Most GCSE Specifications require students to have a basic knowledge of cadences that they can use to identify them through the study of set works, and through listening to unfamiliar music, or both. This 6-page worksheet introduces the concept of the cadence at it's most basic level, and progresses through 3 different tasks ensuring that students are able to practice recognising cadences from a score, by listening, and able to write cadences in their own composition. The worksheet begins with a comprehensive guide that introduces the concept of the cadence, ensuring that students can recognise chords and assign the appropriate roman numeral, before introducing each of the four types of cadence, each accompanied by a written example. There are three subsequent tasks aimed at securing student's understanding – they are: – Task 1: To name various cadences by analysing a score; – Task 2: To complete the last two chords of a simple chorale phrase, using the cadence specified; – Task 3: A listening question requiring students to identify 6 cadences at the end of a short chorale harmonisation (audio file included). A limited preview of the worksheet is available from the files list. It is the responsibility of the teacher to check the coverage of this worksheet against the exam board specification, this worksheet does not intend to offer complete coverage for all specifications. Please leave a review if you like this resource!

All GCSE music specifications require students to have a comprehensive knowledge of a variety of different compositional devices relating to rhythm and metre, with many courses requiring students to be able to demonstrate this knowledge in both composition coursework and in the appraising exam. This pack of 11 worksheets introduces a wide range of these devices, and a variety of different activities and a composition task that provides students an opportunity to practice using these devices before beginning their composition coursework or while preparing for the exam. Each of the worksheets that introduce new keywords come in two variants: one that has the definitions already provided, giving a useful reference or revision sheet; and one that provides a blank space for the student to write a definition for themselves. Where appropriate, each keyword is accompanied by a short musical example. Here is a breakdown of each worksheet: – Worksheet 1.1: An introduction to rhythm and metre with definitions provided; – Worksheet 1.2: An introduction to rhythm and metre with space for students to research and write their own definition; – Worksheet 1.3: A follow-up task, testing the knowledge of note values and time signatures covered in Worksheets 1.1 and 1.2; – Worksheet 2.1: An introduction to a range of melodic devices with specific focus on devices that can be used in motivic development; – Worksheet 2.1: An introduction to different types of rhythm, such as polyrhythm and syncopation, with definitions provided; – Worksheet 2.2: An introduction to different types of rhythm, such as polyrhythm and syncopation, with space for students to research and write their own definition; – Worksheet 2.3: A follow-up composition task, using the rhythmic devices covered in Worksheets 2.1 and 2.2; – Worksheet 3.1: An introduction to rhythmic development (augmentation and diminution), with definitions provided; – Worksheet 3.2: An introduction to rhythmic development (augmentation and diminution), with space for students to research and write their own definition; – Worksheet 3.3: A follow-up task testing students’ ability to augment and diminish rhythms; – Worksheet 4.1: An introduction to tempo, with definitions provided; – Worksheet 4.2: An introduction to tempo, with space for students to research and write their own definition. Previews of the first page of each worksheet are available from the files list. It is the responsibility of the teacher to check this coverage of keywords against the exam board specification, this worksheet pack does not intend to offer complete coverage for all specifications.

Most GCSE Specifications require students to have a basic knowledge of intervals within the octave, and to be able to identify them through the study of set works, through listening to unfamiliar music, or both. This 4-page worksheet introduces the concept of the interval at it's most basic level, and progresses through 4 different tasks to the recognition of intervals within the octave from notation and listening. Each of the four tasks are preceded by a tutorial section that explains the theory behind how to complete the task. Each of the tasks increase in difficulty and are designed to be completed in the order in which they appear; however, depending on the ability of the class you may wish to omit tasks as appropriate, or use individual tasks in isolation. The worksheet is ideal for use both in the classroom and as homework. The four tasks are: – Task 1: To understand and label various degrees of the G major scale; – Task 2: To identify 10 intervals in the key of C major from notation (note names are provided); – Task 3: To identify 5 intervals in the key of G major from notation (note names are provided); – Task 4: To identify the interval at the beginning of a list of pieces of music, through listening and playing. A limited preview of the worksheet is available from the files list. It is the responsibility of the teacher to check the coverage of this worksheet against the exam board specification, this worksheet does not intend to offer complete coverage for all specifications. Update 28/1/2017: Correction of a minor error in Task 1. Please leave a review if you like this resource!

