SUBJECT:Music. YEAR GROUP:
Week Learning objectives
1 To enable students to be able to compose appropriate music for a short advert. To compose and perform to a degree with confidence and flair in a group situation.
Understand the role of music in the media
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Activities (in brief)
TEACHER: Ms. Faye Gossedge
Introductory activity
We will watch and listen to three contrasting adverts which have music as an important part of the success of the advert and then discuss what compositional techniques were used and describe how they are effective.
Core activities
1. They will be asked to make groups of 2-3.
2. Their brief is to make up a 30 second advert.
3. First they have to make up the name of an imaginary product. Give help with a range of stimuli (cars, sports gear, food, etc).
4. Then students need a catch phrase for their product.
5. Only when they have this should instruments be allocated.
6. Explain to each group that they need to have underscore music to a voice over which builds to a climax after which we hear the catchphrase.
7. Rehearse and then hear each group.
8. Ask for verbal feedback (Was the music appropriate? Why? What could be improved?)
Extension Activities:
Groups to use more complex techniques such as vocal harmony, chords backing, verse/chorus structure etc,
2 By the end of the lesson students should be able to:
Core Main Activities:

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All: have a basic understanding of how music goes with moving images and be able to contribute ideas to creative group work
Most: have a good understanding of how composers manage to compose appropriate music for film and be able to express this by referring to some of the elements of music; be able to contribute to a successful attempt at a creative piece of writing for the moving image
Some:will show a thorough understanding and be able to express this using technical language. They will also show creative flair when it comes to practical work to produce convincing and appropriate music.
By the end of the lesson students should be able to:
All: Visualise, notate using a graphic score and create a piece of music using appropriate sound effects as a backing for a DVD Clip
Most: Visualise, notate using a graphic score and create a piece of music using appropriate sound effects and some melodic writing as a backing for a DVD Clip
Some: Effectively represent visual content within a graphic score and compose appropriate music which matches the mood of the DVD clip, utilising a good selection of sound effects, timing skills and creative planning
To develop musical terminology and literacy skills through music. To understand the term
1. Listen to opening Star Wars music with composer talking about how he has composed the music.
2. Also show how special effects are orchestrated.
3. Show the first 2 mins of the clip of Gladiator without sound.
4. Explain the task; students to create one minutes worth of music for this scene using their voices, a keyboard and some percussion instruments.
5. Pieces to be notated using a graphic score of three tracks
6. Hear some first attempts and discuss the appropriateness of their work.
7. What was good? What could be improved etc?
Extention activities
Use of Harmony and extended instrumental techniques.. I.e. ornamentation, contemporary use of instruments
Introductory activity
Discuss what sort of music would accompany romantic, action, drama themed films.
What instrumentation would be used? Incorporating different elements of music.
Core activities
1. Move onto instruments according to your graphic score plan.
2. Listen to a few and make suggestions as to what could be improved.
3. Make necessary adjustments
Extention activities
Try to notate main melody line.
Add more details to the score.
Introductory activity

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Chromatisism in context.. Can you recall what the words semitone, tone and chromaticism means?
Core Activities
1. Go through the questions on the whiteboard. Discuss the words duration (smooth, lively, jumpy) and pitch (step, leap, static, —what words can we use to de-scribe this further?
2. Listen to piece of music 3 times and answer questions
3. Discuss with partner if they agree with each others answers
4. Class feedback on answers
5. New keywords in back of book—ascending and descending.
6. Complete semitones worksheet—modelling first question on the board
7. Go through answers
8. Write down homework task.
9. Pupils now to create a short piece of music describing the film ‘The perfect storm’.
Use slow tempo and white notes to show the calm sea. As the storm builds more black notes begin to enter until we have a fast tempo and a chromatic tune.
10. Listen to a few examples and comment on good pieces of work—what level would you give this?
To develop greater understanding of major key Introductory activity

