Form and Structure – Songwriting 1
SECOND LEVEL ACTIVITY
Second
LEVEL
ACTIVITY
Learning intention
•
We are learning how to compose lyrics.
Success criteria
•
•
I am able to include rhyming schemes in my lyrics.
I am able to repeat a melody across two verses.
Resources
•
•
•
Access to songs/lyrics
Paper/pens/pencils
Access to a rhyming dictionary
Focus
Skills, knowledge and understanding
What learners are communicating: Learners
are developing their understanding of the
songwriting process.
Learners will be able to:
• articulate thoughts, feelings
and ideas
• work co-operatively
• develop listening skills
• identify verse and chorus
• establish repeated rhythm
and melody
• use rhyme and structure in
lyrics
• reflect on their learning.
How learners are communicating: Learners
are expressing thoughts, feelings and ideas
through songwriting.
Musical building blocks: Learners are
developing an understanding of basic musical
form and structure and showing an awareness
of building blocks such as repetition and word
rhythms.
Experiences and outcomes
Links to other areas of the curriculum
Expressive arts:
Health and Wellbeing; Literacy
•
•
I can use my voice, musical instruments
and music technology to experiment with
sounds, pitch, melody, rhythm, timbre and
dynamics. EXA 2-17a
Inspired by a range of stimuli, and
working on my own and/or with others, I
can express and communicate my ideas,
thoughts and feelings through musical
activities. EXA 2-18a
Useful links
http://www.bbc.co.uk/radio2/sold
onsong/guide/song.shtml
http://www.poetry4kids.com/rhym
es
http://www.educationscotland.go
v.uk/scotlandssongs/primary/inde
x.asp
http://www.youtube.com/watch?v
=TY60XWqozDA
Process/next steps
In the lead up to this activity, it is suggested that poetry work in literacy lessons would provide a
useful context.
1) Speak to the class about what music they enjoy listening to. Discuss prior knowledge of various
musical genres including rock, Scottish, pop, and electronic dance music.
2) Look at and listen to lyrics from music artists. It is best to begin with the opening verses for
songs. Discuss with the class:
•
•
•
Rhyming scheme – what rhyming schemes can pupils identify in lyrics?
Scanning – how many syllables are in each line? Are the lines roughly the same length?
Repetition - does the melody repeat during the verse, or is it sung differently for each line?
3) Discuss possible topics which they could explore through song. This is a good opportunity to
make links across the curriculum and reinforce previous learning. It could also be set as
homework to encourage children to explore a song of their choice.
4) In smaller groups, ask children to decide on their chosen topic. They should mind map ideas and
then begin to focus on preparing their lyrics.
5) Pupils should decide on a rhyming scheme and structure for their lyrics. The pupils should aim to
write two verses; or a verse and a chorus; or focus on the chorus.
6) Once the verses have been completed, the pupils can speak them through to check how well
they scan and to try to set the words to rhythm.
There is follow up activity - ‘Form and Structure - Songwriting 2’.