All GCSE music specifications require students to have a comprehensive knowledge of a variety of different melodic devices, with many courses requiring students to be able to demonstrate this knowledge in both composition coursework and in the appraising exam. This pack of 8 worksheets introduces a wide range of these devices, and includes two short composition tasks that give students an opportunity to practice using these devices before beginning their composition coursework or while preparing for the exam. Each of the worksheets that introduce new keywords come in two variants: one that has the definitions already provided, giving a useful reference or revision sheet; and one that provides a blank space for the student to write a definition for themselves. Where appropriate, each keyword is accompanied by a short musical example. Here is a breakdown of each worksheet: – Worksheet 1.1: An introduction to a range of melodic devices with definitions provided; – Worksheet 1.2: An introduction to a range of melodic devices with space for students to research and write their own definition; – Worksheet 1.3: A follow-up composition task, using the melodic devices covered in Worksheets 1.1 and 1.2; – Worksheet 2.1: An introduction to a range of melodic devices with specific focus on devices that can be used in motivic development; – Worksheet 2.1: An introduction to a range of melodic devices with specific focus on devices that can be used in motivic development, with definitions provided; – Worksheet 2.2: An introduction to a range of melodic devices with specific focus on devices that can be used in motivic development, with space for students to research and write their own definition; – Worksheet 2.3: A follow-up composition task, using the melodic devices covered in Worksheets 2.1 and 2.2; – Worksheet 3.1: Introduction to a range of additional melodic keywords not previously covered, with definitions provided; – Worksheet 3.2: Introduction to a range of additional melodic keywords not previously covered, with space for students to research and write their own definition. Previews of the first page of each worksheet are available from the files list. Throughout the worksheets, the following keywords are covered: Conjunct, disjunct, scalic, triadic, passing note, broken chord, ornament, trill, acciaccatura, appoggiatura, sequence, augmentation, diminution, retrograde, glissando, melisma, blue notes, diatonic, chromatic, riff, ostinato, inversion, hook, articulation, improvisation, legato, staccato, and marcato. It is the responsibility of the teacher to check this coverage of keywords against the exam board specification, this worksheet pack does not intend to offer complete coverage for all specifications. Please leave a review if you like this resource!

This resource is an entire, ready to teach, scheme of work for a sequence of 6 fully differentiated lessons designed to teach students at KS3 level about the key musical features of the Blues. Although 6 lessons are planned, the unit may be easily expanded to suit the needs of your individual school. The following resources are required to teach this unit: – Access to projector/Interactive whiteboard with audio playback facilities; – Piano in classroom; – A selection of band instruments including keyboard, guitar, ukulele, drums, and bass guitar; – Ukuleles – for whole class performance of the 12 bar blues (keyboards could be substituted); – Individual spaces/practice rooms for students to work. The unit is designed with an emphasis on practical work, with the majority of learning taking place through students working in small groups to compose a Blues song. The resource contains all of the materials required to teach this unit, including a 48 slide PowerPoint presentation guiding through every lesson, differentiated worksheets, and lesson plans. Unfortunately, for reasons of copyright, this resource does not have an accompanying audio CD or sound files. The PowerPoint presentation indicates places where audio files may be embedded for ease of teaching, and details of the track used is provided in the slide notes section on the relevant slide. If you do not wish to purchase these audio files, they are also easily available for free using a streaming service such as YouTube or Spotify. Update 29/1/2017: Fixed an issue that prevented some pages displaying incorrectly on Apple devices. If you purchase this resource, please leave a review!

This resource contains 2-page guides to each of the common instruments used in Musical Futures style band lessons. Each guide covers the basic information about the instrument, misconceptions about how it should be played, the basics of playing each instrument, and it's appropriate notation. Tried and refined after use in lessons, these guides are designed to help students to find quick answers to question that they may have about the instrument they are playing, while they wait for assistance for the teacher, encouraging initiative and independence. The following guides are included: – A Quick Guide to Bass Guitar; – A Quick Guide to Drums; – A Quick Guide to Guitar (two versions are included, one showing an annotated diagram of the guitar neck with each note labelled, the second with diagrams for the most common chords); – A Quick Guide to Keyboard; – A Quick Guide to Ukulele. Previews of the first page of each guide are available in the files list. Please leave a review if you like this resource!

