Year 9 Unit 6 Arrangements Unit summary Title Key objective Musical ingredients Features of musical elements Development of skills Outcomes Arrangements Learning how to analyse and explore common processes, procedures and conventions relating to arranging music. This unit explores: the structure and effect of variation and arrangement in a variety of different music; the use of musical elements and devices in variations and arrangements. This unit brings together the four key musical elements focused on in the Opus course and looks at how they can be combined in order to create intended effects. There is a particular emphasis on structure (variation form, popular song form). Listening: listening to theme and variations and a popular song in different arrangements, making comparisons and recognising how features have been changed. Performing: opportunities to develop ensemble performing skills by performing variation compositions and popular song arrangements. Composing: composing and arranging a set of musical variations on a theme and arranging a popular song in a different style. Most pupils will demonstrate their knowledge and understanding by: identifying different musical devices and elements in a musical variation on a theme composing a set of variations on a chosen theme identifying musical features in different arrangements of the same popular song creating a different arrangement of a song as part of a group. Some pupils will not have made so much progress and will demonstrate their knowledge and understanding by: describing how a theme has been varied composing simple variations on a given theme comparing different arrangements of the same song taking part in a different arrangement of a song as part of a group. Some pupils will have progressed further and will demonstrate their knowledge and understanding by: commenting on the different effects achieved by using variation form composing a set of variations using tonality as a means of variation composing a set of variations using a range of different ideas and techniques using the resources available to create an arrangement of a song as part of a group.
Activities summary Pupils will learn: Activities Learning outcomes to understand that a theme can be changed in different ways using variation form. Listening to Variations on America by Charles Ives and Variations on a Shaker Tune from Appalachian Spring by Aaron Copland. Identify different musical features in each variation. to apply variation techniques to their own musical compositions. to evaluate the effectiveness of variation techniques. how songs can be performed in different styles and arrangements. to understand the different parts that are combined in a song performance. how music can be altered to create a different style of effect. to assess and evaluate own and others musical arrangements. to compose pieces that include impressionist features. to evaluate and appraise own work and work of others in class. Planning and composing a short set of variations on a musical theme. Listening to recordings of their theme and variations compositions and assessing their own work, commenting on the overall effectiveness of their piece in terms of musical contrast. Listening to an arrangement of the popular song Stand by Me. Performing as a class the vocals/ melody, chords, bass line and percussion parts of Stand by Me. Creating a musical arrangement of a song in a different musical style. Listen to their own and others arrangements, identifying styles, musical devices, similarities and differences. Compose descriptive pieces incorporating stylistic, impressionist features. Peer evaluate each other s compositions identifying impressionist features and evaluating effectiveness of each. Use a range of devices to create effective variations. Make appropriate comments on the variation techniques used in their compositions. Identify different musical features in the arrangement. Take part in a cohesive performance of Stand By Me and understand how their part contributes to the whole performance. Create and perform their own arrangement which is significantly different from the original. Make appropriate comments which demonstrate an understanding of the features involved. Compose descriptive pieces that include impressionist features. Evaluate and assess compositions using structured criteria.
Lesson Plan 1 Variations Resources Information sheet 1; Worksheets 1a b; CD tracks 31: Theme from Variations on America ; 32: Variation 1 from Variations on America ; 33: Variation 2 from Variations on America ; 34: Variation 3 from Variations on America ; 35: Variation 4 from Variations on America ; 36: Variation 5 from Variations on America. Other: piano, keyboards and pupils own instruments. Learning objectives Pupils will be able to: learn how a theme can be arranged in different ways using variation form use variation techniques in their own musical arrangements. Pupils will learn by: listening to an example of variation form identifying different variation techniques composing their own variations. Why? So that they can: broaden their understanding of composition techniques apply these to their own compositions. Learning outcomes Pupils should be able to: listen to music that uses variation form and identify different musical features and how they change the character of the theme plan and compose a short set of variations on a musical theme. Key words Theme; variation; arrangement; round; counter melody. Starter Ask pupils to consider the ways in which they might vary a theme. To aid their thinking process, play a simple theme on the piano (e.g. Twinkle, Twinkle, Little Star ) and ask them to discuss the ways in which they might vary the theme. The discussion should focus on how the elements of music can be manipulated to arrange the theme in different ways and to provide contrast. Share responses as a class and demonstrate some of the suggestions using the theme you have chosen, so that pupils can see the way in which this affects the music. You may wish to refer pupils to the range of techniques which they have used earlier in Opus 1, 2 & 3. (Suggestions might include: change the pitch, alter the rhythm, change the tempo, change the dynamics, play using a different timbre, add a counter melody/drone/ostinato, play as a round, play backwards, change the harmony major to minor and many others!) Make a list of the suggestions for future reference.
