Lesson 1 in Rock ‘n’ Roll KS3 Scheme of Work – 6 lessons (or standalone lesson) Objectives of scheme • To learn about the origins of rock ‘n’ roll in the 1950s • To sing and play several rock ‘n’ roll and rock songs • To recognise some typical instruments – keyboard, drums and double bass – and their functions • To play the chords of C, F, G and Am on the keyboard • To perform the 12-bar blues and I-vi-IV-V chord progressions on the keyboard • To arrange a rock ‘n’ roll song for a group performance Lesson Overview 1. The Origins of Rock ‘n’ Roll 2. The 12-Bar Blues 3. The Bass Line 4. The I-vi-IV-V Progression 5. Preparing Group Arrangement 6. Group Performances and Listening Exercise Subject-specific vocabulary • Performers: Bill Haley and the Comets, Elvis Presley • Instruments: double bass, drum kit, keyboard • Chords: C, F, G, Am • 12-bar blues and I-vi-IV-V chord progressions Assessments • Performing (keyboard) – 12-bar blues • Composing – group arrangement of a Rock ‘n’ Roll song • Listening – Hound Dog This topic can be followed up with the topic on The Beatles, which introduces more secondary triads and more complex song structures, reflecting the development of rock music in the 1960s.

Scheme of Work (6-8 lessons) Objectives • To learn about different genres, composers, instruments and musical forms from the Classical Era (1750-1820), • To apply this knowledge when listening to an unfamiliar piece • To sing both a song and an opera aria from the Classical Era • To understand how both accompanying patterns and melodies can be created from notes in the underlying chords (using the major triads G, D, A, C and F) • As a result, to be able to play both an accompanying (‘oom-cha’) pattern and a melody (for a minuet) on the keyboard • To compose one or two 8-bar section(s) of music, using chords and melody, which can be used as another section of a minuet in either ternary or Rondo form Lesson Overview • Lesson 1: Schubert’s ‘The Trout’ and Strophic Form • Lesson 2: Gluck’s ‘What is life’ and Rondo form • Lesson 3: Consolidation of Classical Vocal music • Lesson 4: Haydn’s ‘Emperor Quartet’ and Variation form • Lesson 5: Mozart’s Minuet and Ternary Form • Lesson 6: Consolidation of musical forms • Lesson 7: Beethoven’s Fifth Symphony and Sonata Form* • Lesson 8: Conclusion* * Optional lessons which may be omitted for a six-lesson scheme of work Subject-specific vocabulary • Composers: Schubert, Gluck, Mozart, Haydn, Beethoven • Genres: song, opera, aria, symphony, minuet • Voices, instruments and their groupings: soprano, alto, piano, string quartet, orchestra • Forms: strophic, rondo, ternary, theme and variations, sonata form Assessments • Performing (singing) – Schubert’s ‘The Trout’ or Gluck’s ‘What is life’ • Performing (keyboard) – adaptations of accompaniment to ‘The Trout’ or Mozart’s Minuet • Composing – additional 8-bar section(s) for Mozart’s Minuet • Listening – exercise on unfamiliar piece in last lesson

KS3 Scheme of Work – 6-8 lessons Objectives • To listen to music, particularly waltzes, in different genres by composers from the Romantic era (1830-1900) • To perform the accompaniment for a waltz on the keyboard • To compose a 16-bar waltz for piano, fitting the melody to chosen four-bar chord sequences Lesson Overview • Lesson 1: Romantic Music • Lesson 2: Oom-pah-pah • Lesson 3: A piano waltz • Lesson 4: An orchestral waltz • Lesson 5: An operatic waltz • Lesson 6: Listening to Programme Music • Lessons 7/8: Composing Programme Music Subject-specific vocabulary • Instruments of the symphony orchestra: violins, viola, ‘cello, double bass, harp, piccolo, flute, oboe, cor anglais, clarinet, bassoon, contrabassoon, horn, trumpet, trombone, tuba, percussion • Romantic Composers: Chopin, Tchaikovsky, Johann Strauss jr, Grieg, Schubert, Berlioz, Wagner, Verdi • Musical Genres: piano music, orchestral music, ballet, opera Assessments • Listening – Romantic Music (Lesson 1) • Performing (keyboard) – ‘Oom-pah-pah’ accompaniment (Lesson 2) • Composing – 16-bar waltz (Lessons 3-6)

Analysis (divided into elements of music) of the following songs: ‘Eleanor Rigby’ ‘Here, There and Everywhere’ ‘I Want to Tell You’ ‘Tomorrow Never Knows’ These are set works for the current Edexcel Pearson A level music course, but they are equally suitable as wider listening for GCSE/A level.

