This booklet is a comprehensive introduction to Sequencing on BandLab. It is designed to teach the basics of sequencing including: changing instrument sounds, recording, editing, using the metronome, quantizing, multi-tracking and creating drum beats. The booklet has 22 pages and includes: -Space for starter questions -Introduction and setting up account -Lesson 1: introduction to Bandlab and Recording. -Lesson 2: Using the metronome -Lesson 3: Multi-tracking -Lesson 4: Drum beats -Lesson 5&6: Assessment. -Troubleshooting guide when logging in -Assessment Success Criteria and Feedback sheet -Knowledge Organiser All of the lessons above are laid out with step-by-step guides including screenshots and explanations. *It is worth noting that in advance of the lessons, class teachers would need to set their school up on BandLab Education and create a group for the classes. They would also need to set individual assignments on Bandlab for the students to access and submit their work on. The project will also require plenty of modelling in advance of completing the tasks too.

This booklet explores protest songs, including looking at existing protest songs, and guides the students into creating their own. The booklet starts with some flexible starter pages which can be used for retrieval practice or listening etc. Then a breakdown of the lessons included is as follows: Lesson 1 - Where is the Love - Analysis of Lyrics and learning the Hook. Lesson 2 - Where is the Love - Learning the Hook and Chords. Lesson 3 - Where is the Love - Fitting the Hook and Chords together. Lesson 4 - Where is the Love - Learning the Guitar part. Lesson 5&6 - Where is the Love - Group rehearsal and performance. Lesson 7 - Creative Remix of Where is the Love. Lesson 8 - Free Nelson Mandela creative vocal task. Lesson 9 - Stimuli for a Protest Song and starting to create lyrics in pairs. Lesson 10 - Finishing lyrics and starting instrumental parts for own Protest Song. Lesson 11&12 - Rehearsing and performing/recording their own protest songs. At the back of the booklet there are several other sets of lyrics for other protest songs (Dear Mr President - Pink, Mercy Mercy Me - Marvin Gaye), as they may be a useful resource to study during a starter activity. There is assessment criteria and a space to award grades along with feedback on the assessment performance of the students’ own protest song. A knowledge organiser is located on the final page. *The booklet assumes some work has been done previously on creating chords/a tune. Ideal topic with year 8 or year 9.

Comprehensive revision guide booklet including key information about all styles of music and then some exam technique information about certain questions and how to answer them. This guide is more concise than the rhinegold or other GCSE revision books which can be bought. Most styles of music are kept to 1 page per style and focuses on key features and words students need to know about each.

This Keyboard Skills booklet is a resource for an entire scheme of work. The aim of the project is for students to pick a piece of music to work on over a set number of lessons, and then be assessed on how well they play it. The students have a range of pieces to choose from, including: Hold Yuh (Gyptian) River Flows in You (Yiruma (in C)) Rush E You Got a Friend in Me (Toy Story) Fur Elise (Beethoven) Teri Meri (Indian Bolywood song from the film The Bodyguard) How Far I’ll Go (Moana) Let me Love You (Mario) Each piece of music has a page or two of music, including notation for both left and right hands, along with finger numbers to help the student learn to play. There is also some guidance on how to practice. There is space at the start of the booklet for starter activities, and at the end of the book there is a success criteria, and a feedback sheet for their assessment. Additionally, there is a whole class feedback space to be used part way through the project. A Knowledge organiser at the back of the booklet is also included.

This Introduction to Keyboards booklet is designed to start give students a solid grounding in how to use the keyboard. It has every resource you would need for the entire project including space for starter questions, introductions to rhythmic notation, melodic notation, composition, playing with 2 hands and an assessment. The first few pages of the booklet are for ‘starter’ questions, which can be used at the start of each lesson and can be tailored to individual classes. The next pages introduce notes on the keyboard and starts to introduce rhythmic notation. Then it moves on to melodic notation and students start to use and combine this with rhythmic notation. Once students have got to grips with melodic and rhythmic notation, the next page is designed to test that and embed the learning they have done on this. There is a mid-unit knowledge quiz, testing students on their knowledge gained so far. Then there are a few pages on composition, so students can start to apply the knowledge they have gained on rhythmic and melodic notation. Next, there are pages are on playing with 2 hands on the keyboard. Finally there is a practical assessment, which encompasses all the learning, which has success criteria and a feedback grid, and finally a Knowledge Organiser for the back page.

This Ultimate BandLab Sequencing Booklet Package includes: BandLab Sequencing Booklet Teachers’ Guide to setting up BandLab Education for a school and class. Medium Term Plan covering every lesson in the booklet. Powerpoint linked to the Medium Term Plan and Booklet. **It has been designed, used and edited by a current Head of Music. ** This package is designed to have everything you need to complete an entire unit of work with minimal hassle. The BandLab Sequencing booklet has everything from starter pages, step by step lesson guides for students and assessment pages and feedback grids. The Teachers’ guide to setting up BandLab Education has a walkthrough of everything you need to do to set both yourself, your school and your classes up on BandLab, along with helpful tips to ensure it runs smoothly in the classroom. The Medium Term Plan has a task by task breakdown of what needs to happen in each lesson, learning objectives for each lesson and other information about each lesson too. The Powerpoint has all of the starter tasks, instructions for students and some tips for the staff leading the sessions in the boxes below too.

