Langdon Park School
Music Key Stage 3
Year 8
Four Chord Song
UNIT OVERVIEW
UNIT AIMS AND OVERVIEW
KEY STAGE 3 NATIONAL CURRICULUM
MUSICAL FUTURES
Students will work independently and
collaboratively to explore a I, vi, IV, V chord
sequence. They learn about harmony, and
how it influences the melody of a song,
texture, timbre, dynamics, and structure by
re-creating songs from the 1950’s to present
day and participating in discussion about
these elements. They will draw on their own
experiences of playing I, vi, IV, V songs and
their environment to create their own music.
This unit supports the new key stage 3
national curriculum. It provides specific
opportunities for students to:
Play and perform … in …ensemble contexts
using their voice, playing instruments
musically, fluently and with accuracy and
expression.
Improvise and compose; and extend and
develop musical ideas by drawing on …
musical structures, styles, genres and
traditions.
Use staff and other relevant notations
appropriately and accurately in a range of
musical styles, genres and traditions.
Identify and use (some of) the inter-related
dimensions of music expressively … including
use of … musical devices.
Listen … to a wide range of music from …
musicians
Develop a deepening understanding of the
music that they perform and to which they
listen.
This unit supports Musical Futures pedogogies
by:
Incorporating non-formal and informal
teaching and learning
Allowing students to choose who they work
with
Using current music that is relevant to the
students
Drawing on students musical and life
experiences
Making use of aural learning
UNIT CONTEXT
AXIS OF AWESOME
THE FOUR CHORD SEQUENCE
KEY LANGUAGE
‘Four Chords’ is one of the Australian musical
comedy act Axis of Awesome’s best known
songs. It is a medley of songs set to the
popular chord sequence I, V, vi, IV. Not all of
the songs selected follow this chord
progression exactly and many of them only
follow it for a short time and others use the
progression iv, IV, I V. The song was first
played in the UK in 2008 at the Edinburgh
Fringe Festival after which it received airplay
on BBC Radio 1. The song became a viral
sensation receiving millions of hits of
YouTube.
There are literally hundreds if not thousands
of songs that use the chord I, IV, V and vi. The
I, vi, IV, V chord progression is known as the
‘50’s Progression’ as it was popular in the 50’s
and 60’s and is commonly associated with
doo-wop. Some songs of the era that use this
chord progression are Earth Angel, Stand By
Me, Lollipop and Blue Moon. This chord
progression continued to be popular and is
still used today. Recent artists to use this
progression include Justin Bieber, Rebecca
Black and Sean Kingston.
Work should be discussed with students using
the following terms where possible. Students
need to understand what each term means.
A common variation of this progression is
known as the pop-punk progression – I, V, vi,
V.
Yet another variation of this progression that
is extremely popular is vi, IV, I, V.
Lists of songs that use the above chord
progressions can easily be found on the
internet.
 Chord




two or more notes played
together at the same
time
Pulse
number of beats and
speed
Harmony
chords
Chord sequence series of chords arranged
in a particular order
Timing
rhythmic accuracy
 Texture
 Timbre
 Dynamics
number of parts being
played
quality of sound
produced by instruments
volume
LESSON 1
SONGS FROM THE 2010’S
BIG IDEA
LESSON OBJECTIVES
YOU WILL NEED
This lesson focuses on students exploring the
chords I, IV, V and vi through performing
(sections of) current songs
To work independently and collaboratively
To perform a (section of a) song that uses the
chords I, IV, V and iv
To work from notations
To compose a ‘song’ using the chords I, IV, V
and iv
Range of instruments – ideally a typical ‘band’
set up (drums, guitar, bass, keyboards,
microphones) and/or acoustic instruments,
classroom percussion, technology
(tablets/smart phones/computers, with
appropriate software)
Recordings of the songs
Notations for students to use
LESSON 1
SONGS OF THE 2010’S
LEARNING INTENTION
CONTEXT
To explore the use of a I, vi, IV, V chord sequence (and/or variations)
Students always want to know how to play the songs that they currently
listen to. The following is a list of songs the students at Langdon Park
School are likely to consider ‘cool’ and enjoy listening to in their own
time. These songs are to be used for this first lesson. They have been
selected as they will inspire and engage the students.
All of Me
All of the Stars
Demons
Hall of Fame
Hey Brother
Counting Stars
Written in the Stars
Say Something
Walks Like Rhianna
John Legend
Ed Sheeran
Imagine Dragons
The Script feat. Will.I.Am
Avicci
One Republic
Tinie Tempah
A Great Big World
The Wanted
vi, IV, I, V
IV, I, vi, C
I, vi, IV, V
vi, IV, I, V
vi, IV, I, V
vi, I, V, IV
vi, IV, I, V
vi, IV, I, V
I, V, vi, IV
2013
2014
2012
2012
2013
2013
2010
2013
2013
LESSON 1: SONGS OF THE 2010’S
PROGRESS INDICATORS
Working Towards