Development Listening: As a class, read the text on the information sheet to introduce pupils to the idea of variations as a form of musical arrangement. Read also about Charles Ives and his work Variations on America. For task 1, explain to pupils that they are about to listen to Charles Ives original theme followed by five variations. Play Track 31. Ask pupils to identify the theme (it s the UK national anthem), which pupils should be able to recognise. As a research/homework task, you could ask pupils to find out why an American composer used this theme as a basis for his variations. Next play Tracks 32 36 (five variations on the theme). Ask pupils to listen carefully to each variation. As they do so, they should try to note down the features and elements they can hear. This task is supported by Worksheet 1a. When all the tracks have been heard and the worksheet completed, invite pupils to discuss their responses. You could also ask them how they think each variation differs from the original theme. Add any additional ideas to the list you created earlier. Composing: For task 2, ask pupils to work in pairs to begin planning their own set of variations. Read through the task with them on the information sheet to make sure they clearly understand the task. Pupils use either Frére Jacques, The National Anthem or a theme of their choice/own composition as a basis for their variations depending on ability. Worksheet 6.1b provides notation for the two themes and a space for pupils composing their own theme. The number of variations composed will depend on each pupil s ability and should be left to their discretion. Review/plenary Allow time at the end of the lesson for pupils to record their ideas in a suitable notation form for work in lesson 2. This might be a list of musical devices used, keyboard timbres or rhythm numbers, musical instruments or how they have used the elements of music. Encourage some groups to share their composing plans with the rest of the class. Points to note Pupils could use ICT to record their theme onto a sequencer, then investigate ways that music technology can be used to manipulate and vary their theme e.g. pitchbend; looping; and electronic musical effects such as echo, chorus and distortion. An effects processor can also be used to manipulate and modify sounds. Pupils learning instruments should be encouraged to perform on these, some of which will have instrument-specific techniques (e.g. use of mutes to change timbre, pizzicato strings) that can be used to provide musical variation. Other music based on a theme with variations that could be used in relation to this lesson and lesson 2 includes: Ah vous dirai-je maman (Mozart) Variations on I Got Rhythm (Gershwin) Rhapsody on a Theme by Paganibni (Rachmaninov) Chaconne from Suite No. 1 in E flat for Wind Band (Holst) Canon (Pachelbel) Variations (Andrew Lloyd Weber) Symphony No. 4, fourth movement (Brahms)
Lesson Plan 2 A theme, but not as we know it! Resources Information sheet 2; Worksheets 6.2a b; CD track 37: Variations on a Shaker Tune from Appalachian Spring. Other: keyboards, classroom instruments and pupils own instruments. Learning objectives Pupils will be able to: construct a set of musical variations on a given theme using different musical features and devices evaluate effectiveness of variation techniques used. Pupils will learn by: listening to another example of variation form completing their own set of variations. Why? So that they can: include more techniques in their own compositions understand more about how to develop musical ideas. Learning outcomes Pupils should be able to: perform major and minor scales and use changes in harmony as a feature in their own variation arrangements rehearse, refine, record and perform theme and variation arrangements assess and evaluate own theme and variation compositions. Key words Theme; variation; major; minor; scale. Starter As a class, read about composer Aaron Copland and his work Appalachian Springs on the information sheet. Task 1 on the information sheet can be used as a starter activity to develop learning on variation form and techniques. Play pupils Track 37 and follow the listening map either on the information sheet or on Worksheet 2a. Play the piece twice, first asking pupils to identify the theme (a theme known as Simple Gifts although more commonly known as the hymn Lord of the Dance ) and then to follow the listening map and answer the accompanying questions either through group discussion, or writing down the answers individually or in pairs on the worksheets. Development Rehearsing, refining and performing: Link task 1 to tasks 2 and 3 by discussing some of the techniques Copland uses and how pupils could use similar techniques in their own compositions. You may wish to revise major and minor scales to enable pupils to use a change of scale as one of their variations. Give pupils suitable time to complete their compositions, and to rehearse and refine their work. They should then perform their theme and variations pieces to the rest of the class. The performances should be recorded.
