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 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)

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)

5-page detailed analysis of ‘I Dreamed a Dream’ from Les Misérables, containing analysis by section and analysis by musical elements.

One-page worksheet on 1950s Rock ‘n’ Roll for GCSE or KS3 Music.

A self-guided step-by-step ground bass composing project for GCSE, typically lasting 5-10 hours.

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.

Baroque Music KS3 scheme of work – 6-8 lessons Objectives • To listen to music from the Baroque Era (1600-1750) in a variety of genres by several composers • To perform part of Pachelbel’s Canon on the keyboard • To compose a melody above the ground bass of Pachelbel’s Canon Lesson overview • Lesson 1: Pachelbel’s Canon • Lesson 2: Scarlatti’s Sonata • Lesson 3: Bach’s Toccata and Fugue • Lesson 4: Handel’s Messiah • Lesson 5: Purcell’s Dido and Aeneas • Lesson 6: Vivaldi’s Four Seasons • Lesson 7/8: Group composition and performance N.B. The last two lessons are optional and can be completed in one lesson if necessary. Vocabulary • Genres o Sonata – piece for solo instrument(s) in several movements o Oratorio - religious story in several movements with singers and orchestra (not staged) o Opera - non-religious story in several movements with singers and orchestra (staged) o Concerto – piece for soloist(s) and orchestra in several movements • Movements within vocal works o Chorus – where the choir sings o Aria – a solo song o Recitative – a style of story-telling, halfway between normal speech and singing o Overture – a scene-setting piece for the orchestra (without singing) • Ground bass (ostinato) • Bass clef and bass stave notation • Instruments: o Bowed string family (violin, viola, cello, double bass) o Keyboard instruments (harpsichord and organ) Assessment • Performing: part of Pachelbel’s Canon on the keyboard • Composing: a melody above the ground bass of Pachelbel’s Canon • Listening: short exercises on different genres of Baroque music

A self-guided, step-by-step GCSE composing project for the Blues. Includes sample accompaniments and other features such as riffs.

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.