This a wide-ranging and interesting course, which encourages the use of music technology in both the Performance and Composition components.

There are three components to this course, as shown below:

• All styles of music are acceptable for both performance and composition.
• Candidates opting for GCSE Music are entitled to free vocal or instrumental tuition by North Yorkshire County Council Peripatetic Music Staff. This applies to the instrument, which is to be used for the performance.

Two compositions based on briefs arising from two different Areas of Study [see Listening].

One of these compositions must be performed by any appropriate soloist or group for the Performance component.

• All compositions must be recorded on cassette, CD or minidisc.
• A written commentary, which discusses the brief, and [if appropriate] a score should be included.
• Music technology is a vital tool in the production of this component.
• Assessed by HGS Music Staff and moderated by Edexcel.

• You will listen to a wide variety of styles and musical traditions.

• There are four Areas of Study:
1 Western Classical Music
2 Modern Music
3 Popular song in context
4 Music from around the world

• The aim is to widen your knowledge and understanding of how music works.
• These Areas of Study are interlinked with the Composition component. The two compositions must be taken from briefs, which are related to two different Areas of Study.

• Play either one solo piece or one solo piece using technology.
• A performance of one of the two compositions submitted for the composition component. This performance can be by any appropriate group of musicians.
• One other performance, which may be a solo or an ensemble piece.

N.B. You must submit at least one ensemble performance for this component

Many people, including parents, teachers and psychologists agree that instrumental/vocal provision can make a significant contribution to a pupil's personal development. Further, a pupil's musical activities should be seen as a continuum of learning and experience which informs and enriches their whole being. More specifically, learning an instrument/voice helps to develop:

• enjoyment and understanding of music, offering a unique form of experience and 'way of knowing'
• sensitivity - awareness of the expressive power of music
• aesthetic judgement - independent thought and evaluation
• creative thought and action - imagination, interpretation
• intellectual skills - spatial thinking, numeracy, mental 'stretching', linguistic skills
• social skills - co-operation, communication, leadership, team-work, a sense of inter dependence
• physical and perceptual skills - co-ordination, speed and accuracy of response
• personal attributes - self-discipline, self-reliance, concentration, attention to detail, initiative, commitment
• inter-personal and inter-cultural understanding - a mutual respect for individual and group achievement
• understanding and awareness of cultural changes and differences

Playing and singing can also be therapeutic and offer a sense of spiritual well-being. Group music-making helps to give communities a sense of identity and cohesion.