Review/plenary Distribute Worksheet 2b and ask pupils to evaluate their work analysing clearly what musical features they adapted and refined in each variation. Ask pupils to list two things they liked about their variations piece and two things they could improve if they were to compose and perform their variations piece again. Points to note The number of variations produced by pupils will depend on their ability. Some pupils may produce only one or two, while others may produce four stylistically contrasting musical variations.
Lesson Plan 3 (and 4) Stand by me Resources Information sheet 3; Worksheets 3a b; 4; CD tracks 38: Stand By Me by Ben E King; 39: Stand By Me by the Fugees. Other: keyboards, percussion instruments and pupils own instruments. Learning objectives Pupils will be able to: learn how songs can be performed in different styles learn how instrumentation, textural layers and structure can create an effective arrangement of a popular song. Pupils will learn by: singing and playing an arrangement of Stand By Me making their own group arrangement of the song. Why? So that they can: gain further awareness of the different layers that make up a performance of a song acquire a range of techniques which they can apply to their own work. Learning outcomes Pupils should be able to: listen to two contrasting versions of a popular song and identify the different musical features in each perform a part in a class arrangement of a popular song allocate roles and responsibilities within a group arrangement perform the original version of Stand By Me, then create and perform their own arrangement. Key words Bassline, chords, lyrics and melody. Starter Lesson 3: Allow a couple of minutes for pupils to work individually and produce an ideas storm on the subject Styles of songs and singing. Encourage them to think of as many different types and styles of songs as they know from Key Stage 3 and from their musical listening different genres, styles and from different places and cultures. Discuss how song is a universal genre used in all cultures, times and places. Share the results. Explain to pupils that they are about to look at how songs can be arranged in different styles. Lesson 4: Begin with some vocal warm-ups. Then, as a class, sing the song Stand By Me using Track 38 to remind pupils of the song. Development Listening: As a class, read the information sheet, which introduces Stand By Me originally a popular song performed by Ben E King, and arranged since by many different groups and artists. For task 1 distribute Worksheet 3a or use the information sheet. Now play Tracks 38 and 39. Ask pupils to identify the musical features in the original version followed by an arrangement by The Fugees. For task 2 ask pupils to compare the original version with the arrangement in terms of musical features and how they have been changed and altered but still use the same song and harmonies.
