Afro Celt ‘Release’ -Technology -GCSE (9-1) Edexcel Pearson.- NEW 2018 This interative activity requires Logic Pro and an entire lesson to allow for the exploration of the Music Technology used in Afro Celt Sound System ‘Release’. Much of the piece is made by looping! The worksheet goes through the process of recreating the introduction of ‘Release’. The introduction starts with a drone that uses two different synth tones, hard-panned L and R. Both synths are being filtered with low pass filters- all these features are covered in this resource. This whole lesson task works really well when modelled and taught as a whole class workshop (students participating in each of the stages of the process). Enjoy and please rate!

This is a free resource for all GCSE Music Students to help them catch up on the key knowledge required for the course. It is suitable for all exam boards. Please share, rate and review :)

This is perfect if you are running low in your planning. It may be that you have completed the unit of work too soon, or would like to refresh your pupils with something new. If would like to engage your KS3 Music Class in something relevant and fun. You will find 4 lessons that touch on all key aspects of Composition/ Listening and Appraising/ Performing: Singing We will Rock You (Vocal Music: perfect in year 9 before GCSE Music) Graphic Notation (Listening and Appraising) Ukulele Workshop (Performance Lesson) Music and Moving Image (Evaluating)

Brandenburg Concerto No. 5, Mov. 3 in D major GCSE (9-1) Edexcel Pearson.- NEW 2018 This PowerPoint, containing 12 slides, looks at the Brandenburg Concerto as a starting point for Baroque composition. A great activity for Year 10 GCSE who have yet to explore the setwork and Baroque music composition. Learning Objective: To create a 4-bar Baroque melody inspired by Bach’s Brandenburg concerto. Starter: Pair and Share- What makes a good melody? A selection of rhythmic and melodic motifs and Baroque melodic techniques. This includes a student led activity, scaffolded in stages: 1)Analysing and looking at the contrasting motifs. 2)Creating own rhythmic motifs. 2)Creating own melodic motifs. 3) Adding techniques and elongating the motifs to form short melodies. 4) An exploration of melodic devices- i.e. sequences, imitation, ornamentation, inversion. 5) Sharing and performing the melodies as a class.

Brandenburg Concerto No. 5, Mov. 3 in D major GCSE (9-1) Edexcel Pearson.- NEW 2018 This PowerPoint, containing 9 slides, looks at the Harmonic features of the Brandenburg Concerto. It features an explanation about **cadences, suspensions, pedal notes **with references to the bar numbers and sections. Activities that can be led alongside these slides include: Multiple choice game: playing and recognising cadences. Building a suspended chord and resolving Score spotting suspensions in the figured bass parts- who can find the most examples?

Purcell: ‘Music for a While’ -GCSE (9-1) Edexcel Pearson.- NEW 2018 Purcell’s song ‘Music for a While’ tells part of the Oedipus story, an ancient Greek legend. The resources below focuses on Baroque Melodic features and setting music to text. Baroque vocal music techniques for composition can be explored here by setting a story that interests students from the world of fantasy and myth to set some of the words from Harry Potter to music. **Introduction activity: **“Have a listen to Music for a while and in your tables come up with one or two melodic Baroque features you can hear.” **Main Task: **Following the instructions on the Harry Potter worksheet, create a melody to a chosen two lines of text. ( 20 minutes), using the techniques discussed as a class. Ask the class to keep their melodies for later, to come back to them after examples of word painting are covered as an additional technique (you may return to this in the next lesson).

Purcell: ‘Music for a While’ -GCSE (9-1) Edexcel Pearson.- NEW 2018 Ground Bass is a structural and harmonic device (also known as basso ostinato), used widely in both instrumental and vocal music in the Baroque era. In this lesson, students will explore the features of Purcell’s 3-bar ground bass in ‘Music for a While’ and apply their knowledge in composing their own ground basses. Objective(s): To understand that ground bass can act as a structural, as well as, a harmonic device in Baroque music. All/Most/Few: All will learn to recognise the features of the 3-bar ground bass in Music for a While, and apply similar features in their own ground bass compositions. Some will be able to create a full-length ground bass with a perfect cadence at the end to be looped. Few will be able to add additional continuo chords. *Differentiation: All students will compose a simple bassline of at least 8 notes. More able students will attempt to elaborate their basslines using shorter note values (quavers), using a mixture of steps and leaps (including some semitone chromaticisms if in a minor key)