As part of the Edexcel specification for GCSE Music, students are expected to listen to, and be able to appraise, pieces of unfamiliar music that are linked to the set works. As part of this requirement, and to facilitate the breadth of knowledge required to place each of the 8 set works within their wider context, the exam board has suggested a series of pieces of music that may be studied in addition to the set works. By studying these wider listening pieces, students will gain more experience of unfamiliar music, and will further their understanding of key stylistic features of the style and genre that each of the set works represents. This book provides an analysis of two of these wider listening pieces, both of which relate to Area of Study 1: Instrumental Music (1700-1820). They are: – Vivaldi, ‘Winter’ from The Four Seasons, movement III; and – Mozart, Piano Sonata in C major K. 545, first movement. Each analysis is broken down into the key elements of music, with follow-up student questions to stimulate comparison with the set works after each section. Although the wider listening pieces are not compulsory study, and do not need to be studied in as much detail as the set works, this text book will help students in broadening their knowledge of the context and styles of each of the set works, and will make determining similarities and differences in the unfamiliar listening question more approachable. The book is provided as full colour PDF file, in a presentable format with questions and keywords throughout. A sample double-page spread is available to preview from the files list. If you purchase this resource, please leave some feedback!

The new Pearson Edexcel GCSE Music specification (2016) uses a number of command words that will be used in examination questions. Students will need to become familiar with these command words, and understand the types of questions associated with them, and what is required to gain full marks. This pack of two posters provides definitions for these command words, alongside an example exam question that features this command word (these are taken from my GCSE Practice Examination Questions books) in a visually attractive and easy to ready format. The command words are divided into two posters, for short answer questions, and for longer answer questions. Both posters are supplied in PDF format, with a preview for each available in the files list. For the best results, the posters should be printed borderless on A3 paper, in colour, and laminated.

Sibelius is one of the leading music notation applications and is now used in many classrooms worldwide. This pack includes two variants of the same poster, one for Mac and one for Microsoft Windows, and details some of the important keyboard shortcuts that your students will benefit from learning at the outset! This resource will add a visually attractive and informative addition to your classroom or studio wall! Both posters are supplied in PDF format. Watermarked previews are available in the files list. The full unmarked poster is available as the second page in each PDF file, which will become available after purchase. For the best results, the posters should be printed borderless on A3 paper, in colour, and laminated.

The Holocaust remains one of the worst atrocities committed in human history. Today, it is often studied as part of the secondary school curriculum as part of history or religious education programmes, but rarely within music. This is perhaps because the role of music is not so widely understood as other aspects within Holocaust research; however, music played, perhaps disturbingly, a significant role during the Holocaust, on both the side of the Nazi state and of the countless victims of the Holocaust. Furthermore, the body of songs composed within the concentration camp and ghetto system provide important primary sources about the treatment and experience of the victims of Nazism. The three posters in this display pack introduce three different themes of music within Holocaust study: – Music in Concentration Camps – Music as Resistance – A Timeline of the Nazification of Music These posters are suitable for display in music, history and religious studies classrooms, and will encourage students to think beyond what they already know about both the Holocaust and about the perceptions that we hold about music. All posters are supplied in PDF format. Watermarked previews of all posters are available in the files list. The full unmarked poster is available as the second page in each PDF file, which will become available after purchase. For the best results, the posters should be printed borderless on A3 paper, in colour, and laminated.

Technical exercises in composition, such as the harmonisation of a chorale in the style of J. S. Bach feature as an option in the majority of A Level Music specifications. This worksheet introduces some of the key stylistic issues in chorale harmonisation, including good spacing of chords, the avoidance of parallel fifths and octaves, and the use of melodic decoration such as passing notes. The worksheet is broken down into five tasks, the first four of which are preceded by useful tutorial sections, that explain the theory behind what is required in the following task. Each of the tasks increase in difficulty, leading to the harmonisation of a complete chorale melody. The worksheet is ideal for use both within the classroom, and as homework, and each of the tasks are self contained so may be used in isolation. The five tasks are: – Task 1: The completion of the alto and tenor part of a series of chords, using good spacing and doubling the correct notes; – Task 2: The complete voicing of a series of specified chords, using the rules of doubling and spacing previously learned in Task 1; – Task 3: To gain practice in spotting parallel and hidden fifths and octaves in students' own work, by highlighting mistakes in a series of given chorale harmonisations; – Task 4: To rewrite a the alto, tenor and bass parts of a given harmonisation, to include passing notes and other decoration; – Task 5: To complete a full harmonisation of a given chorale melody, using all of the techniques learned previously.