Working At
Play as a member of an ensemble
Read and interpret notations
Sing or play with accuracy, confidence and musicality
Aurally identify changes in harmony, texture, timbre and dynamics
Accurately identify the structure of a piece of music
Example of student response
I am working towards being able to play as a member of an ensemble because I can’t play my part in time with everybody else
Working Beyond
LESSON 1: SONGS OF THE 2010’S
SUGGESTED LEARNING ACTIVITIES
STARTER
MAIN
Play a piece of music and ask students to identify the structure and
discuss changes in the texture and timbre of each section
Briefly classroom workshop the chords I, IV, V and vi
Ask students to re-create a ‘current’ song that uses the chords I, IV, V and
vi as a group
Encourage students to aurally recognise changes in texture and timbre in
different sections
Encourage student to work from notations
LESSON TWO
SONGS OF THE 70’s, 80’S, 90’S & 00’S
BIG IDEA
LESSON OBJECTIVES
YOU WILL NEED
As with lesson one this lesson focuses on
students exploring the chords I, IV, V and vi
through performing. This lesson moves
students on from current songs so that most
likely listen to for enjoyment to songs that
they have possibly not heard before.
To work independently and collaboratively
To perform a (section of a) song that uses the
chords I, IV, V and iv
To work from notations
Range of instruments – ideally a typical ‘band’
set up (drums, guitar, bass, keyboards,
microphones) and/or acoustic instruments,
classroom percussion, tablets/smart phones
(with appropriate software)
Recordings of the songs
Notations for students to use
Access to YouTube
LESSON 2:
SONGS OF THE70’s, 80’s, 90’s and 00’s
LEARNING INTENTION
CONTEXT
To continue to explore the use of a I, vi, IV, V chord sequence (and/or
variations)
Students are now to use the same process used in lesson one to re-create
songs that they are likely to have not heard before. Aural learning and the
use of YouTube tutorials is to be encouraged. Some suggestions of songs
are below.
1970’s
Always On My Mind
Pet Shop Boys
No Woman, No Cry
Bob Marley
Take Me Home, Country Roads John Denver
I, V, vi, IV
I, V, vi, IV
I, V, vi, IV
1972
1974
1971
I, V, vi, IV
I, V, vi, IV
vi, IV, I, V
1981
1981
1982
1980’s
Don’t Stop Believin’
Down Under
Mad World
Journey
Men at Work
Tears for Fears
1990’s
Can You Feel The Love Tonight
Save Tonight
Zombie
Elton John
Eagle Eyed Cherry
The Cranberries
I, V, vi, IV 1994
vi, VI, I V 1997
vi, IV, I, V 1994
One Republic
Akon feat.
Beyonce
vi, IV, I, V 2006
vi, IV, I, V 2009
vi, IV, I, V 200
2000’s
Apologize
Beautiful
If I Were A Boy
LESSON 2: SONGS OF THE 70’s, 80, 90’s and 00’s
PROGRESS INDICATORS
Working Towards





Working At
Working Beyond
Play as a member of an ensemble
Read and interpret notations
Sing or play with accuracy, confidence and musicality
Aurally identify changes in harmony, texture, timbre and dynamics
Accurately identify the structure of a piece of music
Example of student response
I am working towards being able to play with accuracy because I don’t know this song. I knew the song I played last time so it was easier to get it right.
LESSON 2: SONGS OF THE 70’s, 80’s, 90’s and 00’s
SUGGESTED LEARNING ACTIVITIES
STARTER
Play an unknown piece of music and ask students to identify when the
harmony changes
Ask students to discuss the timbre of a (section of a) piece of music
Ask students to discuss the difference between the verse and chorus of a
song that doesn’t change the harmonic structure (eg Me and My Broken
Heart by Rixton)
MAIN
Ask students to work in groups to re-create a song that they don’t know
that uses the chord I, IV, V and vi
Encourage students to work from notations
Ask students to aurally identify changes in harmony, texture, timbre,
structure and dynamics
LESSON THREE
UNDERSTANDING THE FOUR CHORD SEQUENCE
BIG IDEA
LESSON OBJECTIVES
YOU WILL NEED
This lesson focuses on helping students to
realise and understand that many songs use
the same chords. This has been mentioned to
students several times and they have
experienced this concept in their own listening
of ‘mash-ups’. The next step is to explain the
theory behind the concept. Some students will
grasp this idea quite quickly while others may
never fully understand it. The important thing
is to give all students the opportunity to
access the theory.
To understand why many different songs can
be played together in a ‘mash-up’
To deepen understanding of harmony
To explore the chords I, IV, V and vi in
different sequences and keys
To compose a four chord sequence using the
chords I, IV, V and vi
Range of instruments – ideally a typical ‘band’
set up (drums, guitar, bass, keyboards,
microphones) and/or acoustic instruments,
classroom percussion, tablets/smart phones
(with appropriate software)
Recordings of the songs
Notations of chords for students to use
LESSON 3:
UNDERSTANDING THE FOUR CHORD SEQUENCE
LEARNING INTENTION
CONTEXT
To begin to understand the theory of chords, keys and scales in relation
to a I, vi, IV, V chord sequence
Students often use the internet to learn how to play songs by either
searching for tutorials on YouTube or viewing the chords on wesites like
ultimateguitar.com. This can sometimes cause problems as often the
music has been transposed. When students go to play the song they have
just learned with the recording it doesn’t song right and they can’t
understand why.
The theory of keys, scales chords needs to be explained.
LESSON 3: UNDERSTANDING THE FOUR CHORD SEQUENCE
PROGRESS INDICATORS
Working Towards




