Riccarton High School Arts Faculty Unit Plan: Pop, Rock 'n' Retro Music
TEACHERS: Shane Morrow and Theresa Haddon
Focus Question: How are the elements and features of music used in popular music from the 1950’s to today?
YEAR
9
LEVEL
4
Achievement Objectives Being Assessed
Learning Intentions
Music - Sound Arts
Understanding Music - Sound Arts in Context
Students will:
Students will:
Level 4: identify and describe the characteristics of music associated
with a range of sound environments, in relation to historical, social, and
cultural contexts.
Level 4: explore ideas about how music serves a variety of purposes
and functions in their lives and in their communities.
Music - Sound Arts
Developing Practical Knowledge in Music - Sound Arts
Students will:
Level 4: apply knowledge of the elements of music, structural devices,
and technologies through integrating aural, practical, and theoretical
skills.
Music - Sound Arts
Developing Ideas in Music - Sound Arts
Students will:
DURATION
1 trimester – approx. 12 weeks
* Understand the elements of music, in a pop/rock context, though focussed
listening, identifying and describing. There is a particular focus on the elements
of; Harmony, Pitch/Melody, Rhythm, Style, Timbre, Tempo, Texture (PK)
* Learn and perform a basic rock beat (PK, CI)
* Notate beats using charts (PK)
* Understand and apply basic traditional rhythmic notation (PK)
* Investigate characteristics of pop music from the 1950's onwards (UC)
* Recognise, understand and use clef notes treble and bass (PK)
* Demonstrate understanding of keyboard layout (PK)
* Prepare, rehearse, present and evaluate (tempo, accuracy, technique,
articulation, style) short pieces of music on the keyboard (PK, CI)
* Recognise chord changes (PK)
Level 4: express, develop, and refine musical ideas, using the elements
of music, instruments, and technologies in response to sources of
motivation.
Level 4: represent sound and musical ideas in a variety of ways.
* Transcribe and playback melodic motives and chord changes (PK, CI)
* Improvise a melody over a given chord pattern (CI, PK, DI)
Music - Sound Arts
Communicating and Interpreting in Music - Sound Arts
Students will:
Level 4: prepare, rehearse, and present performance of music, using
performance skills and techniques.
Level 4: reflect on the expressive qualities of their own and others
music, both live and recorded.
* Compose an original song chorus (UC, PK, DI, CI)
* Identify what makes a good song using specific terminology- e.g bridge, chorus
( UC, CI)
*Demonstrate understanding of song structure through identifying key aspectse.g hook, chorus, verse etc ( UC, PK, CI)
KEY COMPETENCIES
Reflective Questions:
Thinking
Using
language,
symbols, and
texts
Blooms Revised Taxonomy is explicitly woven into the learning activities
in music. Students move from lower order thinking skills (remembering,
understanding and applying) to higher order thinking skills (analysing,
evaluating, creating) as the course progresses and they gain practical
knowledge in music. Students have opportunities to use their higher-order
thinking skills through playing and performing other people’s music and
through creating and composing their own music.
Music requires on-going literacy skills as students learn and correctly use
vocabulary, respond in writing to pieces of music they hear and play.
Students also learn, use, apply and understand traditional music stave
notation symbols.
Managing self
Students set their own goals and challenge themselves as they work at
their own pace in practical activities. Managing self also means the ability
to be self-disciplining in performance activities. Self-assessment and
reflection are a key part of this course
Relating to
others
Cooperation is an integral part of group music making. Students will
develop their active listening skills.
Participating
and
contributing
Students are taught to contribute appropriately in music performance
groups and in collaborative tasks.
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Can you solve the problem yourself?
Do you ask questions to find out more?
How can you perform better?
How can your music sound better?
Do you apply knowledge from other situations?
What do you want to achieve?
How will you achieve it?
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How do you get your message across?
How can you express yourself with music?
In what ways can you communicate your music to others?
How can you share information with others?
How can you research new information?
Do you have everything you need to learn?
What are your goals and what steps do you need to take?
What stops you learning and what can you do about it?
What help do you need and where can you get it?
