Available for G-level and A-level, an optional subject at G-level and A-level studies. Belongs to Department of Arts (Visual and Performance).
Ever thought about the vast influence of western music in your everyday life?
How did music originate and develop over the years?
How can a person create an entire opera in 7 days?
Music at SCIE embodies the development of basic musical skills, knowledge and understanding, through the activities of listening, performing and composing.
Course:
The IGCSE Music Syllabus is designed as a two-year course, starting at G1 level, for examination at age 16-plus. The aims of the program are to:
in music at a higher level With grades B to A*, candidates are well prepared to follow courses leading to Level 3 qualifications such as GCE AS and A Level Music, IB Music or the Cambridge International AS and A Level Music. A preliminary assessment of students’ range of abilities will be made prior to enrolment to IGCSE Music class.
SCIE Music students at all levels benefit from the wide variety of topics, activities, field trips, solo and choral performance experiences, and mutual artistic development that accompany this comprehensive and insightful course of musical discovery.
Final International Examinations:
IGCSE Music (0410) :
Listening Paper (45 minutes)
Composition
Course:
AS and A Level Music candidates develop an appreciation of, and an informed critical response to, music of the Western tradition, from at least two genres and periods. Candidates learn how to listen attentively and responsively in order to better understand the musical processes at work; they also learn how to communicate this understanding, supporting their judgments by evidence-based argument.
As part of the course, candidates are encouraged to develop their own creative and interpretative skills through the disciplines of composing and performing in Western and/or non Western traditions. This leads, in turn, to a deeper understanding of music in its wider cultural context. It is mandatory that students have prior experience studying and/or performing vocal or instrumental music. SCIE Music students at all levels benefit from the wide variety of topics, activities, field trips, celebrity lecturers, performance experiences, and mutual artistic development that accompany this comprehensive and insightful course of musical discovery.
My essay is on the recent development of China’s mental health care system and how it can help address this question. Though, I actually parried the question raised by the prompt, and I did not in the end emphasise too much that more care should be devoted to the socially vulnerable. Rather, I intended to underscore the complexity and ambiguity in any employment of these two notions — “socially vulnerable” and “responsibility” — in the concrete working of society. Through my study I discovered that the train of legislative efforts made in the 1980s to 2000s to legally recognise, to enhance public knowledge of, and to erect new asylums for, “the mentally ill,” in fact coincided spatiotemporally with government efforts in putting new agendas of foreign policies and city development to work. Thus, the recent development of China’s mental health care, from scratch to full maturity, is not solely the consequence of “humanitarian effort,” but also of some other ulterior motives. In my conclusion, I hinted that any answer to this question would entail empirical investigation into the concrete working of social institutions, and depending on the nature of this “socially vulnerable” group, claims of “responsibility” may be leveraged as veils for other purposes.
Before starting my research I did not by then have a well-formed hypothesis, but I did have Michel Foucault’s intriguing study on madness in mind. Due to the rather peculiar nature of the object of my study, I was not able to apply the sociological theories (Marxism, Functionalism, e.g.) I learnt in class to my own research. I must thank my sociology teacher for his encouragement and provision of many textbook resources and classical studies done in the field of mental health care. In addition to that, he prepared a statement of the school for my application to conduct short interviews at a local mental health hospital — this application, however, though quite expectedly, sank into oblivion — without his help this project would be very difficult.
I made a documentary “The Definition” about the situation of elderly in Shenzhen to enter this competition. As I have some previous knowledge in filmmaking, learning from TBU studio, I though it would be meaningful if I combined my filmmaking skills with sociology knowledge. In the meanwhile, after learning the very first chapter of sociology, The Family, I found out that the situation of elderly in the UK is different from that of elderly in Shenzhen. For instance, elderly have the responsibility taking care of their grandchildren and dance in the park for entertainment is distinctive in China. Therefore, I decided to make a documentary to record the interesting culture.
I learnt a lot during the preparation for the competition. I learned a lot about how to carry out an individual primary research when I was filming “The Definition”, which helps a lot in my current sociology study. Also, I understood sociology theories better. For instance, postmodernism used to be only a vague theoretical perspective for me, yet it amazed me knowing that elderly people participate actively in public activities can be considered as view of postmodernism.
Most importantly, I realized filmmaking can make some impacts on people, portraying problems of society. Experience of BSA opened my eyes and led me rethink about my future major in college. I want use my skills and knowledge to help more people, so I will probably try a major with humanity and filmmaking combined instead of pursuing the dream of being an artist alone.
Learning sociology gives me a new perspective in seeing how the world works, and it also lets me care more about the vulnerability in the society. Thank you to my sociology teacher, Richard Driscoll, who gave me lots of inspiration such as filming the dancing in the park, which is interesting to British people, and recommenced lots of sociological books about the elderly.
By listening to his advice, “The Definition” eventually divides into two parts: one is about the elderly in nursing home and the other is about people dancing in the park. Also, there is many interviews in the documentary to give a more well-rounded perspective.
I would like to thank my Math teacher Michael Jin and my friend Franchaska, who helped me with the voice over. Also, thanks to my family members, especially my dear grandmother, who gave me lots of insights related to the issue of elderly.
I made this documentary just before the deadline, thus it’s not so perfect. I’ll probably elaborate some shots and reedit it in the future.
If you are interested, you can click the link below and watch it.
Teng Xun Video：https://v.qq.com/x/page/u0862usad2v.html
Bilibili：https://www.bilibili.com/video/av38188271?from=search&seid=10452775157822232568
