Music
In the music department we celebrate musical excellence. We pride ourselves on providing memorable musical experiences, with the purpose of broadening pupils’ musical horizons and musical tastes, equipping them for a more fulfilling adult life.
We involve every pupil in high-quality music-making. To do this, we must persuade pupils that everything is possible; we are determined to show them that they are better than they think they are!
For more information about any aspect of our music department, please visit our popular microsite where you can explore past events, find out more about peripatetic lessons, and check for updates on everything from our House Music competition to upcoming concerts.
Click here for our Music Development Plan.
Teaching Staff
Dr Burton (Director of Music)
Dr Burton is a graduate of King’s College London where she became enthralled by opera, film, and the myriad relationships between music and other expressive art forms. In 2022, Hayley completed her PhD in Historical Musicology at Harvard University, during which time she worked with students as a Teaching Fellow and a Resident Tutor. Her PhD thesis analysed the main complex and provocative relationships between puppetry and music. Hayley trained at the King Edward’s Consortium in Birmingham, and is especially interested in the critical thinking skills a music education can promote.
Dr Clayden
Dr Clayden is a graduate of the Universities of Surrey and Nottingham, where he studied for his MA in Music Analysis. He also received his DPhil from University College, Oxford, which explored the prominent role of timbre in the analysis of Viennese music at the turn of the twentieth century. As a performer, he specialised in piano accompaniment and currently enjoys conducting the school’s various wind ensembles.
Mr Kramer
Mr. Kramer graduated from the University of York in 2011 and has taught in schools across London. He is a percussionist and guitarist with a wide range of adopted disciplines including music producing, composition and music arranging. He has produced and released music in the folk fusion and progressive rock genres, and leads the Pop, Rock and Jazz groups at Wilson’s School.
Mr Lissimore
Mr Lissimore is the Associate Head at Wilson’s, where his responsibilities include teaching and learning across the school. He has studied at the Universities of York and Oxford and trained to teach in South London on the innovative ‘Musicians in Education’ PGCE at the University of Greenwich and Trinity Laban Conservatoire, before teaching for several years at King Edward VI Grammar School, Chelmsford. He is an experienced accompanist and examiner with a particular interest in the teaching of composition at GCSE and A level.
Mr Hann
Mr Hann joined the school in 2011 having studied vocal performance at The Royal Conservatoire of Scotland and for a Masters in Choral Conducting at The Royal Academy of Music. In 2021 Chris was honoured to be made an Associate of The Royal Academy of Music in recognition of his work in music education. In addition to his teaching on the Year 7 programme and with individual pupils, he has transformed choral singing here so that pupils have the opportunity to perform challenging repertoire at a range of school events. Many boys stay in the school choir throughout their years at the school, and some have gone on to sing with the National Youth Choirs of Great Britain, Genesis Sixteen in addition to gaining choral scholarships at Cambridge and Oxford. Chris is currently training to become a qualified classroom teacher at Wilson’s. He is also Musical Director of Reading Phoenix Choir.
Peripatetic Staff
- Ms L Ableman (Piano)
- Mr S Ashworth (Piano)
- Mr P Aslangul (Cello)
- Mr I Barcia (Guitar, Director of Guitar Ensemble)
- Ms D Brennan (Voice)
- Mr D Cox (Clarinet and Saxophone)
- Mr D Emson-Jukes (Bassoon)
- Ms H Dennis (Oboe and Piano, Director of Double Reed Ensemble, Year 7 Programme)
- Mr M Farrell (Voice)
- Mr N Franks (Flute, Director of Flute Ensemble, Year 7 Programme)
- Mr J French (Percussion, Director of Percussion Ensemble, Year 7 Programme)
- Mr C Hann (Voice, Choral Director, Year 7 Programme)
- Mr C Kimber (Percussion)
- Mr J Marshall (Trumpet, Year 7 Programme)
- Mr D Molyneux (Guitar)
- Mr M Robbins (Voice)
- Mr P Sanders (Clarinet and Saxophone, Director of Clarinet Ensemble, Year 7 Programme)
- Mr T Scaife (Brass, Director of Brass Ensemble, Year 7 Programme)
- Ms C Taylor (Violin and Viola)
Support Staff
Mrs D Straw (Departmental Administrator)
Our Facilities
Opened in 2023, the Britton Centre is home to our Music Department. As a bespoke building for musical endeavours, the Britton Centre boasts a recital room, a sound recording room, three large music classrooms and nine sound-proofed music practice rooms.
All three classrooms are equipped with computers for composition (software includes MuseScore 4 and Sibelius for notation and FL Studio), pianos and drumkits, and even a mini musicology library. Our Recital Room is home to two grand pianos, a harpsichord, and an impressive array of percussion instruments, including a marimba, a vibraphone, a bass drum, and a complete set of four timpani.
Ensemble rehearsals take place in the Recital Room and a multi-purpose classroom. Smaller soloists’ and chamber music concerts are held in the Recital Room, whilst our larger events, such as the Winter and Spring Concerts take place in the John Jenkins Hall in the main school building.
