Mega Music Publisher
Mega Music Publisher
Mega Music Publisher
Germany's innovative new publisher combining educational music publishing and music technology, transforming how music is composed, published, taught, learned, and performed.
© 2018 by Rainer Langhans & Marcel Langhans.
Mega Music Publisher
Germany's innovative new publisher combining educational music publishing and music technology, transforming how music is composed, published, taught, learned, and performed.
© 2018 by Rainer Langhans & Marcel Langhans.
Mega Music Publisher
Germany's innovative new publisher combining educational music publishing and music technology, transforming how music is composed, published, taught, learned, and performed.
© 2018 by Rainer Langhans & Marcel Langhans.
Mega Music Publisher
Germany's innovative new publisher combining educational music publishing and music technology, transforming how music is composed, published, taught, learned, and performed.
© 2018 by Rainer Langhans & Marcel Langhans.
Mega Music Publisher
Germany's innovative new publisher combining educational music publishing and music technology, transforming how music is composed, published, taught, learned, and performed.
© 2018 by Rainer Langhans & Marcel Langhans.
Lesson 1
Introduction to Music Notation
KS3 Music Curriculum – IMPACT
IMPACT is a progressive ensemble curriculum designed for mixed-ability, mixed-instrument classes. Students develop instrumental technique, performing, listening, notation, theory, composition, creativity and musical independence through repertoire that they perform together. Learning begins from a shared pulse and common tone, with musical and technical demands expanding gradually as students become more confident and independent.
The numbered IMPACT repertoire represents a progression of musical skills rather than fixed year levels. The milestones below therefore indicate an achievable pathway for a new KS3 cohort. Classes may move at different speeds, individual students may progress ahead of the class, and earlier repertoire can be revisited whenever consolidation is required.
INDICATIVE PROGRESS
MUSICAL DEVELOPMENT
END-of-YEAR GOAL
Pieces 1–29
Students begin from one shared pitch and gradually expand through G, F–G, E–F–G and D–E–F–G to the five-note range C–D–E–F–G. By Piece 18, the complete C-major scale is introduced. Students develop secure pulse, note values and rests, treble and bass clefs, basic major and minor harmony, simple chord functions, melodic contour, motives, sequences, phrases and forms such as question-and-answer and A–A′. Quavers (eighth notes) and later semiquavers (sixteenth notes) expand rhythmic fluency, while melody, harmony and rhythm become increasingly independent ensemble layers.
Students should be able to prepare and perform a defined ensemble part with increasing independence, maintain the pulse through rests, read basic notation, recognise simple harmony and form, and create short rhythmic or melodic ideas.
Pieces 30–56
The pitch range expands beyond the initial C-major system, first introducing A and then completing wider C-major and relative A-minor work before moving into F major and D minor. Students develop cadences, chord inversions, slash chords, dominant sevenths, major/minor relationships, dotted rhythms, ties, triplets, wider metres, articulation, dynamics and phrasing. Repertoire introduces variation, rounds, melody-and-accompaniment texture, straight and swing interpretation, blues and increasingly independent ensemble roles.
Students should perform with greater control of harmony, expression and ensemble balance, recognise cadential and formal relationships, read increasingly complex scores and make informed choices about interpretation, accompaniment and composition.
Pieces 57–78
Students move into G major, E minor and accidentals before applying their musicianship to a broad range of historical repertoire and styles. Learning includes wider key signatures, harmonic minor, chromaticism, dominant-seventh harmony, inversions, compound metre, ornaments, simple intervals, treble, bass, alto and tenor clefs, transposition and more advanced score reading. Formal understanding expands to include binary, canon, rondo-like structures and sonata-form functions.
Students should increasingly rehearse and perform independently, recognise key, metre, harmony, form, texture and style from scores and recordings, maintain an individual part within a layered ensemble and use appropriate musical vocabulary when listening, performing and reflecting.
Pieces 79–88
Students who progress more quickly can continue into the final IMPACT section, where previously learned skills are applied to lead sheets, popular music and jazz. Repertoire introduces chord-symbol performance, seventh and extended harmony, ii–V–I progressions, 12-bar blues, walking bass, comping, riffs, fills, improvisation, Motown, rock, soul, jazz and Bossa Nova. The final repertoire also introduces irregular 5/4 metre through Take Five.
Committed students may complete the full IMPACT pathway and enter IGCSE Music with substantial experience in independent performing, listening analysis, chord-symbol reading, composition, improvisation and ensemble rehearsal.
Tone Range and Progression
Tone range provides the technical spine of IMPACT. Students begin with a common pitch accessible across the ensemble, and the range gradually expands as instrumental control develops. Each stage also introduces new learning in rhythm, harmony, notation, form, listening, expression and composition.
As students become more secure, progression moves beyond learning individual notes towards applying established skills across different keys, styles, harmonic systems and increasingly independent ensemble parts.
Tone Range and Progression
Tone Range and Progression
KS3 Progression
Tone range provides the technical spine of IMPACT. Students begin with a common pitch accessible across the ensemble, and the range gradually expands as instrumental control develops. Each stage also introduces new learning in rhythm, harmony, notation, form, listening, expression and composition.
As students become more secure, progression moves beyond learning individual notes towards applying established skills across different keys, styles, harmonic systems and increasingly independent ensemble parts.
