Stratford School Academy Schemes of Work

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1 Number of weeks (between 6&8) Content of the unit (overall.. what do they learn in this unit?) Assumed prior learning (tested at the beginning of the unit) 16 weeks Music theory the basics: Students will be learning and revising topics such as cadences, texture, key modulation, dynamics etc to help them understand the key features of set pieces better. Set pieces will be introduced in form of listening tasks and questions but will be covered more in depth later on in the year. students will start their controlled assessments in solo performances and learn how to develop them. students would have gained basic understanding of musical elements (film music scheme), musical notation (treble clef, pentatonic, blues schemes), musical structures (renaissance music and blues music and composing with scales schemes) students know how to play basic chords (blues, reggae, composing with scales, guitar schemes), improvise melodies (blues scheme), play a piece in binary form or ternary form (renaissance music, pentatonic scale schemes) Assessment points and tasks (when are the students assessed? E.g. baseline assessment, final assessment) First or Second lesson baseline assessment Controlled assessment solo performance (10 sessions) Assessment on topics covered at the end of each half term. Written feedback points (self feedback, peer feedback, teacher feedback) Teacher feedback once every 3 weeks. Learning Outcomes (tested at the end and related to subject competences) Performing Listening and appraising I perform fluently and accurately on the keyboard and tuned percussion I can sing alone with fluency, accuracy and confidence I can perform two parts with fluency and accuracy on the keyboard and/or my own instrument I can show awareness of the needs of others in a group task Page 1 of 16 I can perform longer parts from memory and/or from music notations, showing understanding of the notes on a stave I can sing solo showing excellent technique I can perform longer parts with reasonable technical skill and expression, using tempo, timbre, dynamics and phrasing I can show understanding of chords and melodies I can play from a musical score without the notes written on to assist me I can coordinate my part with the other performer(s), considering timing

2 I can play more challenging parts on my own instrument or the keyboard, following complex rhythms and playing more than one part I am sensitive to my role in the group and can make appropriate adjustments to my part, taking the lead where appropriate I can recognise a variety of different instrument sounds, knowing instrument families I can recognise basic musical symbols (trebel clef, stave etc.) I know a range of musical elements I can make some improvements to my own work I know the musical elements and can recognise some in listening tasks I can suggest improvements to my own and others' work I can identify different genres of music and their features in a listening task I can evaluate how venue, occasion and purpose affect the way music is created, performed and heard I can consider successful/non-successful outcomes and improve my own and others' work I can describe and compare musical features in listening tasks, using appropriate vocabulary I can explore the contexts, origins and traditions of different musical styles I can evaluate the success of my work and set realistic targets for refinement Page 2 of 16

3 session 1 Introduction to GCSE music. The basics of reading and writing music Clear learning intentions (learning objectives) To learn about the structure of the GCSE music course. To learn how to improve GCSE solo or ensemble Start solo performances Clear success criteria (levels of attainment in lesson - targets) All: To be able to learn one aspect of their performance piece e.g. chords, melody, lyrics Most:. To be able to play or sing fluently e.g. to correct timing Some: To be able to play two parts together e.g. chord and melody or add dynamics to the performance. Hook (starter) Presentation of content (main) Guided practice Independent practice (homework) "Who am I?" Use yellow Print/write out names of famous people (actors, inventors, politicians, musicians, artists, etc.) and paste ONE on the backs of each student Everyone else knows who everyone is except who they have pinned to their own back. The person has to ask yes/no questions about "themselves" to guess who they are, that is, who is the famous person pinned to their back. "Am I male?" "Was I born in the 20th Century?" "Was I in any movies?" "Was I known in the U.S. only?" etc. etc. Students to work in pairs Hand out introduction to GCSE music worksheet. Get students to read each section and explain what is required from them in their GCSE music course. Ask questions to see if they understood the main points on the sheet,. Questions on the PowerPoint slide. Students to ask any questions about the course, any concerns etc. Give homework task. Start solo performances Free choice (within ability) solo performance: Give each student a solo performance piece to their ability. Students then practise the melody, chords or the lyrics (if they are singing) of the chosen piece. Focus on Timing and tempo. Break practical tasks into two sessions. End of first session get students to perform back to the audience Individual feedback given to as many students at different levels during the 1 st and second practical sessions and during. Complete the treble clef worksheet. More able: complete the bass clef worksheet. Closure (plenary) Plenary Select few students to perform back to the class during rehearsals and at the end of the lesson. Other students to give feedback on how to improve the performance e.g. how do you play to the correct time? How can you make the performance more interesting? SF: Hand out feedback sheets. Students to write down what they did well today and what they need to work on in the next. Students to go back and focus on their new targets. Audience to give feedback on what went well and EBI. Page 3 of 16