Key Stage 3
Each year, just over half of the students who arrive in Year 7 at Wilson's School are proficient in at least one instrument. Many have achieved success in classical music examinations; others are accomplished performers of popular musical styles and in musical traditions from India and elsewhere. Still others arrive with next to no musical experience. Here at Wilson’s, every student experiences music lessons that are challenging, creatively and intellectually stimulating, and (last, but not least) fun! Our curriculum is carefully designed to make that happen for every student who enters a music classroom.
There are two key strands to Key Stage 3 musical education at Wilson's: classroom lessons, during which students develop their knowledge and understanding of a range of musical styles, and the Year 7 Instrumental Programme. The Year 7 Instrument Programme is a highly innovative scheme designed to give all students first-hand experience of expert practical tuition. In small groups, every Year 7 student receives tuition for voice or one of the following wind or brass instruments from a specialist member of staff: flute, oboe, clarinet, bassoon, trumpet, French horn, trombone, or percussion. Students are provided with instruments and other necessary equipment, undertake dedicated practice regimes, and perform with members of their cohort in showcase concerts. The Year 7 Instrument Programme is a highly distinctive feature of the curriculum at Wilson's and something of which we are very proud.
As they develop their performance skills, as soloists and ensemble players, the students also build up their resilience and perseverance, teamwork skills, organisational capacities, and their listening skills. Importantly, the Year 7 Instrumental Programme helps lay the foundations of the students’ practical and analytic work, building their understanding of Western notation and theory. By the end of Year 8, Wilson's students will have developed their performing, composing, and listening skills by exploring music from a range of historical eras and traditions from around the world. Topics include: Fanfares; Djembing drumming, a tradition that hails from West Africa; Minimalism; the 12-bar Blues and improvisation; Theme and Variations in a classical style; Minimalist-inspired Film Music; Pop Music and the ukelele. Students compose music of increasing sophistication using the notation software MuseScore. Underpinning these practical tasks is a focus on listening and history, where students learn: about the circumstances that lead to the creation of both musical traditions and specific pieces of music; to identify musical techniques and apply specific terminology; and make informed judgements about their musical encounters.
Year 7 and 8 students are strongly encouraged to participate in co-curricular ensembles. Some of our most popular ensembles with junior students include Wilson’s Sinfonietta, String Sinfonia, Middle School Wind Band, Junior and Cambiata Choirs and Guitar Ensemble. The department regularly collaborates with the drama department; recent Junior productions have included Oliver!, Joseph and the Amazing Technicolour Dreamcoat, and How to Succeed in Business Without Really Trying.
KS3 Core Concepts
| 1 Performing |
Perform confidently in a range of musical contexts, using their voice and instruments to play musically, with fluency, accuracy and expression, using notation where appropriate EXCEEDING: Performance is assured in a range of musical contexts. Students’ performances have clear and convincing expressive intent. Students in this band will often show an unusual flair for leading musical performance of others. SECURE: Performance is confident in a range of musical contexts. Students’ performances are accurate (including secure intonation), fluent and demonstrate clear understanding of the expressive potential of dynamics, tempo, articulation and phrasing. DEVELOPING: Performance is confident at best in some contexts, but less so in others. Students demonstrate some understanding of the expressive potential of dynamics, tempo, articulation and phrasing. |
| 2 Composing |
Compose and improvise, creating and developing musical ideas by: EXCEEDING: Compositions have clear and convincing expressive intent. Students use an increasingly varied harmonic vocabulary and develop ideas imaginatively to create musical structures of increasing sophistication. SECURE: Students demonstrate a secure understanding of musical devices from a range of traditions, including: major and minor tonality; simple Western classical harmony using primary triads; a range of scales; rhythmic devices including ostinati and syncopation. Students achieve an appropriate balance between repetition and contrast to create coherent musical structures. DEVELOPING: Students demonstrate a (sometimes insecure) understanding of musical devices, some understanding of the principles of memorable melodic writing and the importance of a balance between repetition and contrast. |
| 3 Listening |
Listen to a wide range of music from great composers and musicians, identifying the inter-related elements of music with increasing sophistication EXCEEDING: Students use a secure and varied musical vocabulary to create more sophisticated explanations of the expressive effect a composer has achieved, making connections where appropriate with other pieces and/or musical genres. SECURE: Students can use musical vocabulary to create simple explanations of the expressive effect a composer has achieved with a piece of music, combining observations about several music elements into a coherent view. DEVELOPING: Students’ grasp of musical vocabulary is occasionally insecure. They begin to be able to explain how the expressive effect of a piece has been achieved using musical vocabulary. |
Key Stage 4
Students who choose to pursue their musical studies at GCSE level will undertake the Pearson/Edexcel specification (see details below). Our GCSE musicians are given a great many performance opportunities, as well as the chance to see professional ensembles in action, during a series of concert visits to the South Bank Centre, the Barbican, Cadogan Hall and King's Place. It is expected that these students would take part in a number of the ensembles run in the Music Department.
