Curriculum

PERFORMING ARTS Music

The Academy’s Performing Arts curriculum gives pupils the opportunity to engage in creative self-expression through Music/Nasheed.

The Star Music curriculum for faith schools has been developed to stimulate young minds, provide an outlet for expression, and enhance pupils’ faith experience. The curriculum is designed to build character and real-life skills and abilities. The programmes of study are interwoven with lessons from the life of the Prophet Muhammad and key events in Islam, which are conveyed using musical expressions. The curriculum also incorporates the creative works of artists and composers from Western and World musical traditions.

We will keep these relevant and exciting to cater for pupils’ diverse needs. Music is a universal language which represents one of the highest levels of creativity, imagination, and inspiration, and utilises parts of the brain that enable students to grow to be healthier learners. We will assist pupils in developing an open-minded approach throughout this discipline so that they gain a deeper awareness of the diverse world around them. Pupils must develop a profound appreciation of history.

To this end, they will acquire an appreciation and understanding of the historical and cultural musical traditions, especially of the great composers, which will present them with not only how a historic period matured but will also stimulate them with potent ideas. Moreover, this cultivates a better tolerance and respect of the diverse cultures that shape the world we live in. Through the study of music, we intend to create a vibrant environment for pupils to cultivate a strong love of school life, develop logical intelligence and interpersonal skills; confidence, self-esteem, communication, problem-solving and team-building skills.

Our schemes are embedded with engaging musical exploration and opportunities to discover and enhance these skills. The music curriculum aims to inspire and develop pupils’ interests in composing, performing, listening and appraising music, where they will expand awareness of different genres and cultures and have opportunities for independent and teamwork.

Curriculum Overview
Year 7 Year 8
  • THE MIGRATION THE FULL MOON BELOVED SALWAAT

In this unit, pupils explore the concept of migration with specific exploration of the immigration of the Prophet Muhammad (S) from Mecca to Madina. Pupils will explore and create soundscapes representing this migration and will learn the nasheed Talal Badru Alayna. Pupils learn about the elements of music involving composing, performing, and listening and appraising, and how the great composers have used the elements to create different moods. Concept: Exploring the elements of music.

  • THE FULL MOON

In this unit, pupils explore the description of Prophet Muhammad (S) and the love his companions had for him. Pupils will listen to and sing a variety of nasheed describing the Prophet (S), after which they will create their own nasheed lyrics. Pupils will sing and learn the nasheeds Qamaroon and The Jewel of Creation, which describes attributes of Prophet Muhammad (S). Pupils learn about rhythm and pulse through composing, performing, and listening and appraising, and how the great composers have used rhythm of varying complexities in their works. Concept: Exploring rhythm and pulse.

  • BELOVED

In this unit, pupils explore the deep love, and reverence Allah (J) has for Prophet Muhammad (S) through a variety of nasheed. The concept of peace, reverence and love is explored and extended on to develop pupils’ characters to seek the good in all people. Pupils learn about musical forms through composing, performing, and listening and appraising, and how the great composers have used form and structure to create intrigue and contrast in their works. Concept: Exploring Musical Structures through the nasheed genre of ‘Salaat and Salaam’.

  • SALWAAT

In this unit, pupils explore ‘Salawaat’ – Praising The Prophet (S), in the form of chants and popular nasheeds sung across the globe; Sallallahu’ Alaa Muhammad. Pupils examine being in touch with their feelings and develop greater empathy and appreciation towards others. Pupils learn about musical scales through composing, performing, and listening and appraising, and how the great composers have used scales to create mood and effect in their works. Concept: Exploring Scales.