4 2 Sharps flats and naturals To learn about different types of clefs. The difference between sharps, flats and naturals. GCSE solo or ensemble All: to be able to describe the difference between bass and treble clef, sharps and flats. To know the meaning of tone, semitone and octave. To be able to learn one aspect of their performance piece e.g. chords, melody, lyrics Most: to be able to demonstrate an example of a sharp, flat note, an octave, semitone and tone on the keyboard. To be able to read some notes of the bass clef. To be able to play or sing fluently e.g. to correct timing Some: to know the meaning of clef, octave, sharp, flat, natural, octave, tone, semitone, accidentals. To be able to read all the notes on the bass clef. to play two parts together e.g. chord and melody or add dynamics to the performance Starter: imitation tempo and dynamic changes. Class in a circle. Start clapping a rhythm and get the whole group to repeat. Get students to imitate the rhythm. Get them to continue on their own. Raise your hand to increase the volume and down to decease it. Increase the speed and slow it down. Which three elements did you use in this exercise? Main Hand out Clefs, sharps, flats naturals worksheet. Pick students to read through the worksheet explain the main key points. Q: what is the difference between the treble and bass clef? Why do we have different types of clefs such as tenor and C clef? Draw few notes on a bass clef. How do you work out the notes? (clef is drawn on the F note stave line) Pick students to work out the notes (mini white boards). Sharps, flats and naturals: ask a student to demonstrate a sharp, double sharp, flat and double flat note on the keyboards. Q: what is a natural sign? What does a key signature indicate? Explain the difference between tone, semitone and octaves. Get students to do the exercise on the class work sheet and share answers. Give the homework task. Students to carry on practising their solo performance piece. Tasks: 1. Continue practising the melody and bass / chords together or lyrics if you are singing. 2. Focus on Timing and tempo. Use a background beat to keep in time. Pick a student to explain their targets. Complete the sharps clefs and naturals worksheet. Plenary Select few students to perform back to the class during rehearsals and at the end of the lesson. Other students to give feedback on how to improve the performance e.g. how do you play to the correct time? How can you make the performance more interesting? SF: Hand out feedback sheets. Students to write down what they did well today and what they need to work on in the next. Students to go back and focus on achieving their new target. Page 4 of 16