In this ultimate pack, you get: Booklet resource for entire unit of work (12 Lessons) PowerPoint for the entire unit of work (12 Lessons) Medium Term Plan for entire unit of work. Included in the Introduction to Keyboards Booklet: Space for starter activities for entire unit of work. Introduction to notes on the keyboard activity Introduction to note values (semibreve, minim, crotchet, quaver) and activities. Keyboard melodies with right hand (with letters on) Homework test on note values and treble clef stave. Keyboard melodies with right hand (working out the letters - different tunes) Introduction to Composing Composing with notation Two hands on the keyboard (melody and bassline) Assessment task - Reading and playing notation (melody and bassline) Success Criteria for Assessment Task Feedback on Assessment page Knowledge Organiser Included in the Powerpoint: For each of the 12 lessons there are several slides, including a starter task, an explanation of the practical task (or task in booklet) and images and references to the booklet, Lesson Objectives/Learning Outcomes displayed for each lesson, some slides prompting peer feedback on performances. Included in the Medium Term Plan: Lesson by lesson breakdown of the scheme of work, including lesson objectives, plan for activities and what assessment may take place each lesson.

This Introduction to Ensembles booklet is designed to contain all written and practical work for students for an entire Unit of Work. The booklet starts with some flexible pages for starter activities, which could be retrieval practice, listening etc. Then, the booklet begins to explore Gamelan music through the use of Xylophones (or could be done on keyboards, or mixture of both) and whole class, paired and group performances of some simple repetitive patterns. These are lessons are designed around developing students’ understanding of timing. Some of these tunes are composed and some are predetermined. There is then space for feedback on group performances (multiple choice tick boxes for teacher feedback). The next part of the project is on the keyboards and gradually explores a the tune and chords of a song, before adding a cajon (or other drum) part and a cowbell part for students to put together in a group of 4. There is a mid unit knowledge quiz for students. There is thenspace in the back of the booklet for feedback on assessment results, along with a success criteria grid. The final page on the back of the booklet is a Knowledge Organiser.

This How Songs Work booklet contains all written and practical work for students for an entire Unit of Work. The booklet includes 15 pages including: -Space for starter questions -Introduction to Structure and Texture through lyrics and listening. -Lesson 1: learning the hook of See You Again. -Lesson 2: Learning the Chords of See You Again. -Lesson 3: Fitting the Chords and the Hook of See You Again Together. -Lesson 4: Learning the Guitar part of See You Again. -Lesson 5&6: Group rehearsal and recording of See You Again. -Assessment Success Criteria and Feedback sheet -Knowledge Organiser ** See You Again is in the key of C major for the purposes of the booklet.

This booklet covers 3 styles of music, including Rock N’ Roll, Reggae and Ballads in 6/8. This booklet is a keyboard based project, and focuses on How chords and bassline fit together and sound different with the features of each style. Breakdown of what the booklet contains is the following: -Flexible pages for starter questions -Lesson 1: Introduction to Rock N’ Roll, through Hound Dog by Elvis Presley and learning 12 bar blues chord sequence in C. -Lesson 2: Introduction to walking bassline of Hound Dog and learning to play it. -Lesson 3: Combining the chord and walking bassline in a pair, and performing it (+space for feedback). -Lesson 4: Introduction to Reggae, through Three Little Birds by Bob Marley, and learning the chords (original key of A major). -Lesson 5: Learning the melodic bassline of Three Little Birds. -Lesson 6: Combining the Chords and Bassline of Three Little Birds in a pair (+space for feedback) -Lesson 7: Introduction to 6/8 time signatures and learning broken chords of Fallin’ Alicia Keys. -Lesson 8: learning bassline of Alicia Keys - Fallin’. -Lesson 9: Putting bassline and Broken chords of Fallin’ together in a pair. (+space for feedback) -Knowledge quiz -Lesson 10-11: Assessment rehearsal and performance - picking one of the styles and using the key features of that style to arrange some chords into a stylistically accurate composition. -Success criteria Feedback on assessment page. Knowledge Organiser *the project may take slightly less/more time depending on how quickly students pick up each style e.g. in my experience, the Reggae song is more difficult to play so can take students 2 lessons to fit bassline and chords together successfully, rather than the 1 lesson listed above, but other styles may not take all 3 lessons.