12 pages of summary notes for this Edexcel A level music set work

4-page summary, under Elements of Music, of this Edexcel A level music set work

Lesson 4 in Rock ‘n’ Roll KS3 Scheme of Work – 6 lessons (or standalone lesson) Objectives of scheme • To learn about the origins of rock ‘n’ roll in the 1950s • To sing and play several rock ‘n’ roll and rock songs • To recognise some typical instruments – keyboard, drums and double bass – and their functions • To play the chords of C, F, G and Am on the keyboard • To perform the 12-bar blues and I-vi-IV-V chord progressions on the keyboard • To arrange a rock ‘n’ roll song for a group performance Lesson Overview 1. The Origins of Rock ‘n’ Roll 2. The 12-Bar Blues 3. The Bass Line 4. The I-vi-IV-V Progression 5. Preparing Group Arrangement 6. Group Performances and Listening Exercise Subject-specific vocabulary • Performers: Bill Haley and the Comets, Elvis Presley • Instruments: double bass, drum kit, keyboard • Chords: C, F, G, Am • 12-bar blues and I-vi-IV-V chord progressions Assessments • Performing (keyboard) – 12-bar blues • Composing – group arrangement of a Rock ‘n’ Roll song • Listening – Hound Dog This topic can be followed up with the topic on The Beatles, which introduces more secondary triads and more complex song structures, reflecting the development of rock music in the 1960s.

Lessons 2+3 of Rock ‘n’ Roll KS3 Scheme of Work – 6 lessons (or a standalone double lesson) Objectives • To learn about the origins of rock ‘n’ roll in the 1950s • To sing and play several rock ‘n’ roll and rock songs • To recognise some typical instruments – keyboard, drums and double bass – and their functions • To play the chords of C, F, G and Am on the keyboard • To perform the 12-bar blues and I-vi-IV-V chord progressions on the keyboard • To arrange a rock ‘n’ roll song for a group performance Lesson Overview 1. The Origins of Rock ‘n’ Roll 2. The 12-Bar Blues 3. The Bass Line 4. The I-vi-IV-V Progression 5. Preparing Group Arrangement 6. Group Performances and Listening Exercise Subject-specific vocabulary • Performers: Bill Haley and the Comets, Elvis Presley • Instruments: double bass, drum kit, keyboard • Chords: C, F, G, Am • 12-bar blues and I-vi-IV-V chord progressions Assessments • Performing (keyboard) – 12-bar blues • Composing – group arrangement of a Rock ‘n’ Roll song • Listening – Hound Dog This topic can be followed up with the topic on The Beatles, which introduces more secondary triads and more complex song structures, reflecting the development of rock music in the 1960s.

Lesson 1 of African Music KS3 scheme of work (or standalone lesson) N.B. This is designed as a modular scheme of work with self-contained lessons linked by recurring themes. It works well in a short half of term and/or one interrupted by trips, exams, etc. Lessons 3 and 4 work best when taught consecutively. Objectives • Performing: to sing traditional African songs and to play African percussion • Composing: to create a layered, syncopated rhythmic ostinato within a group performance • Listening: to learn about, and to recognise, African musical styles and instruments Lesson overview • Lesson 1: Wimmoweh • Lesson 2: African instruments • Lesson 3: African rhythms • Lesson 4: Group composition • Lesson 5: Singing African Songs • Lesson 6: Listening to African Music • Research assignment (cover lesson/homework – no listening required) Vocabulary • African instruments: o CABASA large gourd with a handle covered with a network of stringed beads o KORA a harp with 21 strings, resounding in half a large gourd, covered with skin o TALKING DRUM A drum with two heads which are kept taut by strings o MARIMBA A set of wooden bars arranged in a row over a set of resonating gourds o DJEMBE A large single-headed drum o THUMB-PIANO A wooden board with thin metal strips attached to it • Polyrhythm and cross rhythm • Call-and-response • Ostinato • Layering • A capella • Close and parallel harmony Assessment • Performing: singing an African song (Lesson 5) • Composing: creating a rhythmic ostinato as part of a group composition/performance (Lessons 3 and 4) • Listening: ‘Listening to African Music’ (Lesson 6)

A complete carol from '50 Christmas Carols', edited by Chris Gill. Arranged for four parts (SATB) on two staves, with chord symbols above, and lyrics for all of the verses printed in between the staves. The complete edition of '50 Christmas Carols' is available as a pdf and Sibelius file from TES resources, or as a paperback from Amazon.

A complete carol from '50 Christmas Carols', edited by Chris Gill. Arranged for four parts (SATB) on two staves, with chord symbols above, and lyrics for all of the verses printed in between the staves. The complete edition of '50 Christmas Carols' is available as a pdf and Sibelius file from TES resources, or as a paperback from Amazon.

A complete carol from '50 Christmas Carols', edited by Chris Gill. Arranged for four parts (SATB) on two staves, with chord symbols above, and lyrics for all of the verses printed in between the staves. The complete edition of '50 Christmas Carols' is available as a pdf and Sibelius file from TES resources, or as a paperback from Amazon.

A complete carol from '50 Christmas Carols', edited by Chris Gill. Arranged for four parts (SATB) on two staves, with chord symbols above, and lyrics for all of the verses printed in between the staves. The complete edition of '50 Christmas Carols' is available as a pdf and Sibelius file from TES resources, or as a paperback from Amazon.

A complete carol from '50 Christmas Carols', edited by Chris Gill. Arranged for four parts (SATB) on two staves, with chord symbols above, and lyrics for all of the verses printed in between the staves. The complete edition of '50 Christmas Carols' is available as a pdf and Sibelius file from TES resources, or as a paperback from Amazon.

A complete carol from '50 Christmas Carols', edited by Chris Gill. Arranged for four parts (SATB) on two staves, with chord symbols above, and lyrics for all of the verses printed in between, the staves. The complete edition of '50 Christmas Carols' is available as a pdf and Sibelius file from TES resources, or as a paperback from Amazon.