5 3 Time signatures, To learn about the different types of time signatures. To learn to recognise different time signatures by using the counting beats method. their GCSE solo or ensemble All: be able to clap at least four crochet beats in a bar and to know where the first beat falls in. To be able to play or sing one part of their performance e.g. chords, melody Most: be able to recognise at least two different time signatures. To be able to play or sing fluently e.g. play to a steady tempo, sing to the correct pitch Some: Be able to demonstrate 2/4 4/4 and 3/ 4 time signatures by clapping. To know the difference between simple and compound time. To be able to add dynamics, tempo changes to their performances or any other aspects that fits the higher GCSE performance marking criteria. questions on Clefs, sharps flats and naturals. See PowerPoint slide Introduce time signatures. Ask students what time signatures are? Ask students to clap 4 beats and repeat by counting loud (4/4). Explain how this is 4 crochet beats per par. Then demonstrate 2 beats over four (2/4). Explain the strong beat falls on 1 (the first beat). Hand out the worksheet and go through the slides. Ask students to answer all questions on the sheets. Quickly recap on note lengths (see slide). Test students to see if they can recognise 4/4 and 2/4 by playing a bass line on the piano). Go around the class room. They should count the beats out loud, especially the first beat of the time signature. Explain using the same method other time signatures such as 3 / 4. Explain the difference between simple and compound time (6/8 9/8 12/8), Give homework task. Give the homework task. Give each student their feedback sheets to read their targets (ebi? ) for today s lesson. Hand out their performance sheets. Students then practise the melody, chords or the lyrics (if they are singing) of the chosen piece. Focus on Timing and tempo. Go around the classroom and help Pick three students to tell what feedback they got from their peers. Students then go back and practise their performances by taking on board the feedback given to them by their peers. review the worksheet time signatures. Answer the questions on the worksheet. Work out the time signatures of the following songs: Written in the stars Tinie Tempah, Ocean Colour Scene River Boat, Seven Days Sting, Peripetie Shoenberg Plenary Pick few students (at different levels) to perform back to the class. Get students from the audience to give feedback on improvements: www? Ebi? e.g. how do you play to the correct time? How can you make the performance more interesting? They will write down the peer feedback on their feedback sheets. Page 5 of 16

6 4 Dots ties and triplets Learning objectives: To learn about dotted notes, ties and triplets GCSE solo or ensemble All: be able to explain what the use of the dot on a note. To be able to achieve one target: Able to play one aspect of their piece. e.g. melody / chord Most: Be able to explain a tie, triplet and demonstrate examples. To be able to finish two targets. To be able to play two aspects of their piece. E.g. melody and chord Some be able demonstrate different note lengths with examples. And clap a triplet rhythm E.g. holding the note on the piano To be able to finish two or more specific performance targets. To be able to play two or more aspects of their piece. E.g. melody chords and improvisation Starter: mini whiteboards. A)answer the questions hteacher.com/music_ quizzes/quiz_nuts_ti me_signs001.htm B) Play a song on YouTube and ask students to work out the time signature. Test students on time signatures by playing random songs on 4/4 2/4 and 3 /4. Ask students to write down on mini white boards the time signature of each track. Pick students to demonstrate how they worked out the answer e.g. counting the beats.. hand out the class work sheets. Note lengths: do you remember the names of the notes? And their lengths? (Covered in year 7 rhythm topic) ask a student to give an example of a semibreve, crotchet etc. explain the note lengths and ask students to answer the questions. Explain dots, ties and triplets and ask students to do the exercises. Get students to share their answers. Get students to do the rhythm exercise at the end of the worksheet in pairs. Ask students to put away their worksheets. Test students on what they have learned so far by asking questions on notes lengths and rests, dots ties and triplets. Get students to ask each other questions on what they have learned today. Give homework task. Give the homework task. Give each student their feedback sheets to read their targets (ebi? ) for today s lesson. Hand out their performance sheets. Students then practise the melody, chords or the lyrics (if they are singing) of the chosen piece. Focus on Timing and tempo. Read the worksheets and answer the questions. Plenary Pick few students (at different levels) to perform back to the class. Get students from the audience to give feedback on improvements: www? Ebi? e.g. how do you play to the correct time? How can you make the performance more interesting? Pick three students to tell what feedback they got from their peers. Students then go back and practise their performances by taking on board teacher feedback. TF: listen to each performance by students. Give feedback using the GCSE assessment criteria. Where can you add dynamic contrasts in the performance? What do you need to do to get to the next grade? Use the GCSE assessment criteria (Students to use their copies) Page 6 of 16

