 10 quizzes are worth 20 marks and include: Treble and Bass Clef Staff Notation;
Note Values and Rests; Dots, Ties and Triplets; Time Signatures; Tempo and
Dynamics, Sharps and Flats, Tones and Semitones; Major and Minor Scales; Key
Signatures; Intervals. |
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Musical Contexts Music
Theory Resources |
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Musical Contexts Rhythmic
and Melodic Dictation Resources |
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A collection of new, existing and
adapted resources from Musical Contexts suitable for home learning. |
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GCSE
Music Resources for Home Learning |
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Includes Supported Self Study Audio
Narrations |
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Includes Supported Self Study Audio
Narrations |
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Bumper 53-page workbook packed full
of ideas covering scales! |
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Includes Supported Self Study Audio
Narrations |
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· Downloadable workbooks in .PDF and
MS-Word formats ideal
for online, distance or home learning. · QR codes take pupils directly to audio and
video recordings of music from different times and places to access from
their own online digital devices. · Contain a range and mix of music theory,
listening questions and performing
and composing tasks included with suggestions as to
how these may be complete if pupils are working from home. · Contain detailed Teacher’s Notes including answers to activities,
discussion and audio transcripts of Supported Self Study Narrations. |
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Please feel
free to copy, modify, customise, personalise and use Musical Contexts resources for your own use, with your students and pupils, within your
own school or college and on internal Virtual Learning Environments
(VLEs). Please
use the resources responsibly and ethically, as continued irresponsible free
sharing and poaching of paid published resources (particularly “free sharing”
to Facebook groups and the current trend of setting up “free” music resource
websites using Musical Contexts and other published resources) is not only a breach of copyright, but
the implications of making these publicly available on websites, even if only
for a short period of time, are that other schools and teachers can freely
access them meaning a loss of earnings for authors and publishers,
jeopardising future resource development for YOUR subject specification and
will only sadly see the demise of sites such as Musical Contexts which rely on
the support (and honesty) of schools and teachers for future
development. Musical
Contexts is unitedly working with a range of
publishers together to monitor Facebook groups for such “free sharing” and
regular checks to the web are made using a program which scours the web for
PDFs using automated code (scrapers). Any subscriber found freely
sharing Musical Contexts resources online will have their log-in cancelled with immediate
effect and no refund given in respect of this. |
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Musical
Contexts Topic Exploration Packs |
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· Downloadable workbooks in .PDF and
MS-Word formats ideal
for online, distance or home learning. · QR codes take pupils directly to audio and
video recordings of music from different times and places to access from
their own online digital devices. · Contain a range and mix of music theory,
listening questions and performing
and composing tasks included with suggestions as to
how these may be complete if pupils are working from home. · Contain detailed Teacher’s Notes including answers to activities and
discussion notes. |
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Musical
Contexts World Music Exploration Packs |
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Musical
Contexts SQUILT |
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What is SQUILT? Super Quiet UnInterrupted Listening Time What does the Musical Contexts SQUILT pack contain? A series of general
listening questions and “draw what your hear” tasks based on a wide range of
music from different times and places focusing on the elements of music,
instruments and why music is suited for a particular occasion or use. The pack comes complete with answers/mark
schemes to all SQUILT tasks at the
back. What formats are available and who is it suitable
for? Available as a .PDF and
MS-Word (editable) booklet, simply choose which listening question you’d like
to set. Suitable for KS3, GCSE and up
to AS/A-Level preparation and ideal for home learning. How do pupils access the audio/video extracts? The extracts are
available either via a QR code (linking to a ‘free’ area of Musical
Contexts) which pupils can scan with their own online mobile
devices or available as separate audio and video files below. How do I keep track of new questions being added? Follow the Musical
Contexts Twitter feed and ‘Like’ and ‘Follow’ Musical
Contexts on Facebook for the latest updates to the SQUILT pack. Questions/extracts are also listed below. |
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Pitch - Treble and
Bass Clef Staff Notation Knowledge Organiser (Taken from the Musical Contexts Music History
& Theory Page) |
A 3-page worksheet introducing pupils to the lines and spaces of the
Treble Clef in terms of staff notation to encourage pupils to learn the
correct pitch note names. (Taken from the Musical Contexts Secondary/KS3
“Keyboard Skills” unit) |
Introduces pupils to the musical symbols for repeat markings and their
use and also the treble and bass clef symbols encouraging pupils to draw both
these symbols and understand their use to indicate high or low pitch. (Taken from the Musical Contexts Secondary/KS3
“Hooks and Riffs” unit) |
Naming notes in the Treble Clef.