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Will understand that each major key has a set pattern of sharps or flats. Play some of the Fur
Elise tune but with little fluency at this stage
To develop greater understanding of how a major scale is built .
All: Will understand that semitones are 1 step and tones are two steps on the keyboard
Most: Be able to identify which notes need a sharp sign placed in front of them and name the black keys
Learn the sentence—Father Charles Goes Down and Ends Battle, for-wards and backwards from memory. (order of sharps)
Core activities
1. Pupils placed in groups with set of key signature names. C major is at the top of the circle—no sharps or flats. Pupils have to count round 5 inclusive to find the next key name to complete the circle.
2. Copy correct order in books.
3. Pupils now given the actual key signatures.—Arrange around the circle adding one extra sharp as we go from key name to key name
4. Copy results onto the circle
5. Set homework task
6. Copy out the remainder of the Fur Elise Tune
7. Remind pupils of rhythm and tune, the use of the sharp and the quaver rest.
8. Model remainder of tune.
9. Remind pupils they need to READ the notes—not guess the tune. Playing the correct tune with fluency will produce a level 4a
10. Pupils learn to play tune
11. Listen to one or two good examples highlighting good technique. Next week we will introduce the left hand to gain a level 5
Introductory activity
Question and answer based on last weeks homework task about the composers Rimsky
Korsakov and Claude Debussy
Core Activity

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Some: Immediately be able to play the correct keys on the key-board without aid—play more difficult version of Fur Elise
To introduce ‘Western Classical Music’ as a genre, its place in history, focusing on Baroque
1. Play the pupils a major chord and a minor chord
2. Can pupils identify the correct chord being played?
3. Can pupils remember what the word scale means?
4. Copy out the scale of C major. Using the keyboard layout on the whiteboard identify which intervals of the scale are tones or semitones—T T ST T T T ST
5. Pupils informed that each note on the keyboard has its own scale. Now copy out the scale of G
6. Working in pairs—can the pupils identify which note of the scale does not conform to the pattern? Merit for the first person to get the right answer. To get the pattern correct we must add a sharp (#) sign in front of the wrong note because we end up on a black note.
7. Set homework task
8. Fill in keyboard layout sheet introducing the names of the black keys and symbols key—sharp (#) flat (b) and natural ( )
9. Copy out the first line of Fur Elise into workbooks. Can pupils remember the following terms: time signature and what number is the most important, Quaver rest?
Introductory activity
All: Recognise some of the differences in ‘Western Classical Music’

8 music and its key characteristics.
Refresh or learn Bass Clef notation and learn to play bass-line to Pachebel’s Canon
By the end of the lesson students should be able to:
All: Understand the use of bass clef notation and be able to play ground bass with some confidence
Most: Understand the use of bass clef notation and be able to play ground bass with single finger chords as an accompaniment
Some: Understand and read bass clef notation confidently and be able to play ground bass with triad chords as an accompaniment
Most: Pupils will differentiate between different ‘classical’ styles
Some: Pupils will be able to explain what features change a style of music, using the correct terminology
Core activities
1. Listen to the four extracts again and place the pieces in chronological order.
2. On the worksheet provided describe what they hear, refreshing the elements of music.
3. Feedback and explain different styles but all under ‘classical umbrella’ – link to
‘popular music umbrella’
4. Listen to Baroque extract again and focus on headings written on the board – phrases, dynamics,
Instruments, rhythm, ornamentation, polyphony discussing new terms.
5. On the board write down some dotted rhythms and get the pupils to copy into their books
6. Pupils to perform dotted rhythms
Introductory activity
Top line of music in top box different from treble clef notation. What does the symbol at the beginning of the music mean? Why do we have a Bass Clef? If written in the treble clef, notes would go off the stave.
Core activities

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15 Dress Rehearsal
1. Refresh bass clef notation – All Cows Eat Grass & Great big Dogs fight a lot
2. Work out letter names of notes in Box 1 of Pachebel’s canon. How long does each not last for?
3. What does the music show you that just using letter names cannot tell you? Pitch moves up or down.
4. On the keyboards find string sound. Demonstrate and use aid memoir – From C, move down four spaces and up one space etc.
5. Allow pupils rehearsal time. On a percussion instrument tap out beat the beat; get the class to play canon to the beat.
6. Demonstrate single finger chords on the keyboard; Play chord on each letter on the sheet. Rehearse playing with two hands.
7. Identify more able pupils and move them onto triad chords in the left hand.
8. Perform as a class
To understand how the voice works techniques and harmony practice.
We will start to experiment using our voices to explore different pitches and color
Then apply the new techniques to part harmony simple melody. (Using a cannon)
To sing at ease with dynamics and more control Choir practice in part harmony.
Self analysis.
To sing confidently in four part harmony
Listening test on Western classical tradition.
Review of listening test results.
Solo singing practice and choir
To sing confidently in four part harmony in a new language.
Learn a new piece in preparation for the Christmas Concert.
To memorise and perform at a professional level.
To recall all previously learnt information.
Learn Performance practice techniques.
Self analysis.
End of term exam. Containing modules,
1, Music and Media
2 History of Classical Western traditions.
Christmas concert Dress rehearsal.