Key Stage 3 Scheme of Work. Unit No. Title : Elements of Pop Music. Year : 8

Transcription

1 1 Key Stage 3 Scheme of Work Unit No. Title : Elements of Pop Music. Year : 8 Aims To appreciate the role of Pop Music with in society. To recognise stylistic elements of different Pop Music genres. To aurally recognise the structural elements of a Pop Song. To develop harmonic understanding (Maj / Min) using Auto chords. To develop an understanding of the instruments found in Pop Music. To compose and perform a Pop Song. Required resources Optional resources Differentiation Cross curricular elements/key Skills Assessment arrangements Recordings of a variety of Pop Songs. History of Pop Music work sheet. Drum Kit. Keyboards. Recording equipment. (minidisk or tape) Guitar/amplifier. Bass guitar/amplifier CD ROM (e.g. Microsoft Musical Instruments). Internet (e.g. PC with Ejay or Wanna be a Pop Star software. Mainly by Outcome though some pupils may be having instrumental lessons and this should be considered when grouping pupils. AON Analysing and creating structures. Comm IT WWO IOLP PS Expression of ideas through verbal and non-verbal means within a group. Development of relevant vocabulary Use of keyboard functions e.g. SFC and Record to enhance compositions. Understanding of Mic s and Amplification. Individual responsibilities within a group Team Work! Following set class rules when using specialist equipment Community. Individual development of musical ideas recorded in pupils books. Emulation of Pop Music genres. Homework analysis of a Pop Song (Intro, Verse etc.) Drum Kit exercise. Aural Test chord recognition (Maj / Min / Jazzy ) Performance of Pop Song recorded for teacher, peer & selfevaluation. Expectations Most pupils will: Have listened to and emulated a variety of Pop Music genres using Keyboards and Drum Kit. They will have used their developing skills to write and perform a Pop Song.

2 2 Summary of learning points Some pupils will not have made so much progress and will: Have experienced a range techniques associated with Pop Music and attempted to create a piece in the style of a Pop Song. Some pupils will have progressed further and will: Have developed a good understanding of the elements of Pop Music as well as creating well-structured compositions, notating lyrics with chord symbols or created a lead sheet. Developing cultural understanding. Developing melodic harmonic and rhythmic techniques. Developing aural skills through recognition of Harmony and Structure. Developing individual and community skills through a variety of learning experiences.

3 3 Unit No. 8 Title : Elements of Pop Music. Year : 8 1 What is Pop Music? Introduction to the Scheme of Work leading to a discussion (argument) about what the Pop in Pop Music means (Popular). Discuss that every generation has always had Popular Music. (Ownership of youth Identity Role Models Rebellion Sexuality etc.) Pop(ular) Music as an Umbrella Term. Explain what is meant by an Umbrella Term get a pupil to draw a large Umbrella on the board. Brainstorm various genres of Pop Music (e.g. Garage, R n B. Indie, Hip-Hop). The pupils then add these genres under the umbrella and copy it into their books. (Pupils should have ten genres). The pupils are to then identify two groups which fall into each genre e.g. Genre Group Group Garage Artful Dodger Oxide Nutreno Heavy Metal Slip Knot Linkin Park Rap Eminem Missy E R n B Craig David Alicia Keys Soul Whitney Huston George Benson Boy Bands Blue West Life Dance Music Basement Jaxx Groovejet Drum n Bass Goldie Roni Size Big Beat Chemical Brothers Fat Boy Slim Reggae UB40 Bob Marley Latin New Wave Ricky Martin J. Lo Finish as HW. Choose two groups & use the Internet to research them. 2 Structure of Pop Songs. Explain to the pupil s the structural buzz words e.g. Intro Verse Chorus Bridge Coda (Outro) Fade out Using a well-known Pop Song work out the structure. HW Listen to and analyse the structure of a Pop song of your own choice. Identifying Chord Characteristics. Demonstrate and explain the mood characteristics of Major, Minor and Jazzy Chords (use smiley, sad, confused faces if necessary to illustrate!). Chord Test. The pupils will hear ten chords each one played four times. They are to say if it s Maj / Min / Jazzy. 1. C major 2. F minor 3. G major 4. A min7 5. Eb minor 6. C maj7 7. Eb major 8. A major 9. C minor 10. C min9 3 Pop Song Chord Sequence. Briefly revisit chord qualities and play some chord progressions from wellknown Pop songs major & minor. Play Falling (Alicia Keys) chord sequence and aurally analyse it s components.