Contains Answers (Taken from the Musical Contexts Secondary/KS3
“Keyboard Skills” unit) |
Naming notes in the Bass Clef. Contains Answers (Taken from the Musical Contexts Secondary/KS3
“All About the Bass” unit) |
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A 2-page worksheet introducing or revising pupils to the names of
black keys on a piano/keyboard and the symbols for sharps and flats. (Taken from the Musical Contexts Secondary/KS3
“Keyboard Skills” unit) |
Duration - Note
Values and Rests Knowledge Organiser (Taken from the Musical Contexts Music History
& Theory Page) |
Includes knowledge and understanding of beat/pulse, rhythm and marches
and waltzes along with note durations and time signatures. (Taken from the Musical Contexts Secondary/KS3
“I’ve Got Rhythm” unit) |
Tempo, Dynamics and
Articulation Introduces pupils to Italian musical terms relating to tempo, dynamics
and gradations of dynamics as well as introducing legato and staccato
articulation markings. (Taken from the Musical Contexts Secondary/KS3
“Building Bricks” unit) |
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Duration - Dots,
Ties and Triplets Knowledge Organiser (Taken from the Musical Contexts Music History
& Theory Page) |
A 2-page worksheet on dotted note durations and their equivalent
rests. (Taken from the Musical Contexts Music History
& Theory Page) |
Pupils add missing tied notes, add missing dots and identify and
describe triplet note groupings.
Contains answers. (Taken from the Musical Contexts Music History
& Theory Page) |
Pupils construct intervals of a 5th adding notes above and below
treble and bass clef staff notation and work out the note names of chords
(also in treble and bass clef notation with accidentals) before aurally
evaluating whether they are a concord or discord. (Taken from the Musical Contexts Secondary/KS3
“Soundtracks” unit) |
2-page worksheet on identifying syncopated vs. non-syncopated Samba
rhythms, completing the missing barlines in syncopated Samba rhythms and
adding pulse/beat counts below syncopated Samba rhythms. Contains answers. (Taken from the Musical Contexts Secondary/KS3
“Samba” unit) |
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Building Bricks
Rhythmic and Graphic Score Dictation Exercises Rhythmic dictation based on the ‘Promenade’ theme from Mussorgsky’s
“Pictures at an Exhibition” and graphic score completion based on ’Dawn
Interlude’ from “Peter Grimes” by Benjamin Britten. All of the audio examples are
given on the accompanying audio file. |
I’ve Got Rhythm
Dictation— Rhythm Grid and Single Line Rhythm Dictation Contains 3 Rhythm Grids for pupils to complete (based on crotchet and
pairs of quavers beats and rests) and two single line rhythms to complete in
2/4 and 3/4 time. Answers
provided. All of the accompanying
audio extracts are provided on the audio file. |
Form and Structure Melodic Dictation Exercises Basic melodic dictation of Question and Answer Phrases and short
Binary and Ternary Form examples using treble clef staff notation. All of the audio examples are given on the
accompanying audio file. |
Sonority City
Graphic Score Dictation Graphic Score dictation based on the opening of Copland’s “Fanfare for
the Common Man” Includes answers with audio example given on the above audio
file. |
What Makes a Good
Song? — Melodic Dictation Treble clef melodic dictation from riffs and melodies of famous
popular songs. Answers provided. All of the
accompanying audio extracts are provided on the audio file. |
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Hooks and Riffs
Rhythmic and Melodic Dictation Exercises Introduces pupils to some basic rhythmic and melodic dictation based
on simple ostinatos and riffs, starting with graphic notation and moving onto
single line rhythm notation and finally using staff notation. All of the audio examples are given on the
accompanying audio file. |
Soundtracks Melodic Dictation Exercises Bass and Treble Clef Melodic Dictation based on Film Music Themes. All of the audio examples are
given on the accompanying audio file. |
Rhythm Grid and Single line rhythm dictation using Samba rhythms
performed on instruments of Samba featuring syncopation in 4/4 time. Answers provided. All of the accompanying audio extracts are
provided on the audio file. |
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4-page worksheet on beat, pulse, simple duple,
