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
IMPACT IGCSE MUSIC CURRICULUM
A STRUCTURED APPROACH TO LISTENING, PERFORMING, COMPOSING & MUSICAL UNDERSTANDING
IMPACT IGCSE MUSIC
PROGRAMME OVERVIEWA structured two-year pathway for Cambridge IGCSE Music The IMPACT IGCSE Music Programme is designed to support students through the full two-year Cambridge IGCSE Music course in Years 10 and 11.
The programme develops musical knowledge, understanding and practical musicianship through three interconnected disciplines: Listening, Performing and Composing.
Across the course, students study seven Areas of Study: Baroque Music, Classical Music, Romantic Music, Music and Words, Music for Dance, Music for Small Ensemble, and Music for Stage and Screen.
ASSESSMENT STRUCTURE
YEAR 10 — BUILDING MUSICAL LANGUAGE
Year 10 begins by identifying students’ existing strengths and gaps in listening, performance, composition, notation and score reading.
The course then develops through a deliberate progression:
Core Musical Language
Notation, clefs, rhythm, metre, key signatures, intervals, dynamics, articulation, harmony, chords and cadences.
Baroque Music
Concerto, concerto grosso, basso continuo, imitation, polyphony, ornamentation and Baroque performance practice.
Classical Music
Balanced phrasing, homophonic texture, cadences, sonata form, harmonic direction and thematic development.
Romantic Music
Expanded orchestration, expressive harmony, programme music, national identity and thematic development.
Music and Words
Art song, choir, popular song and musical theatre, including word setting, accompaniment, text expression and structure.
Throughout Year 10, students also develop solo and ensemble repertoire and move from short creative tasks towards sustained composition work.
YEAR 11 — APPLICATION, COURSEWORK & EXAM PREPARATION
Year 11 introduces the final three areas of study:
Music for Dance
Tango, Salsa and EDM, developing understanding of rhythm, metre, syncopation, instrumentation, layering and production.
Music for Small Ensemble
Chinese Silk and Bamboo, Hindustani Classical Music and Arab Takht, including instrumentation, texture, improvisation, rāga, tāla, maqām and īqā’āt.
Music for Stage and Screen
Ballet, film and video-game music, with a focus on atmosphere, tension, action, leitmotif, orchestration, synchronisation, layering and thematic transformation.
Students then revisit all seven Areas of Study while completing coursework and preparing for the final listening examination.
Year 11 includes:
Listening Development
Full-syllabus listening, unfamiliar extracts, score reading, musical terminology and evidence-based written responses.
Performance Development
Refinement and recording of solo and ensemble repertoire.
Composition Development
Completion of two original compositions, including planning, structure, notation, recording and final refinement.
Examination Preparation
Mock examinations, timed listening practice, targeted intervention, retrieval and final revision.
CUMULATIVE MUSICAL LANGUAGE
Musical language is revisited throughout Years 10 and 11 rather than being taught as a series of isolated topics.
PERFORMING PROGRESSION
Performance develops continuously from the beginning of
Year 10.Students move from diagnostic performance and repertoire selection towards technical development, regular performance opportunities, recorded progress checks and final solo and ensemble recordings in Year
11. COMPOSING PROGRESSION
Composition also develops progressively.Students begin with short tasks linked to musical language and historical styles before moving into motif development, harmony, form, texture and idiomatic instrumental writing.
By the end of the course, students complete two original compositions.Composition 2 responds to a candidate-defined brief linked to Music and Words, Music for Dance, Music for Small Ensemble or Music for Stage and Screen.
THE IMPACT APPROACH TO IGCSE MUSIC
The IMPACT IGCSE Music Programme is not intended to replace the Cambridge syllabus.
It provides a structured teaching pathway through it.
The aim is to help students connect what they hear, perform, read, understand and create, so that listening, performing and composing reinforce one another throughout the course.
One course. Three interconnected disciplines. Progressive preparation from Year 10 to final examination.