Whether you have 4 year old little Thomas Fans sat in your music lesson, or you’re just feeling nostalgic and want to pick up an easy tune to play- Thomas and Friends theme song is one you will keep returning to. Fun and engaging for a keyboard task- even for the slightly older ones of us with an inner child. This is a beginner standard melody, so it is easy to follow. (Just make sure to explain what a # and a b does to a note) Happy practicing!

These worksheets are supplementary to your main lessons in Harmony for the Brandenburg Concerto set work. I highly recommend to set these tasks as homework, to consolidate knowledge and check for understanding. First activity is a context recap, and the description of D Major. The Second is on Chord Building (What are the 3 primany chords in D Major? Write them as inversions)

These are a perfect suplement for starters, plenaries and homeworks in music. If you are teaching rhythm and note values, this is the right bundle for you! You will receive: 13 progressive drills on note values: Matching note values/ Note addition/Music Maths 13 answer sheets Consistency is key to learning- bringing back existing knowledge and refreshing with the addition of new knowledge, pupils develop confidence. Please share, review and send me your comments!

You not only teach pupils to spot the melodic vocal features of the set work, but to compose and compare their own melodies based on a Harry Potter text to the set work- Music for a While (MFAW). They loved it and produced some really great pieces of their own. Some have felt inspired to use it in their Edexcel brief compositions for vocal music This resource for Baroque Melodies bundle comes with : A double lesson plan Evaluation of this lesson- it was reviewed and well received by staff. Full Powerpoint Notated melody exmples pdf Audio example Composition Harry Potter Activity Wordpainting Worksheets Real student exemplars AFL activities GCSE Appraising and composing exercises. This lesson was very well planned and resourced and has been numerously taught and evaluated as successful. If you would like to deliver an outstanding lesson which engages pupils, this is one I highly recommend. I hope you and the pupils enjoy this lesson, and it will enrich their key knowledge to help them in future composition and appraising tasks!

These are a perfect suplement for starters, plenaries and homeworks in music. If you are teaching about note names, pitches in treble or bass clef, this is the right bundle for you! You will receive: 14 progressive drills on pitch: Naming notes in Treble/ Bass, Match Pitches/ Spelling Words 14 answer sheets Consistency is key to learning- bringing back existing knowledge and refreshing with the addition of new knowledge, pupils develop confidence. Please share, review and send me your comments!

Section B (35 marks) is the more challenging section of the A level Music Exam, with essay questions requiring use of continuous prose (not notes or bullet points). Question 5 (15 marks) is based on a piece of unfamiliar music related to one of the set works (but not from any of the suggested wider listening pieces). A recording of the music is given, but no notation. Discussion should extend to other music, which may be drawn from set works, suggested wider listening pieces or any other relevant music. In this example question I give pupils an example of how to get started on this question in relation to ‘Psycho’, demonstrating the AO3 and AO4 criteria. Students are then encouraged to continue writing AO3 and AO4 points in prose.

This is a worksheet to prompt the thinking of the students about the similarities and differences between the cues. Perfect as a revision resource, or a plenary to summarize all cues. This resource contains an answer sheet and an exemplar student answer. To answer these questions, students should have a basic understanding of the meanings of: Structure Sonority Melody Texture Harmony Tonality Rhythm Context

A brief look at the motifs found in Beethoven's Eroica.

From Baroque to 20th Century. A chronological guide of musical features, organized by melody, harmony, form, rhythm and texture. Great for GCSE and A level, as well as aural tests from grade 5+!

GCSE Edexcel 9-1 Release, Afro Celt Sound System Work Booklet This is a walkthrough exemplifying Section A and B Questions for GCSE Edexcel. What to revise How to answer the long Section B Question Sentence starters How you will be marked Please rate and enjoy this Free Resource.