4 4 E.g. six notes to a bar, minor tonality. Illustrate the chord sequence as three bars which go forward & backward through the song: Bar 1 Bar 2 Bar E F# G B B D D E E G G A A B B E B E Play the sequence and ask a pupil to point at each note as it is heard. Then go backwards! (Em,Bm7,Em,Bm7) The pupils are to copy the chord sequence into their books (play the song in the background) and then begin to practice it on keyboards. (Show guitar players the Em Bm7 Em sequence on the second fret). Group strong players with weak as assistants. 4 The Drum Kit. Set up the Drum Kit with the pupils so they can see how it fits together. Play and explain each part of the Kit ask the pupils to describe the timbre of each part. Aurally test pupils (eyes closed!). Write, demonstrate and teach the following rhythm grids: H-H X X X X X X Snare X B.D. X X Ask the whole class to stand and mime. Any pupils who are particularly strong should attempt the pattern on the kit. Possibly add piano. Add the following grid and demonstrate: H-H X X X X X X X X Snare X X B.D. X (X) X (X) The pupils are to: Draw and label the drum kit. Copy the rhythm grids. Choose and practice one of the rhythm grids. Plenary activity: allow ten minutes for pupils who have not had the opportunity to explore the Drum Kit an opportunity after having practiced one of the grids. 5 Composing a drum groove. Revisit the parts of the drum kit and the two drum grooves mime as a whole class. Explain how a Rhythm grid is constructed and the role of each drum within the grid (e.g. Hi Hat is a ticking clock.) Composition activity: Choosing either 6 or 8 beat rhythm grids compose a groove based on the ones learnt. Practice by miming then attempt on the Drum Kit. Extension opportunities: Write two grids that are slightly different & practice linking them. Add double rhythms (e.g. XX to a number).

5 5 Add a fill in. Increase tempo. Differentiation at reinforcement level: Writing a grid using 4 beats. Pair work when playing parts of the kit. Teacher / LSA support. Pupils are to perform their grooves at the end of the lesson. 6 Keyboard Practice session. Revisit the Fallin chord sequence. The pupils are to have 20mins to practice the sequence before performing. Extension opportunities: Adding a guitar part. Adding the voice part. Sustaining inner notes of the chord. Making the LH part rhythmic. Adding a drum kit part (or keyboard backing rhythm). HW- Listen to a three pop songs and state what the content (meaning) of each song is. (E.g. I m Real Not compromising who you are in a relationship). 7 Pop Song Content & Lyrics. Brainstorm session use the pupil s responses from their homework to discuss the varying contents of pop songs, try and find common themes (e.g. love/hate). Discuss how lyrics work with rhythm. Using the tap press press press (1,2,3,4) Sing the chorus of I m Real, the pupils are to work out which word land on the tap (1). This is explained as an anchor, the strongest beat has the strongest word. Group composition Song Writing. The pupils are to write two verses & chorus and accompany it using keyboards, percussion (possibly guitars if the pupil is receiving lessons). They must also give their group a name (personalise their work!). NOTE: the pupils must NOT write Raps! HW-to finish their songs and book time (lunchtime) to rehearse their performances. 8 Song Performances. The pupils have 20mins to rehearse their Pop Songs. Record onto MD for possible CD production. HW- Pupils evaluate their work. What have they Done, Learnt, Enjoyed / Disliked, found Easy / Hard how can they improve their work? Pupils are to set three targets in the back of their books to raise their attainment. NOTE: The sequence of Keyboard and Drum lessons can be rotated to accommodate two year 8 groups working on the same scheme.