This activity pack contains two worksheets: – A matching tempos worksheet where students are required to match each tempo marking, with its definition – A tempo crossword Both of these short activities are ideal for use as a starter, plenary, or even as a short activity within the lesson.

As part of the requirements of most GCSE and A Level music specifications, students are required to identify and types of chords, progressions, and cadences. In order to do this, a working knowledge of triads and inversions is required. This worksheet introduces the concept of the triad, how they are constructed from the notes of the scale, and how to label the chord and its inversion with roman numerals. The worksheet introduces each of these elements stage by stage with informative teaching sections, followed by related tasks to ensure understanding. It is ideal for use either in the classroom, or as a homework task. The three tasks are: – Task 1: To construct triads for each of degree of two major scales. – Task 2: To label chords using roman numerals in two simple chord progressions in a major key. – Task 3: To label a series of triads with the appropriate roman numeral and inversion in a major key. Each of the tasks increases in difficulty, and depending on the ability and level of the class you may wish to omit some tasks from the exercise. For A Level classes, this worksheet serves as an introduction, but may need to be accompanied by more challenging tasks to meet the requirements of the specification. Update 17/08/2016: Minor corrections.

In Section B of the Component 3: Appraising Exam, students will be expected to complete an extended answer in the form of a short essay that will demonstrate their musical knowledge. This workbook will help students to develop the skills needed to formulate a structured answer to this question using the PEEL (Point, Evidence, Explanation, Link) paragraph structure. In addition to a 'teacher tips' section, there are 3 related tasks: – Task 1 will ask students to analyse a sample of musical writing that is written using the PEEL structure, demonstrating ways in which you can incorporate evidence and explanation from the music. – Task 2 will introduce a second exam style question for students to plan an answer to using a table breaking down the Point, Evidence, Explanation and Link. – Task 3 will require students to write up their answer to the question, based on the plan they have made in Task 2. As requested in a review of this resource, a set of Teacher Notes with answers and indicative content has now been included with this resource to aid with teaching and marking. ------ Update 12/10/2017: Featuring the same content but updated with an all new design that reflects the style and tone of the newer Edexcel GCSE Music worksheet packs. A Teacher Notes document with answers and indicative content has now been added.

In order to do well in their exam, your students will need to be familiar with the key musical features of each of the eight set works listed in the new 2016 Pearson Edexcel GCSE (9-1) Music Specification. These posters categorise the key features under each of the different elements of music, and will help your students to learn and memorise these elements effectively! The collection contains one revision poster for each of the two set works listed in Area of Study 4: Fusions: – Afro Celt Sound System, ‘Release’ from the album Volume 2: Release – Esperanza Spalding, ‘Samba Em Prelúdio’ from the album Esperanza Great value at just £1 per poster! All posters are supplied in PDF format. Previews of all posters are available in the files list. For the best results, the posters should be printed borderless on A3 paper, in colour, and laminated. Please leave a review if you like this resource!

In order to do well in their exam, your students will need to be familiar with the key musical features of each of the eight set works listed in the new 2016 Pearson Edexcel GCSE (9-1) Music Specification. These posters categorise the key features under each of the different elements of music, and will help your students to learn and memorise these elements effectively! The collection contains one revision poster for each of the two set works listed in Area of Study 3: Music for Stage and Screen: – Stephen Schwartz, ‘Defying Gravity’ from Wicked – John Williams, ‘Main Title/Rebel Blockade Runner’ from Star Wars Great value at just £1 per poster! All posters are supplied in PDF format. Previews of all posters are available in the files list. For the best results, the posters should be printed borderless on A3 paper, in colour, and laminated. Please leave a review if you like this resource!