  • Performing & responding to drama
  • Directors’ interpretations of key scenes
  • Devising a theatrical piece of drama
  • Theory and Examples with the elements of Music in: Tempo, Texture, Timbre, Silence, Pitch, Duration, Dynamics
  • Group performances 
  • Use simple notation 
  • Singing in rounds 
  • Understanding the spiritual message of songs in Study
  • Creating and improvising simple tunes
  • Understanding practice and rehearsals
  • ASMAA AL-HUSNA

In this unit,pupils learn aboutthe Divine Names of Allah (J)and how they impact on aMuslim’s devotional lifestyle. The Asmaa Al Husna act as a conduit and providea spirituallink between Lord and servants. Pupils explorevarious renditionsof Asmaa Al Husna, before composing their ownversions.Pupils learn aboutthe connection between music and the cosmosthroughcomposing, performing,and listening and appraising, and how the greatcomposers have manipulatedmusical features to create enigmatic effectsin their works.Concept: ExploringSounds, Dynamics and Instrumentation.

  • QASIDAH BURDAH

In this unit, pupils learn about Qasidah Burdah, a thirteenth-century ode praising Prophet Muhammad (S), which originated from the African continent. Pupils learn about rhythmic features and devices used in African music through composing, performing, and listening and appraising, and experience a rich repertoire created and/or inspired by African music. Concept: Exploring Polyrhythm.

  • DHIKR

In this unit, pupils explore Dhikr as a genre which develops the connection between the created and The Creator (J). Pupils investigate short prayer chants and create their own melodic motifs to excite a variety of moods to connect with their own and others emotions. Pupils learn about the development and conventions of minimalist music through composing, performing, and listening and appraising, and how composers have used small rhythmic motifs to create a bigger piece. Concept: Exploring Motifs, Polyrhythms and Repetition.

  • THE CALL

In this unit, pupils explore a fundamental belief in Islam, that of the Judgement Day, where one of its significant signs is the first blowing of the trumpet by the archangel Israfil (AS). Pupils also investigate the Adhaan (Call to Prayer). Pupils learn about the history, origins and uses of Fanfares through composing, performing, and listening and appraising, and how the great composers have created a variety of Fanfares from different times and places. Concept Exploring Music for Special Occasions.

  • Stanislavski and Brecht and their Naturalistic and Episodic performance styles
  • Sub-text, language and dramatic climax
  • Social, cultural and historical context
  • Evaluate theatrical interpretation through comparison
  • Realise artistic intention when devising drama
  • Use and describe the elements of Music: Tempo, Texture, Timbre, Silence, Pitch, Duration, Dynamics 
  • Performances in a solo, dual and unison 
  • Use advance notation 
  • Performing in an ostinato and canon 
  • Evaluation of performances 
  • Exploring and providing own opinion
  • Composing  
  • Improvisation

 

 
Year 9
  • The NASHEED STAR

In this double unit,pupils reflect and explore the purpose of their own nasheed composition or performance. These expressions may include their relationship with Allah(J), the Holy Prophet Muhammad (S) or as an avenue for Dawa. Pupils are invited to reflect upon the environment, society and cultures of the people they are composing for or performing to, hence creating purposeful compositions or performances appropriate for their intended audience(s).Pupils explore the genre of nasheed in more detail, learning how different nasheed artists and groups have created different musical arrangements of the same nasheed.

  • Key Concepts

Exploring Songs and Arrangements

  • Key Skills
    • Learn about different types and styles of songs from different times and places.
    • Learn how songs have been performed in different arrangements by different groups and artists.
    • Learn about the importance of structure in songs.
    • Create songs using structure, instrumentation, lyrics, chords, melody and other features.
    • Learn about hooks and riffs and how these have been used in songs.
    • Record their performance or composition using music technology.
    • Create a final output together with artwork in the form of a digital file.
  • Introduction to Drama
  • Drama Practitioners
  • Performance Styles
  • Genre
  • Approaches to Devising
  • Approaches to Performing a script
  • Research
  • Creating a Portfolio
  • Evaluating Live Performance
Assessment

At Key Stage 3, assessments take place at the end of each term. 

Enrichment Offer

The Performing Arts Department offers subject-specific enrichment clubs and organises a range of educational visits and theatre trips throughout the year. Pupils who join our Nasheed Choir benefit from regular rehearsals and have the opportunity to perform during school and community events. Intervention sessions to consolidate prior learning and ensure maximum progress are at the heart of our delivery model.