7 5 Tempo and mood Learning objectives: To learn about the different expressive elements used in music To learn to recognise different expressive elements and to describe them using the Italian terms. GCSE solo or ensemble All: be able to recognise at least two different types of expressive elements and describe them with musical terms. To be able to achieve one target: Able to play one aspect of their piece.e.g. melody / chord Most: be able to recognise at least three types of expressive elements and describe them with their own terms. : To be able to finish two targets. To be able to play two aspects of their piece fluently with correct timing. E.g. melody and chord Some: will be able to use musical terms to describe expressive elements in a piece of music such as dynamics tempo articulation. To be able to finish two or more specific performance targets. To be able to play two or more aspects of their piece. E.g. melody chords and improvisation answer questions on the class worksheet. Students to share their answers. Introduction to expressive elements. Why expressive elements are important in music? Why are the descriptions in Italian? Get students to read the worksheet and at the same time explain the key points. Demonstrate examples of expressive elements e.g. YouTube or on the piano. Listen to different tracks (use set works) ask students to describe the expressive elements: tempo and mood. Ask students to complete the questions. They can work in pairs. Help less able students with the tasks. Correct the worksheet with the class. Pick students randomly to demonstrate their answers. Hand out show me boards. Ask students to put away their worksheets. Test students on what they have learned so far by asking questions. Get students to ask each other questions on what they have learned today. Give homework task. Give each student their feedback sheets to read their targets (ebi? ) for today s lesson. Hand out their performance sheets. Students then practise the melody, chords or the lyrics (if they are singing) of the chosen piece. Focus on Timing and tempo. Go around the classroom and help Each student to practise their performances Homework Read the worksheet and answer all the questions. Listen to the following pieces and find their tempo: Mozart - 40 th Symphony 1 st movement Handel - and the glory of the Lord Chopin - raindrop prelude. REVISE ALL THE TOPICS LEANT SO FAR. Plenary Select few students to perform back to the class during rehearsals and at the end of the lesson. Other students to give feedback on how to improve the performance e.g. how do you play to the correct time? How can you make the performance more interesting? SF: Hand out feedback sheets. Students to write down what they did well today and what they need to work on in the next. Students to go back and focus on achieving their new target. Page 7 of 16

8 Stratford School Academy 6 dynamic s and articulat ion To learn about the different terms used to describe dynamics. To learn the difference between staccato and slur (articulation) GCSE solo or ensemble All: be able to recognise at least two different terms used to describe dynamics. To know the meaning of articulation. To be able to show two dynamic changes in their P f Most: be able to recognise at least four types of terms describing dynamics. To be able to describe staccato and slur. To be able to finish two targets. To be able to show four dynamic changes in their P mp mf f Some: will be able to use musical terms to describe expressive elements in a piece of music such as dynamics tempo articulation. To be able to finish two or more specific performance targets. To be able to show more than four dynamic changes in their P mp mf f <crescendo > decrescendo Starter: quiz on previous topics TEST Main: what are dynamics? Do you know any dynamic markings? What do they mean? Why would a composer use dynamic markings? Get students to discuss answers (1 mins). Pick students to share their answers. Understanding dynamic markings; Slide: Demonstrate and explain dynamic markings: p f crescendo and decrescendo or get a student to demonstrate to the class. Hand out hand percussion instruments to all the students. Demonstrate a simple rhythm and get students to copy it. Show the dynamic card (or slide) and get students to show it as they play. E.g. P (piano) students should play quietly. Q: What is articulation? Can you give me an example? One of the key elements in music is called articulation. Explain the difference between staccato and a slur e.g. play a melody staccato and the same melody slurred. Demonstrate how staccato and slur (legato) are written on a score: Get students to make up four simple melodies on the C major scale. Get them to play this melody staccato and then slurred. More able: add dynamic changes and chords. Ask students to complete the classwork worksheet questions. They can work in pairs. Help lower ability Correct the worksheet with the class. Pick students randomly to explain their answers. Read the worksheet and answer all the questions. Revise all the worksheets especially the key terms: sharps flats and naturals tempo mood dynamics and articulation. Plenary Select few students to perform back to the class during rehearsals and at the end of the lesson. Other students to give feedback on how to improve the performance e.g. did you hear any dynamic changes? How can you make the performance more interesting? SF: Hand out feedback sheets. Students to write down what they did well today and what they need to work on in the next. Students to go back and focus on achieving their new target. Get students to ask each other questions on what they have learned today. Give homework task. Give each student their feedback sheets to read their targets (ebi? ) for today s lesson. Hand out their performance sheets. Students then practise the melody, chords or the lyrics (if they are singing) of the chosen piece. Focus on dynamic changes. Page 8 of 16