How do you manage your time to meet deadlines?
What do you need to do at home to be successful in class?
Do you listen to what others have to say?
Can you negotiate and compromise?
Can you get your point across clearly?
How do you help to find a solution?
Do you share your ideas, compositions, and skills?
What do you do to make the class, or your group, successful?
Do you turn up to all your group rehearsals?
Are you using the opportunities available to extend your skills?
What do you do if you are unsure of the task requirements?
How can you be more involved in the lesson?
TEACHER BACKGROUND READING
Assessing in the Arts
http://nces.ed.gov/nationsreportcard/arts/whatmeasure.asp
Does Your Assessment Support Your Students' Learning? (PDF)
http://arts.unitec.ac.nz/documents/GrahamGibbAssessmentLearning.pdf
Learning Through the Arts
http://www.learningthroughart.org/research_findings.php
Technology as arts-based education: Does the desktop reflect the arts? (PDF)
http://www.cust.educ.ubc.ca/faculty/facpages/goudownload/VAR.pdf
Strategies for Success: Engaging Students in Secondary Schools
http://www.cal.org/resources/digest/0003strategies.html
LEARNING SEQUENCE
Teaching and Learning Experiences
*Literacy strategies in red text
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Resources
Watch Give It A Whirl – Fifty Years of Popular Music History. Students answer
focus questions in small groups:
What has changed? What makes you laugh? List the songs you recognise.
In groups complete Picture Jigsaw of table from pg 17 of Sweet matching
definition with elements (Pitch, Tempo, Harmony, Texture, Timbre). Fill in table
with same definitions in workbook. Names of elements missing; students have
to match elements to given definitions.
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Use red and yellow “Elements” cards to match definitions as revision
Describe elements of Eight Days a Week while listening.
Beatles ppt and Lucy in the Sky with Diamonds listening sheet – cloze of lyrics
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Elements cards and ppt
Beatles ppt
Lucy in the Sky with
Diamonds task sheet
(Jazz and Rock
Resource)
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Learn parts of drum kit and basic rock beat (bass, snare, hi-hat) to play along
with Eight Days a Week students complete number chart
Learn standard rhythmic notation using Graphic Organiser Rhythm Tree
(semibreves, minims, crotchets, quavers, notes/rest, time sig.) , Students make
own organiser then convert their number grids to standard rhythmic notation.
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Teaching Popular Music
pg 43
Number grids Teaching
Popular Music pg85
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Give It A Whirl DVD
One Day – Opshop
puzzle
Eight Days a Week –
Beatles
Elements table adapted
from Sweet
Ongoing Assessment
Approaches
Teacher observation
Theory Matters worksheet 2 (PK).
Differentiated learning; students
complete either worksheet 2a
(beginners) or 2b (approx
curriculum level 4) or 2c (most
challenging)
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Play Eight Days a Week on Keyboard
Learn treble and bass clef notes, do Story Notes sheet as practice (missing
words of story are spelt out using pitch notation; students work out names of
notes to spell missing words)
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Listening activity on Can’t Help Falling In Love to reinforce elements and
features, work out and notate basic beats. Use chart; students tick if feature is
present in song. Small homework Writing Frame activity to summarise
comparisons.
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“Making Comparisons”
from Music Matters pg
12
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Listen to Those Magic Changes from Grease. Identify and play ‘Ice Cream
Changes’ (C, a min, F, G)
Listen to Lonely by Akon. Work out chords (C, emin, F, G)
Listen to Superman; It’s Not Easy and work out chord progression (C, G, amin,
F)
Perform Superman; It’s Not Easy as a whole class from written notation.
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Ice Cream Changes ppt
Chords written out for
easy fingering on
keyboard.
Class arrangement of
Superman
Learn sharp, flat, natural, tones and semitones
Complete melodic fragment from introduction of Renegade Fighter
Use Renegade Fighter handout from Sweet. Students do ‘treasure hunt’ to find
and label: time sig, a sharp, natural, repeat mark, tie, a minor chord, a 7th chord,
a key sig.