The Ultimate Guitar Booklet is a booklet for an entire scheme of work on an introduction to guitar, including starter pages, all of the practical tasks (with Learning Objectives) for the entire scheme, and an assessment task with feedback page, along with a separate feedback box for whole class feedback. The booklet is an introduction to guitar, using TABS, along with other visual resources for the students, to learn how to play guitar. The project starts with a few introductory notes played on the E string to improvise with, as a way of getting to understand TABs, along with practicing switching between notes and making the correct sound out of the guitar. Coordination is key for students here! Next, the students move on to playing a 4 note pattern, which is over 2 strings, and uses different Frets. This pattern will be revisited for the assessment task. After students learn the note pattern, there are 2 simple chords (E major and A Minor), which have images to show exactly where students need to put their hands and each finger when playing them. The final practical before the assessment is learning Seven Nation Army (along with a few other tunes). The final part of the project, leading up to the assessment is using Seven Nation Army and the chords the students have learnt in a duet. The Assessment will then follow this lesson, with students having to combine the 4 note pattern, chords and Seven Nation Army tune in a group performance. There is a planning page for the students to use to consider structure and texture of their performance, along with any other notes they wish to make, before the students are assessed on their performances. The back of the booklet has success criteria, along with a page for feedback on the assessment.

This Booklet on Trap Music is designed to be ran on Logic Pro X. Some prior experience of Logic Pro X would be helpful but not essential. It is most suited to Year 9 or Year 10 BTEC Music Practice Component 1. The booklet consists of some flexible starter pages, followed by an introduction to the basic features of Trap Music. After this, there is a step by step guide to creating a Trap backing track arrangement on Logic Pro X. This backing track is based around the chords and bassline of Still Dre, which students use and manipulate into a Trap style. The step-by step process for students is as follows (with clear images and text to guide students through each step) Students learn how to play the chords and bassline of Still Dre. Chords are recorded on the first Track of Logic Pro X. Drum Beat using bass and snare recorded on another track. Hi Hat pattern recorded using note repeat on another track. 808 Bassline sound created using ES2 Synth and altering settings. 808 Bassline sound used to record the bassline of still dre. Composed melody created by students on another track. Structure, texture, automation and panning are developed for the entire project. Finally, Students are guided through a mixdown of the project as an MP3. at the end of the booklet there is a success criteria page followed by page for giving students feedback on an assessment page.

This Guide will help the teacher set up BandLab Education and walk through step by step how to do the following: Creating a BandLab Education Teacher account Creating a School. Creating a Class. Creating an assignment. Creating a project for students to work on. Adding a project to an assignment. Getting students to join BandLab Education and added to the correct class. Reviewing student submitted work. There a few helpful hints and tips along the way to ensure that BandLab Education can be used successfully within a classroom environment and will hopefully be a painless experience for both teachers and students.

This Ultimate Booklet is designed as an introduction to sequencing on Logic Pro X. The booklet teaches students with a step-by-step guide how to build a multi-tracked project, with a focus on ensuring different instrumental parts are in time with the metronome (and each other). The booklet starts with some flexible pages for starter activities, and a space for whole class feedback. The booklet is then split into two sections, the first of which is a step by step guide to creating a project, using the instrumental parts of ‘Where is the Love’ by Black Eyed Peas. Students set up the metronome and then gradually record in the chords, hook, bassline, and drums. You may wish to replace the screenshots of the chords, hook and bassline with another song which your students may have studied prior to completing the project. Once students have achieved this, there are some advanced skills for students to work on such as Note Repeat and Automation, with instructions as to how to apply them to the project. The second section of the booklet is the assessment task, where students start with a project with the vocal track (first verse and chorus) of Old Town Road by Lil Nas X. Students are given the instrumental parts of this song to record in, using the skills they have already learnt. At the back of the booklet there is a page for success criteria, along with a page for feedback on the assessment project. Finally, there is an attached document explaining how to create and provide students with the assessment project, which uses a vocal stem.

This Ultimate Booklet is designed as an introduction to sequencing on Logic Pro 9. The booklet teaches students with a step-by-step guide how to build a multi-tracked project, with a focus on ensuring different instrumental parts are in time with the metronome (and each other). The booklet starts with some flexible pages for starter activities, and a space for whole class feedback. The booklet is then split into two sections, the first of which is a step by step guide to creating a project, using the instrumental parts of ‘Where is the Love’ by Black Eyed Peas. Students set up the metronome and then gradually record in the chords, hook, bassline, and drums. You may wish to replace the screenshots of the chords, hook and bassline with another song which your students may have studied prior to completing the project. Once students have achieved this, there are some advanced skills for students to work on such as Panning, Structure, Dynamics and Automation, with instructions as to how to apply them to the project. The second section of the booklet is the assessment task, where students start with a project with the vocal track (first verse and chorus) of Old Town Road by Lil Nas X. Students are given the instrumental parts of this song to record in, using the skills they have already learnt. At the back of the booklet there is a page for success criteria, along with a page for feedback on the assessment project. Finally, there is an attached document explaining how to create and provide students with the assessment project, which uses a vocal stem.