Performing: For task 3, ask pupils to listen again to Track 38 (the original version of Stand By Me ). As they do so, they should follow the vocal melody from the information sheet. Explain that they will perform the song in a class arrangement this lesson and work on their own arrangement of the same song in lesson 4, selecting a type/style of song from their completed ideas storm in the starter. For task 4, teach the class the bass line on the information sheet. Alternatively, ask half the class to practise singing with a CD player while you teach the bass line to the remaining half. Then swap. Finally, put pupils into pairs on keyboards and teach them the chord sequence (see the information sheet). Ensure that pupils set their timbre to strings in order for the notes of eight beats duration to last. Perform as a class adding the bass line so that pupils can see how the different layers of the song link together. As this is a joint lesson, decide on an appropriate point to end lesson 3. Link the starter to task 5 by explaining that pupils are about to work on a performance of Stand By Me both in its original version and then creating their own arrangement of the song. Refer back to the starter in lesson 3 for which pupils identified different types and styles of songs, and ask each group to select a style in which to perform the song. Ask pupils to work in groups of about four. They should create their own arrangment of Stand By Me in a different style. Give groups plenty of time to rehearse before asking them to perform their work. If possible, record each group s work for use in the plenary. Review/plenary Lesson 3: Perform the original version of Stand By Me as a class. Briefly discuss what roles each member of the class will take some singers, some playing the bass line, some pairs playing chords and maybe some pupils adding an improvisatory percussion line. Highlight the importance of this selection and decisions in the arrangement process. Perform the song once through. Lesson 4: Turn to Worksheet 4 and give pupils time to reflect on their own group s arrangement, which can be played back to the class as pupils work. Points to note Extension material has been provided on Worksheet 3b for higher ability pupils. Encourage pupils to perform on their own instruments. Some teachers may like to place gifted and talented music students into different groups to aid learning. This is best done at the beginning of lesson 4 during the starter.
Lesson Plan 5 (and 6) Arranging a popular song Resources Opus: Pupil Book page 62; Worksheets 6.5a d. Other: keyboards, tuned percussion (glockenspiels or xylophones), guitars and pupils own instruments. Learning objectives Pupils will be able to: create their own arrangement of a song based on the resources available in their groups rehearse and perform their arrangement to the rest of the class. Pupils will learn by: choosing a popular song making their own arrangement of a popular song drawing on a range of identified techniques. Why? So that they can: gain further experience of song arrangement and performance understand that they can create their own arrangement of a song which to suit their own musical strengths. Learning outcomes Pupils should be able to: use resources effectively to organise and arrange their choice of song perform with confidence in front of an audience. Key words Lyrics; structure; verse; chorus; melody; harmony; bass line; arrangement. Starter Lesson 5: Write the following words on the board and ask pupils to provide a brief definition of each one: lyrics; structure; verse; chorus; melody; harmony; bass line; arrangement. Lesson 6: Assemble the class into groups from lesson 5 and review progress so far, identifying what each group still needs to do in order to complete their arrangement. Briefly discuss a running order in which to perform each group s song at the end of the lesson. Write this programme down on a flipchart or whiteboard so that pupils can clearly see at which point they will be performing.
Development Producing an arrangement These final two lessons allow pupils to build on their skills, knowledge and understanding of the key concepts throughout year 7, 8 & 9. Pupil s have the opportunity to work in groups to arrange, rehearse and perform a popular song. Pupils can be allowed to make their own choice of popular songs if they want to. Some pupils may have an MP3 or sheet music of a particular song they like. Others may want to look through popular songbooks, search for lyrics or music on the Internet. All of these should be encouraged as ways for pupils to develop their arranging skills in the search for musical source material. Pupils may prefer to choose a song from the selection included here. Worksheets 5a-d provide the lyrics, guitar chords and three-part score consisting of melody line, harmony part/chords and the bassline. There are also B flat parts of the melody parts for each of the three songs in worksheet 5d. The guitar chords/chords box can be played by less able pupils on keyboards, using the single finger function. The harmony part/chords can be performed, again by less able pupils, on glockenspiels, xylophones or other tuned percussion. Once pupils are decided on their groups and songs, they can use the advice on the information sheet to keep on track. The majority of lesson 5 will be taken up with individual group arranging and rehearsing, and lesson 6 could begin with a brief rehearsal time before the arrangements are performed in front of the rest of the class. Allow plenty of time to ensure that each group has the opportunity to perform one final time. Review/plenary Lesson 5: select the work of a group or groups that has made good progress. Ask group members to share ideas with the class and talk briefly about how the process has worked for them so far. Lesson 5: pupils listen to each other s arrangements.