Useful for a class band lessons - chords and lyrics put together in a powerpoint presentation; students can read lyrics, chords and bass notes from screen. Any feedback would be great, thanks!

Useful for a class band lessons - chords and lyrics put together in a powerpoint presentation; students can read lyrics, chords and bass notes from screen. Any feedback would be great, thanks!

Useful for a class band lessons - chords and lyrics put together in a powerpoint presentation; students can read lyrics, chords and bass notes from screen. Any feedback would be great, thanks!

Ideal for Year 8 class - activities include: Origins/basic info/musical featuers quiz on Samba Example Youtube video of what Samba looks/sounds like What Samba instruments look like Learning basic rhythms and some specific Samba rhythms Create Samba composition using an edited Samba structure Plenary: name as many instruments from the pictures This has been edited from a resource that's already on TES so it&'s not an original resource. Any feedback would be great, thanks!

Ideal for Year 9 class - activities include: Quiz on basic facts of Salsa music Key features of son and big band + revision task Listen to 'Clocks&' in salsa style on Youtube Learn salsa rhythms Perform to &';Dreamcatch me' by Newton Faulkner (strong, pulsing beat to keep in time) &'Taboo&'; game of key features of Salsa This has been edited by another resource on TES so this isn't completely mine but edited! Any feedback would be great, thanks :)

Mix of audio, visual, written questions and mini essay at the end. Answers on duplicate slides at the end. If you are using it and want to include the audio questions do have a look through the answers to the audio questions as it'll either tell you or give you an idea of when to play the track. Feedback would be great, thanks!

A range of activities for my Year 8 form to teach them about what the Chancellor does, what are his responsibilities, and for students to work out what they would rank as the most important area for investment to be made e.g. health, education, transport, housing etc. Students then have the chance to work out how much of the budget they would spend on different areas, what the effects of cuts would be and to see the sharing of England's revenue for the 2012 Budget.

Key terms typed out for use for a card sort; print - cut out - laminate - use as plenary/starter/organise into set works/apply to certain pieces/differences or similarities between pieces/finding the melodic, harmonic, structural etc. devices

A bizarre list of words that describes things that we would normally call a 'thingamajig&' e.g. creating the shape of a bowl with your hands is called a &';gowpen', the moment when you realise what you should&'ve said in a conversation is 'l&';esprit d'escalier' and &'phosphenes&'; are the swirling lights you see when you rub your eyes. There are lots of other words there that students can choose which is the correct definition. A fun form time and PSHE filler!

This includes: what the students are required to do, how to achieve top marks for developing/exploitation/structure, how to start various styles of composition and how to develop them. Example images of compositions provided, Shoenberg chord chart for working out what appropriate chords to use and Sibelius shortcuts.\n\nAny feedback on what can be added would be great, this is a working document and has been for a few months!

Can be used to print - cut out - laminate - write names of instruments on back of the instruments to be used as a starter/plenary: identify the instruments, instrument 'snap&', pictionary, hangman etc.

Starter/plenary questions based on half of the set works - Indian/African/Celtic and Reich/Schoenberg/Bernstein. Can be used to cut out and stick on card for revision of the set work or a revision of a starting lesson on the set work.

Match the key facts about the composer to the composer - e.g. 'Born in 1944&', &';Composed around 80 songs' and &'This piece can be described as an anthem&'; as well as specific features from the pieces - e.g. 'ABC structure&', &';Tierce de Picardie' and &'Two part writing section is homorhythmic&';\n\nFeedback would be great, thanks!

Written quiz of set works - I haven't included answers yet but will do! The students could always inform you, as a teacher, of their answers and prove them...!\n\nFeedback such as other questions would be great!

A list of shortcuts for students to work out what happens when they use them e.g. pressing the letter 'T&', &';K', or &'L&'; etc.\n\nAny other shortcuts or feedback would be great!

Year 9 introduction to Jazz - 3 videos of Michael Buble, Jamie Cullum and Louis Armstrong\n\nStudents learn 'added 6th&' chord, syncopation, walking bass, 3 different jazz rhythms and the 3 chords on the ukuleles.\n\nI planned to turn this into a group task but it&';s best to be led more by the teacher with stronger students playing 3 chords/the walking bass/improvising the melody on the glockenspiels/keyboards and the lower ability students to improvise rhythms on hand percussion/play the dotted rhythm on the hi-hat\n\nAny feedback would be great!

Students research the definitions of musical elements and find words associated with the key term. E.g. Tempo = speed of a piece = allegro, largo, rallentando etc. Any feedback would be great, thanks!

Students have cut outs of 1 bar rhythms - teacher plays a particular rhythm - students cross off which one is played. It can also be used with a student demonstrating a rhythm and the students working out which rhythm it is or as a plenary as students are leaving the classroom to choose a rhythm to perform.

Useful for a starter for working out notes on a stave - once pupils work out how to apply FACE and ACEG they can complete the rest of the notes, cut out and stick in their books.

Lesson plan based on students creating a rhythm composition and combining what rhythm they hear with which musical symbols. Any feedback would be brill, thanks!