9 7 Test and SOLO PERF. CONTROLLED ASSESSMENT GCSE solo E -D: To be able to achieve one target: Able to play one aspect of their piece.e.g. melody / chord C: To be able to finish two targets. To be able to play two aspects of their piece fluently with correct timing. E.g. melody and chord B+: To be able to finish two or more specific performance targets. To be able to play two or more aspects of their piece. E.g. melody chords and improvisation TEST Hand out test sheets. GO through different types of exam questions and show how to answer them. How many times the extract will be played? Multiple choice questions? Give students half an hour to answer questions. Once the worksheets are collected discuss about how they found the test and the exam questions. Which questions they were not confident with? Why? Hand out student tasks sheet. Students to read their written feedback from last lesson. Each student to practise their performances (solo) taking on board the tasks, Select few students to perform back to the class during rehearsals and at the end of the lesson so students can learn from each other s mistakes. Discuss: Hand out assessment criteria copies for solo What is required to do to their piece to get a grade C? grade B? grade A? Go through the assessment criteria for solo performances with the students. Audience: each student to pick a partner to give feedback to. Do you hear any dynamic contrast / tempo changes in the performance? Where can you add dynamic contrasts in the performance? What aspect of the performance can he / she focus on next? E.g. articulation, phrasing. Can use the GCSE assessment criteria (Students to use copies). Homework What is an orchestra? What are the instrument families? Name at least 5 instruments from each instrument families. Higher: Answer the questions above and explain difference between a baroque orchestra and a classical orchestra. Plenary: listen to some performances by students. Pick grades D, C, B and A Discuss with students: why the performances are at that level? And what they need to do to get to the next grade? Pick students from the audience to explain the answers. Use the GCSE assessment criteria when giving feedback. PF: Hand out the feedback sheets. Page 9 of 16

10 8 Introduction to the orchestra Learn about the main key features of the orchestra and the role of the conductor. GCSE solo or ensemble E -D: to be able to describe the four sections of the orchestra. To be able to describe the role of the conductor. To be able to achieve one target: Able to play one aspect of their piece. e.g. melody / chord C: to be able to name instruments from the four sections of the orchestra. To be able to finish two targets. To be able to play two aspects of their piece fluently with correct timing. E.g. melody and chord B+: to be able to tell the differences between string, chamber and jazz orchestra. To be able to finish two or more specific performance targets. To be able to play two or more aspects of their piece. E.g. melody chords and improvisation listening task: Describe the expressive elements of the following piece (write at least two key features for each element) tempo mood dynamics articulation - raindrop prelude h?v=ocimvliwm2i&safe=active Hand out the orchestra worksheet. Pick students to read the worksheet out loud and explain the key points (features) as they read through. Show examples (images, video of orchestra and conductor). Students to answer the questions at the back of the worksheet. Give homework task. Hand out student tasks sheet. Students to read their written feedback from last lesson. Each student to practise their performances (solo) taking on board the tasks, Select few students to perform back to the class during rehearsals and at the end of the lesson so students can learn from each other s mistakes. Discuss: Hand out assessment criteria copies for solo : Pick students from the audience to give feedback to the performer by focusing on accuracy of pitch and rhythm. What score would you give the performer? Homework: orchestral instruments (titled history). Answer first 3 questions from each section. More able: Answer all the questions. Plenary: pick few students to perform back to the class. Pick students randomly from the audience to give feedback on accuracy of rhythm or pitch. Use the GCSE assessment criteria when giving feedback. Page 10 of 16

