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.
This book is a concise guide to the harmony of Bach’s chorales for advanced level music students, equipping them with the knowledge and understanding to complete their own chorale harmonisations with confidence and accuracy. Bach’s practice in harmonising chorales is explored throughout the book, from the basics of four-part writing to the complexities of chromatic harmony.
With over 40 examples of complete Bach chorales and over 30 exercises, including 10 examination-style questions.
Also included is the Breitkopf and Hartel edition of Bach's 371 Chorales.
KS3 Scheme of Work – 6 lessons
Objectives
• To recognise and be able to perform offbeat and syncopated rhythms in calypso and reggae music
• To participate in a class performance of a calypso song using the steel pans
• To arrange own part in a reggae song for small ensemble performance
• To revise formation of chords made up of white notes (C, G)
• To learn formation of chords with a black note in the middle (D, E, A)
Lesson Overview
• Lesson 1: Calypso
• Lesson 2: Yellow Bird
• Lesson 3: offbeat
• Lesson 4: Riffs
• Lesson 5: Three Little Birds
• Lesson 6: Music of the Caribbean
Subject-specific vocabulary
• Instruments: steel pans, bass guitar, electric guitar, drums
• Rhythm: syncopation, offbeat
• Styles of music: calypso, reggae, soca, merengue
Assessments
• Performing (singing and steel pans) – ‘Yellow Bird’ (calypso)
• Arranging within a small ensemble – ‘Three Little Birds’ (reggae)
• Listening – Caribbean styles (calypso, reggae, soca, merengue)
KS3 Scheme of Work (6 lessons)
Objectives
• To perform a samba rhythm on unpitched percussion
• To perform the tango ‘Por Una Cabeza’ on unpitched percussion or keyboards (rhythm only, bass line or chords, depending on ability)
• To listen to a variety of sambas and tango
• To compose a tango using a descending bass line with a ‘habanera’ rhythm, chords and melody
Lesson overview
• Lesson 1 – Listening to Samba
• Lesson 2 – Performing a Samba
• Lesson 3 – Listening to Tangos
• Lesson 4 – Performing a Tango
• Lesson 5 – Composing a Tango: chords and bass line
• Lesson 6 – Composing a Tango: melody
Subject-specific vocabulary
• Samba instruments:
o Tamborim
o Caixa de Guerra (‘War Box’)
o Cuíca
o Repinique
o Chocalho
o Surdo (bass drum)
• Tango instruments: bandoneón, violin, piano and bass
• Habañera (dotted) rhythm
• First inversion chords
• Descending bass line
• Perfect cadence
Assessments
• Listening: Listening to Samba (Lesson 1)
• Performing: Samba band (Lesson 2, self-assessment) and ‘Por Una Cabeza’ (Lesson 4)
• Composing: Tango (Lesson 6)
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
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.
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.
KS3 Scheme of Work – (6-8 lessons)
Objectives
• To learn about the evolution of African-American styles in the 1950s and 1960s
• To listen to examples of spirituals, gospel, rhythm and blues, and soul
• To consolidate previous knowledge of major and minor chords
• To learn how to play seventh chords
• To sing songs from these styles, both in class and individually
• To arrange and perform these styles as a group
Lesson Overview
1. Two Spirituals
2. Gospel Music
3. Rhythm ‘n’ Blues
4. The Birth of Soul
5. Respect
6. Stand By Me
7. Group arrangement*
8. Group performance*
* The group arrangement/performance forms an optional extension task
Subject-specific vocabulary
• Primary triads – I, IV, V
• Triads – C, F, G, Am, D, E
• Seventh chords
• Call-and-response
• Ornamentation
• Improvisation
Assessments
• Performing – chord sequences for various songs on keyboard (Lessons 1, 5, 6)
• Listening – ‘The Birth of Soul’ (Lesson 4)
• Composing (arranging) – chosen song in a small ensemble (Lessons 7-8)
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)
Seven Beatles songs analysed, including the four songs from ‘Revolver’ which are Edexcel A level set works:
Eleanor Rigby
Here, There and Everywhere
I Want to Tell You
Tomorrow Never Knows
Love Me Do
A Hard Day’s Night
A Day in the Life
Suitable for A level and GCSE listening. Includes a scheme of work on the Beatles for younger pupils.
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.