Work out chord changes for verse, notate them onto Cloze template of lyrics,
and play along with the recording.
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Listening activity 3 versions of Time After Time to revise and reinforce elements
and features. Use chart; students tick if feature is present in song. Play melody
(and chords) on keyboard
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Listen to Rock Around the Clock or Jailhouse Rock hearing the 12 bar blues
changes.
What is 12 Bar Blues? Characteristics of blues
Revise triads and 7th chords
Perform class arrangement of Rock Around the Clock
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Hands On Piano Book 1,
keyboard lab
Story Notes Sheet
Theory Matters
Theory Matters worksheet 1 (PK).
Differentiated; students do one of
1a or 1b or 1c.
Formative group performance.
(PK, CI)
Renegade Fighter – Zed
from Sweet pg 37
Nature’s Best DVD has
the music video of
Renegade Fighter
Chord recognition
reinforcer More Aspects
of Music p.65
Time After Time task
sheet
Recordings of Cyndi
Lauper, Tuck and Patti,
Quietdrive
CD and class
arrangement of Rock
Around the Clock
Second group performance
opportunity. (PK. CI)
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Listen to some blues and, in pairs, brainstorm characteristics to identify
common elements and features: sad mood, slow tempo, instrumentation, 3
melodic phrases, rhyme pattern, 12 bar blues chord pattern
Build up a list of characteristics of blues music.
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Into Music 3 – p.52 &
backing CD.
Essential Jazz CD:
Bessie Smith Mean Old
Bed Bug Blues , Ella
Fitzgerald Any Old
Blues, Aretha Franklin
Blue By Myself, Sweet
Lover.
BB King: Questionnaire
Blues, Other Night Blues
Simpsons Sing the
Blues
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Improvise on keyboard over Am7 chord with swing backing. Practice and
perform to class
Other half of class does Story Notes sheet, Bird Cage Café, including bass clef
as reinforcer then swap over.
Homework: Note Puzzle 1 (Bass clef)
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Compose two–bar melodic phrases to complete given openings
Perform in groups using piano or guitar accompaniment
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Answering the Question
task sheet
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Song writing
Brainstorm elements of a song, what it needs in it.
Listen to Use Somebody. Identify three features of the song that make it a good
song e.g- hook, verse, chorus.
In groups of three come up with a 30 second chorus to a song that uses the
song writing features.
Perform the song, assess and evaluate.
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What makes a good
song- task sheet
What is a hook- ppt
What is an effective
melody-ppt
Select, prepare, rehearse, present a piece of music for solo performance on
keyboard or own instrument
Students can choose a piece that has been worked on in class or make own
choice
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Listen to Only Wanna Be With You. General impression on first listening, use
melody jigsaw puzzle and then follow score while listening to check.
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Noodlin’ on Am7 sheets
Story Notes Bird Cage
Café or Grandpa’s Farm
or Abe’s Big Night
Note Puzzle 1
Solo performance assessment
(PK, CI)
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Hands on Piano
Class orchestra
arrangements
Other sheet music
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Into Music 3
Dusty Springfied CD
Self assessment sheet (PK, CI)
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Work stations of the parts, playing along with recording.
Select part to practice, rehearse, perform and evaluate
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Class orch.
Arrangement,
workstation cards and
melody jigsaws
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In groups complete History of Pop flowchart of styles
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History of Pop ppt
ASSESSMENT
Group Performance Assessment (Teacher): evidence towards Playing and Performing report grade
Achievement
Merit
Perform generally accurate music, showing some
control and appropriate group listening skills.
Perform mostly accurate music, showing control
and effective group listening skills.
Excellence
Confidently perform very accurate music, showing
a high level of musical and group listening skills.
Group Performance Preparation (Self Assessment):
Self assessment part 1
I did not co-operate well within my
group.
I co-operated well within my group.
I co-operated very well within my
group, helped us to get the piece
together.
I co-operated fully within my group,
helped us to get the piece together,
perhaps by taking some leadership
role.
I rehearsed my part well enough so
that I could play it mostly accurately.
I rehearsed my part well so that I
could play it mostly accurately.