triple and quadruple metre and time signatures. Contains answers. (Taken from the Musical Contexts Secondary/KS3
“Dance Music” unit) |
3-page worksheet on simple and compound time signatures. Contains answers. (Taken from the Musical Contexts Secondary/KS3
“Dance Music” unit) |
Constructing Chords I, IV and V and then I7, IV7 and V7 in C Major on
staff notation and keyboard diagrams. (Taken from the Musical Contexts Secondary/KS3
“All That Jazz” unit) |
Constructing and notating on treble clef staff notation 6 modes
following given patterns of tones and semitones. (Taken from the Musical Contexts Secondary/KS3
“All That Jazz” unit) |
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The Musical Contexts
“Rhythms of the World” World Music Passport Continuing the Musical Contexts “Passport”
series, this 10-page A4 collated template can be printed back-to-back (or
enlarged to A3) forming a 20-page “Passport” for students to research and
‘visit’ 5 different countries around the world to explore their music. Pupils visit Africa, India, China,
Indonesia and Latin-America researching musical instruments from within each world music
genre, defining key words and terms relating to that type of world music and
watch, listen and reflect on a piece of world music (suggestions are given in
the form of QR codes which link directly to YouTube audio and video
performances) for music from that country.
There’s also a reflection activity and a word search of key words and
terms. |
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The Musical Contexts
“Sonority City” Instruments of the Orchestra Passport This 10-page A4 collated template can be
printed back-to-back (or enlarged to A3) forming a 20-page “Passport” for
students to research and ‘visit’ each section or family of the
orchestra. Pupils research orchestral
instruments from within each section or family of the orchestra, research key
words and terms relating to that section or family of instruments and listen
to and reflect on a piece of music (suggestions from the Western Classical
Tradition and Popular Music) for that particular family of instruments. There’s also space for pupils to research
the role of the conductor, the layout of the orchestra, the London Symphony
and Halle Orchestras, a reflection activity and a word search of key words
and terms. |
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“Rhythms of the
World” World Music Passport - basic A4 on 20 pages version for anyone having
problems with printing. |
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“Sonority City”
Instruments of the Orchestra Passport - basic A4 on 20 pages version for
anyone having problems with printing. |
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A good introduction to The Elements of Music
for study at GCSE-level through the exploration of a Mozart Piano Concerto, a
Popular Song and an Indian Raga. Suitable for all GCSE Music examination
boards. |
Full 9-page Study Guide booklet to support Area of Study: “My Music” Provides starting points to introduce “My Music” as covered in the
new GCSE (9-1) Music 2016 specification for OCR but suitable for all other
exam boards. Includes “My Own
Instrument Facebook Profile” research task. Allows pupils to create/compose and perform a short piece of
descriptive music for their own instrument, voice or music technology
equipment based on the knowledge and understanding from their research work. Key Words definitions highlight key musical vocabulary in relation to
My Music. Learning Outcomes
consolidate learning and act as a means of tracking pupil progress. |
The Musical Contexts GCSE Study and Revision
Guide for Film Music Newly updated for
Eduqas, OCR and Edexcel GCSE Music - ideal for
online, distance or home learning and revision. Sections on Video
Game Music (to support OCR), Minimalist Techniques in Film Music (to support
Eduqas) and a Cast Study of Main Theme/Rebel Blockade Runner from Star Wars
Episode IV: A New Hope - John Williams (to support Edexcel). Includes questions
and think prompts. QR Codes take
pupils directly to YouTube videos, recordings and performances of film music
to access form their own (online) digital devices alongside listening
questions. Annotated score
examples highlighting musical features and how the Elements of Music are used
in a range of film music. Word walls
consolidating key musical terms and vocabulary. |
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