11 9 Voice Learning objectives: Learning to identify the vocal ranges in a choir. the accuracy of the rhythm in solo or ensemble theory D-E: to know what SATB mean. C: Be able to describe the meaning of SATB, baritone, falsetto, duet, trio. B-A: To be able to recognise high and low pitched voices and to distinguish between soprano Alto tenor bass. practical D-E: To know the meaning of rhythm. To be able to some parts of their performance with correct rhythm e.g. section of a melody. C: Be able to play most parts of their performance with correct rhythm. B+ To be able to play two aspects of their performance accurately e.g. rhythm and tempo Starter: listening task: voices : to work in pairs (see slide). /gcsebitesize/music/elements_ of_music/instrumentationrev2.shtml Guess the pitch range of the following vocal samples and tell whether they are male or female or child s voice? Get student to share their answers.. Hand out class worksheet. Ask students to read the worksheet and explain the key points. Explain the term SATB. Get students to answer the questions. Show students how to work out their vocal range. Get students to work out their vocal range on the keyboards. Show examples of different types of vocal ranges and choirs or vocal ensembles. Other Questions: Where would you hear a chorus? What styles of music are associated with chorus? Play a clip of Handel s And the Glory of the Lord. Q: l. what is the name of the vocal ensemble? How many vocal parts can you hear? What are the instruments accompanying the voices? Is the text based on a religious theme? Give homework task. Hand out student tasks sheet. Students to read their written feedback from last lesson. Each student to practise their performances (solo) taking on board the tasks, Complete the voices worksheet. Visit BBC bitesize - music section on the website and do the exercises on instrumentation section. Plenary: pick few students to perform back to the class. Pick students randomly from the audience to give feedback on accuracy of rhythm or pitch. Use the GCSE assessment criteria when giving feedback. SF: Write down self feedback on feedback sheets. Select few students to perform back to the class during rehearsals and at the end of the lesson so students can learn from each other s mistakes. Discuss: Hand out assessment criteria copies for solo Focusing on accuracy of pitch and rhythm when giving feedback. Is the melody played with correct rhythm? Are there lots of errors? (Students can use marking criteria copies). Students to carry on practising their Page 11 of 16

12 10 Phrases and Cadence s Learning objectives: To Learn about the different types of cadences GCSE solo or ensemble All: to be able to recognise or explain the difference between perfect and imperfect cadence. Continue to work and develop their solo/ ensemble Most: to recognise or explain the four different types of cadences Learn how to improve their performances further in order to achieve a higher mark. Some: to know what is a cadence and a musical phrase. q&a: hand out the worksheets. Find the meaning of the keywords. Work in pairs. Get students to share their answers. Hand out worksheet. Get students to read through them. Explain what a musical phrase is. Show example by playing twinkle little star. OR pick a more able student to perform just the melody of their performance piece. Ask students, how many phrases could they count in total? Go through the worksheet and explain the different terms with examples. Demonstrate a perfect cadence, and then an imperfect cadence. Ask students to put their hand up if they thought the first one sounded finished? Or unfinished? Show another example. Ask the same questions. Test students randomly to see if they understand the key terms e.g. phrase, cadence, emphasise, chord etc. Students to answer questions on cadences and phrases (separate sheet). Pick some students to explain their answers.. Give homework task. hand out student feedback sheet. Students to read their written feedback from last lesson. Each student to practice their performances Individual feedback given to as many students at different levels during the 1 st and second practical sessions and during Homework Read the worksheet phrases and cadences and answer the questions. Plenary: listen to some performances by students. Pick grades D, C, B and A Discuss with students: why the performances are at that level? And what they need to do to get to the next grade? Pick students from the audience to explain the answers. Use the GCSE assessment criteria when giving feedback. Select few students to perform back to the class during rehearsals and at the end of the lesson so students can learn from each other s mistakes. Discuss: what is required to do to their piece to get a grade C? grade B? grade A? Go through the assessment criteria for solo / ensemble performances with the students. SF: Hand out feedback sheets. Students to write down what they did well today and what they need to work on in the next. Students to go back and focus on achieving their new target. Page 12 of 16