Component 1: Performing (Paper code: 1MU0/01)
Non-examined assessment: internally marked and externally moderated
30% of the qualification; 60 marks
Content overview
- Solo performing
- Ensemble performing
- Approaches to performing
Assessment overview
- Students perform for at least four minutes' combined duration
- Solo performance: this must be of at least one minute in duration, and may comprise one or more pieces
- Ensemble performance: this must be of at least one minute in duration, and may comprise one or more pieces
- Each performance will be out of 30 marks
- Internally marked and externally moderated
Component 2: Composing (Paper code: 1MU0/02)
Non-examined assessment: internally marked and externally moderated
30% of the qualification; 60 marks
Content overview
- Developing musical ideas
- Compositional techniques and strategies
- Ensuring technical control and coherence
- Methods of notating composition scores
Assessment overview
- Students compose two compositions, of at least three minutes' combined duration
- One composition to a brief set by Pearson, of at least one minute in duration.
- One free composition set by the student, of at least one minute in duration.
- Each composition will be out of 30 marks
- Internally marked and externally moderated
Component 3: Appraising (Paper code: 1MU0/03)
Written examination: 1 hour and 45 minutes
40% of the qualification; 80 marks
Content overview
- Musical elements, musical contexts and musical language
- Areas of study:
- Instrumental Music 1700-1820
- Vocal Music
- Music for Stage and Screen
- Fusions
Assessment overview
The paper is made up of two sections and is out of a total of 80 marks.
Section A - Areas of study, dictation, and unfamiliar pieces (68 marks)
- Six questions related to six of the eight set works.
- One short melody/rhythm completion exercise.
- One question on an unfamiliar piece (skeleton score provided) with questions on its musical elements, musical contexts and musical language.
Section B - Extended response comparison between a set work and one unfamiliar piece (12 marks)
- One question that asks students to compare and/or evaluate the musical elements, musical contexts and musical language of one set work with one unfamiliar piece of music.
- A CD with the music extracts will be played to all students at the same time and will repeat the extracts a set number of times.
An overview of the set works can be seen below:
Instrumental Music 1700-1820
- J S Bach: 3rd Movement from Brandenburg Concerto no. 5 in D major
- L van Beethoven: 1st Movement from Piano Sonata no. 8 in C minor 'Pathétique'
Vocal Music
- H Purcell: Music for a While
- Queen: Killer Queen (from the album 'Sheer Heart Attack')
Music for Stage and Screen
- S Schwartz: Defying Gravity (from the album of the cast recording of Wicked)
- J Williams: Main title/rebel blockade runner (from the soundtrack to Star Wars Episode IV: A New Hope)
Fusions
- Afro Celt Sound System: Release (from the album 'Volume 2: Release')
- Esperanza Spalding: Samba Em Preludio (from the album 'Esperanza')
Key Stage 5
Each year, a small number of our GCSE cohort decide to continue their musical studies in the Sixth Form. For some students, the A level Music course at Wilson's represents an active preparation for the pursuit of further musical training and subsequent professional musicianship. For others, it is a highly stimulating contrast to other A level subjects. Students pursue the Pearson/Edexcel specification (see details below). As with our GCSE musicians, our A level students are given all sorts of exciting opportunities to experience live musical performance, to perform themselves in various settings, and work with professional musicians in the development of their compositional skill.
A Level
Unit 1: Extended Performance
This unit gives students the opportunities to extend their performance skills as soloists and/or as part of an ensemble. Teachers and students can choose music in any style. Any instrument(s) and/or voice(s) are acceptable as part of a assessed performance of a balanced programme of music which lasts for at least eight minutes. Notated and/or improvised performances may be submitted.
Unit 2: Composition and Technical Study
This unit has two sections: composition and one composition assessing compositional technique. The composition section further develops students' composition skills, leading to the creation of a final four-minute piece in response to a chosen brief, or a free composition.
The composition assessing compositional technique Must be at least one minute in duration, unless the chosen brief specifies a longer minimum duration. Total time across both submissions must be a minimum of six minutes.
Unit 3: Appraising
This unit focuses on listening to music, familiar and unfamiliar, and understanding how it works. Set works from the anthology, using different selections from those studied across the two years, provide the focus for much of the unit. It is recommended that students familiarise themselves with each work as a whole, before concentrating on important musical features, context and/or elements of continuity and change. Students should also listen to a wide range of unfamiliar music related to the areas of study. They should learn how to compare and contrast pairs of excerpts, contextualise music and identify harmonic and tonal features. The two sections are divided as follows: Section A: Areas of study and dictation; Section B: Extended response.
Enrichment
For full details regarding the numerous co-curricular opportunities offered to students at Wilson’s, please visit our site to listen to recordings and see our most up-to-date Co-curricular Timetable.
Further Links
Music theory support
Sibelius support
BBC Radio 3
Wilson's School Music Site
Instrumental Tuition Timetables
Please find the timetables here.