I rehearsed my part effectively so that
I could play it accurately.
Self assessment part 2
I rehearsed my part but still could not
play it very accurately.
Solo Performance Assessment (Teacher): evidence towards Playing and Performing report grade
Achievement
Perform generally accurate music, showing some
control and appropriate musicianship.
Merit
Perform mostly accurate music, showing control
and effective musicianship.
Excellence
Confidently perform very accurate music, showing
convincing musicianship.
Answering the Question Compositions: evidence towards Creating and Composing report grade
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Achievement
Composes pieces using the given notes
which show fundamental understanding of
balanced musical phrasing, style, and
melodic shape.
There is some accuracy in the notation of
the pieces.
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Merit
Composes effective pieces using the
given notes which show understanding of
balanced musical phrasing, style, and
melodic shape.
The pieces are notated mostly accurately.
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Excellence
Composes convincing pieces using the
given notes which show clear
understanding of balanced musical
phrasing, style, and melodic shape.
The pieces are notated accurately.
Song Writing Task: evidence towards Creating and Composing report grade
Achievement
Composes a song in a group which shows
fundamental knowledge of song structure, melody,
and chord progressions.
Merit
Composes an effective song in a group which
shows understanding of song structure, melody,
and chord progressions.
Excellence
Composes a convincing song in a group which
shows clear understanding of song structure,
melody and chord progressions.
Listening Test: evidence towards Listening and Reading report grade
Achievement
Identify the use of elements and features in pop,
rock ‘n’ retro music. Provide personal reactions.
Merit
Identify and describe the use of elements and
features in pop, rock ‘n’ retro music. Provide
personal reactions.
Music Reading Test: evidence towards Listening and Reading report grade
Excellence
Identify, describe, and evaluate the use of elements
and features in pop, rock ‘n’ retro music. Provide
and justify personal reactions.
Achievement
Demonstrate understanding of music notation
through generally accurate identification,
description and explanation.
Merit
Excellence
Demonstrate understanding of music notation
through mostly accurate identification, description
and explanation.
Demonstrate understanding of music notation
through highly accurate identification, description
and explanation.
RESOURCES
Print
Title
The Jazz and Rock Resource
Author(s)
Lowe
Pop Music the Text Book
Pop Music the Q and A Book
Winterson, Nikol, Bricheno
Winterson, Nikol, Bricheno
In Tune With Music Book 2
In Tune With Music Book 3
Aspects of Music
Dorricott and Allan
Dorricott and Allan
Hodge, Pollock, Dunbar-Hall
Reading and Writing Rock
Teaching Popular Music
About Music 3rd Ed.
Presto 1
Presto 2
Composing Matters
Offbeat
- A Practical Guide to
Pop and Jazz for GCSE
Listen, Compose, Perform
The Rock Book
Sweet, Sweet 2
Songwriting for Beginners
Brown, Dillon, Purcell
Dunbar-Hall
Hutchinson
Blyth
Blyth
Allen
Crozier
Winters
Lowe
Learning Media
Davidson and Heartwood
Specific References
 Chapters 15 to 19
 CD ROM worksheet 19.6
 Ch 11 Song structure
 Listening questions
 p.39 blues style and structure
 from p. 199 Pop song characteristics
 Unit 5 Rock
 ch 34 treble clef, 38 notes on stave
 Ch 50 Beatles??
 p.75 syncopation sheet (link to Zed)
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p. 154 and 192 Theory Tests
project 25 – good aural stuff on rock
P.145 binary form
project 1, project 9
p. 74 Writing a Pop Song
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p.83 Words and Music
p.243 Writing Your Own Song
DVD
Making Music DVD (especially: Fat Freddy’s Drop, Feelers), Give It A Whirl, Stomp Out Loud
Electronic
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Teacher Resource Exchange - Song Writing Unit
http://arts.unitec.ac.nz/resource-exchange/view_resource.php?res=57
The Arts Exemplars
http://www.tki.org.nz/r/assessment/exemplars/arts/index_e.php
www.youtube.com
Review:
 to be reviewed annually