13 11 CONTRO LLED ASSESSM ENT: ensembl e perform ances Start ensemble performances To learn how to improve GCSE music ensemble E : To be able to achieve one target: Able to play one aspect of their piece.e.g. melody or chord, singers: to learn the lyrics. D: To be able to finish two targets. To be able to play two aspects of their piece fairly fluently. E.g. melody and chord singers: to be able to sing most part with the correct rhythm. C - B: To be able to finish t targets. To be able to play two aspects of their piece fluently with correct timing. singers: to be able to sing most part with the correct rhythm and pitch. A: To be able to finish three or more specific performance targets with fluency. To add elements that demonstrates imagination, contrast (e.g. dynamic changes), development, and sense of style. Starter: questions on cadences. See slide. Get students to explain answers. What is an ensemble performance? Explain what is required for each type of ensemble performances: Traditional performance, Improvised performance, Rehearsing and directing, Multi track recording Get students to read the criteria on the slides. Test students to see if they understand what is required for e.g. singers do you sing your parts on your own or with a backing singer? If you play the melody and another person plays the chord is your performance counted as an ensemble? Choose an ensemble piece according to the student s abilities. Each student to practise their performances taking on board the tasks, Select few students to perform back to the class during rehearsals and at the end of the lesson so students can learn from each other s mistakes. Discuss: Hand out assessment criteria copies for ensemble What is the difference between traditional and/ improvised performances? What is required to do to their piece to get a grade C? grade B? grade A? Focusing on accuracy of pitch and rhythm when giving feedback. Revise all the topics learnt so far. Take your folders home. pick few students to perform back to the class. Pick students randomly from the audience to give feedback on accuracy of rhythm or pitch. Use the GCSE assessment criteria when giving feedback. Give homework task. Hand out the feedback sheets. Demonstrate an example with two students by asking one of them to give feedback to the other focusing on accuracy of rhythm. Ask students to carry on practising and give peer feedback to each other. Audience: each student to pick a partner to give feedback to. Ask students to give feedback on accuracy of rhythm. Is the melody played with correct rhythm? Are there lots of errors? (Students can use marking criteria copies). Page 13 of 16

14 12 key modulati on To be able to describe key modulation. To learn to describe different textures in music. D-E: to be able to play chords C Am F G Em. Describe the term key modulation, home key. C: To demonstrate an example of key modulation using chords. To know the meaning of pivot chord, abrupt chord. B-A: To show key modulation and development in own composition ettle in task: learn to play the following chords: C Am F G - Em Starter: answer the following questions: What is a key in music? What is a chord? How would you describe a major chord? How would you describe a minor chord? What is contrast in music? Why would composers change key in their compositions? Get students to explain their answers. Explain the term key. In music a KEY is the major or minor scale around which a piece of music revolves. Show examples e.g. Eastenders is in key of C since the tune is played on C major scale. Demonstrate examples of songs in minor key or major key and ask students to guess which key they are in. Explain the term Home key / tonic key and show an example. What are related keys? Explain and show examples in the key of C. What are the two ways to modulate the key? Explain modulation by pivot chord and abrupt modulation. Show examples. Practical time: Get students to compose a structure in ABA form using the chords learnt in the starter. Ask students to make the B section contrast with A e.g. They can start their piece in minor and make B section in major. Individual feedback given to as many students at different levels during the 1 st and second practical sessions and during Complete the key modulation worksheet. Pick few students to perform their compositions back to the class. Get the audience to give peer feedback. E.g. did the piece modulate to a related key? What can be done to improve the composition? Discuss how you can use key modulation in GCSE compositions to show contrast between chorus / verse or sections. Show some examples. Summarise three things they have learnt today. Give homework task. Get few students to perform back to the class. Action: what have you done with the feedback? Students to carry on developing their ternary form compositions. Get the audience to give peer feedback. Page 14 of 16