Working At
Working Beyond
Play chords I, IV, V and vi in different keys
Explain why songs can be played in different keys
Transpose the chords of a (section of a) song into a different key
Aurally identify when chords have been played incorrectly
Example of student response
I am working beyond being able to transpose the chords of a song into a different key as I can do it accurately and quickly the first time.
LESSON 3: UNDERSTANDING THE FOUR CHORD SEQUENCE
ACTIVITIES
STARTER
Play a piece of music in two different keys and lead a discussion (Four
Chords by Axis of Awesome would be effective here)
Ask students to discuss the similarities between a chord sequence
presented in two different keys
Ask students to identify chord IV of various keys
MAIN
Use a YouTube video to explain the theory
Split students into groups and ask them to transpose the chords I, IV, V
and vi into different keys
LESSON FOUR
EXPLORING THE CHORD SEQUENCE
BIG IDEA
LESSON OBJECTIVES
YOU WILL NEED
This lesson gives students the opportunity to
explore the chords I, IV, V and vi in a range of
keys and sequences.
To compose a chord sequence using the
chords I, IV, V and vi
Range of instruments – ideally a typical ‘band’
set up (drums, guitar, bass, keyboards,
microphones) and/or acoustic instruments,
classroom percussion, tablets/smart phones
(with appropriate software)
Recordings of the songs
Notations of chords for students to use
LESSON 4
EXPLORING THE CHORD SEQUENCE
LEARNING INTENTION
To compose a chord sequence using the chords I, IV, V and vi
CONTEXT
Students are to work in groups to explore the chords I, IV, V and vi in
different keys. They are to decide on a key and an order for their own
sequence. They need to rehearse their sequence and prepare it for
presentation.
LESSON 4: EXPLORING THE CHORD SEQUENCE
PROGRESS INDICATORS
Working Towards



Working At
Working Beyond
Compose a chord sequence using the chords I, IV, V and vi
Play a chord sequence that I have composed
Play as a member of an ensemble
Example of student response
I am working at being able to play a chord sequence that I have composed because I can play the chord sequence I made up accurately.
LESSON 4: EXPLORING THE CHORD SEQUENCE
ACTIVITIES
STARTER
Split the class into groups and give each group
a key to work out the chords I, IV, V and vi
Ask students to suggest an order for the
chords I, IV, V and vi and discuss the
effectiveness of each sequence
MAIN
Allow students time to explore different keys
and different orders
Encourage them to aurally identify which
orders sound ‘right’ and which ones don’t
POSSIBLE EXTENSION ACTIVITES
Explain perfect, plagal and imperfect cadences
Encourage students to structure their
sequence into a piece using difference in
texture and timbre
Write and set lyrics
LESSON FIVE
TEXTURE, TIMBRE & STRUCTURE
BIG IDEA
LESSON OBJECTIVES
YOU WILL NEED
This lesson further develops students
understanding of texture and timbre and how
these elements can be used to create
structure in a song.
To develop a composed chord sequence into a
piece with structure.
Range of instruments – ideally a typical ‘band’
set up (drums, guitar, bass, keyboards,
microphones) and/or acoustic instruments,
classroom percussion, tablets/smart phones
(with appropriate software)
Recordings of the songs
Notations of chords for students to use
LESSON 5
TEXTURE, TIMBRE & STRUCTURE
LEARNING INTENTION
To develop a composed chord sequence into a piece with structure
CONTEXT
Most current pop songs alter the texture and timbre of different sections
to provide structure to the piece. Often the harmony doesn’t change.
Helping students to understand this will allow them to gain confidence in
song writing and composition in general.
LESSON 5: TEXTURE, TIMBRE & STRUCTURE
PROGRESS INDICATORS
Working Towards



Working At
Working Beyond
Compose a piece of music that has a clear structure
Discussing texture and timbre and the effect they have in a piece of music
Play as a member of an ensemble
Example of student response
I am working towards being able to compose a piece of music that has a clear structure as I haven’t yet worked out how my piece is going to end.
LESSON 4: EXPLORING THE CHORD SEQUENCE
ACTIVITIES
STARTER
Play a recording of a piece of music and ask
students to describe and discuss the texture
and timbre of different sections
Ask students to demonstrate how to play an
instrument with different timbres and
textures
MAIN
Allow students time to explore textures and
timbres
Ask students to compare the way they have
used texture and timbre to recording artists
Ask students to identify textures and timbres
that work effectively for particular sections
POSSIBLE EXTENSION ACTIVITES
Write and set lyrics
ASSESSMENT OPPORTUNITIES
Assess student understanding through questioning and listening to performances or recordings. The students can evaluate both their own and each other’s
compositions by listening to performances or recordings.