15 13 texture To learn to describe different textures in music. D-E: to be able to describe the meaning of texture. C: to demonstrate examples of at least two types of texture. B-A: to be able to demonstrate examples of monophonic polyphonic homophonic heterophonic texture. Starter test on keywords Go through the PowerPoint slide and demonstrate examples of monophonic, polyphonic, homophonic and heterophonic texture. Clapping exercise: get students to come up with examples of polyphony, monophony and heterophony. Demonstrate example of monophony (D-E), polyphony and heterophony (C-A) using the rhythm below. Work in groups of three. They can use instruments or clap. Get few students to demonstrate back to the class. Complete the texture worksheet and answer questions. Plenary: listen to some performances by students. Pick grades D, C, B and A Discuss with students: why the performances are at that level? And what they need to do to get to the next grade? Pick students from the audience to explain the answers. Use the GCSE assessment criteria when giving feedback. Give homework task. Discuss: what is required to do to their piece to get a grade C? grade B? grade A? Go through the assessment criteria for ensemble performances with the students. hand out student feedback sheet. Students to read their written feedback from last lesson. Each student to practice their performances Get the audience to give peer feedback. PF: Hand out the feedback sheets. Audience: each student to pick a partner to give feedback to. Do you hear any dynamic contrast / tempo changes in the performance? Where can you add dynamic contrasts in the performance? What aspect of the performance can he / she focus on next? E.g. articulation, phrasing. Can use the GCSE assessment criteria (Students to use their copies). Page 15 of 16

16 14 Ens perf controlle d assessme nt To learn how to improve GCSE music ensemble E : To be able to achieve one target: Able to play one aspect of their piece.e.g. melody or chord, singers: to learn the lyrics. D: To be able to finish two targets. To be able to play two aspects of their piece fairly fluently. E.g. melody and chord singers: to be able to sing most part with the correct rhythm. C - B: To be able to finish t targets. To be able to play two aspects of their piece fluently with correct timing. singers: to be able to sing most part with the correct rhythm and pitch. A: To be able to finish three or more specific performance targets with fluency. To add elements that demonstrates imagination, contrast (e.g. dynamic changes), development, and sense of style. Starter: questions on texture and steve Reich s Electric counterpoint. 1. Describe the texture at the start of this piece: 2. What happens to the texture later on in the piece? 3. Name the instrument or instruments? 4. Is this piece in a major or minor key? 5. What happens to the key towards during the piece? 6. How is this piece recorded? 7. How do you feel when you listen to this piece? 8. What is the musical term used to describe short repeated melodies? 9. Which styles of music uses a lot of short repeated patterns? 10. Which artistic movement started emerging in the 1950s based on short repetitive ideas? Each student to practise their performances taking on board the tasks, Select few students to perform back to the class during rehearsals and at the end of the lesson so students can learn from each other s mistakes. Discuss: Hand out assessment criteria copies for ensemble What is the difference between traditional and/ improvised performances? What is required to do to their piece to get a grade C? grade B? grade A? Focusing on accuracy of pitch and rhythm when giving feedback. Audience: each student to pick a partner to give feedback Get the audience to give peer feedback. find five examples of Melodic decoration. Give descriptions for each one. Plenary: pick few students to perform back to the class. Pick students randomly from the audience to give feedback on accuracy of rhythm or pitch. Use the GCSE assessment criteria when giving feedback. Page 16 of 16