<p>Hi</p> <p>I have used these sheets to help pupils analyse the three set works in the AQA Music syllabus for Popular Music.</p> <p>I saw the idea being used in an English lesson where pupils were analysing poetry. They would read the poem and identify key devices and write them on a sheet similar to this. They would then use the sheet to construct answers</p> <p>I have used this technique withn my own pupils when analysing the songs. It helps scaffold the areas they need to analyse (melody, harmony, rhythm etc)</p> <p>I would print the blank sheet in A3 and give this to pupils. They would then use scores, internet and other classmates to fill it in with interesting points. I have included a word document so that they can be edited as I tend to add questions and other points for differentiation.</p> <p>We would then discuss the music as a class and fill in any gaps that are missing (Using the teacher sheet)</p> <p>I would then allow pupils to use the sheets to construct extended answers which is a requirement in the exam. I would use questions such as “Describe the harmony and melody of Little Help from My Friends” “Explain how the use of technology influence Lucy in the Sky with Diamonds” etc. Pupils can then develop their own questions for others and can be used as a revision aid.</p> <p>You may use them as you please</p> <p>All resources have been created with the AQA teaching resources from the AQA website</p> <p>While I have attempted to add as much information as possible, this is not a definitive guide to the syllabus and should be treated as an activity to aid teaching.</p> <p>I have also included a presentation on technology in the studio and a starter/comprehension activity</p> <p>Thanks<br /> Mike</p>

<p>I have created this resource as an activity for pupils to help increase their knowledge for the AoS1 Western Classical Tradition Component 1 assessment. This is the Unfamiliar Music section of the test</p> <p>You may wish to work through this as a class or use as a homework tool for pupils.</p> <p>The booklet is 16 pages long so is not a one lesson activity.</p> <p>The booklet contains research activities along with a variety of listening activities. I have split the booklet into 4 section which match the AQA specifications for this AoS1. They are: The orchestral music of Copland, British music of Arnold, Maxwell-Davies and Tavener, The orchestral music of Bartok and Kodaly, Minimalist music of John Adams, Steve Reich and Terry Riley</p> <p>Each listening activity will require a link to YouTube. I have given the key phrases pupils should search along with a thumbnail of the video to ensure they pick the correct video.</p> <p>All resources have been created with the AQA teaching resources from the AQA website</p> <p>While I have attempted to add as much information as possible, this is not a definitive guide to the syllabus and should be treated as an activity to aid teaching.</p> <p>I have included this as a word documents so that you can feel free to edit</p>

Hi<br /><br /> <br /><br /> <br /><br /> <br /><br /> I have used these sheets to help pupils analyse the set works in the AQA Music syllabus for Western Classical Tradition 1650-1910.<br /><br /> <br /><br /> <br /><br /> <br /><br /> I saw the idea being used in an English lesson where pupils were analysing poetry. They would read the poem and identify key devices and write them on a sheet similar to this. They would then use the sheet to construct extended answers<br /><br /> <br /><br /> <br /><br /> <br /><br /> I have used this technique with my own pupils when analysing the music. It helps scaffold the areas they need to analyse (melody, harmony, rhythm etc)<br /><br /> <br /><br /> <br /><br /> <br /><br /> I would print the blank sheet in A3 and give this to pupils. They would then use scores, internet and other classmates to fill it in with interesting points. I have included a word document so that they can be edited as I do tend to add questions and other points for differentiation and help guide pupils.<br /><br /> <br /><br /> <br /><br /> <br /><br /> We would then discuss the music as a class and fill in any gaps that are missing (Using the teacher sheet)<br /><br /> <br /><br /> <br /><br /> <br /><br /> I would then allow pupils to use the sheets to construct extended answers which is a requirement in the exam. I would use questions such as &quot;Describe the harmony and melody of the second movement&quot; &quot;Explain how Haydn has used transposing instruments and what affect this has&quot; etc. Pupils can then develop their own questions for others and can be used as a revision aid.<br /><br /> <br /><br /> <br /><br /> <br /><br /> You may use them as you please. All information is taken from the AQA teachers guide<br /><br /> <br /><br /> <br /><br /> <br /><br /> <br /><br /> All resources have been created with the AQA teaching resources from the AQA website<br /><br /> <br /><br /> While I have attempted to add as much information as possible, this is not a definitive guide to the syllabus and should be treated as an activity to aid teaching.<br /><br /> <br /><br /> I have also included a score of the firsts section of the music taken from the AQA performance materials. Pupils also make notes on this.<br /><br /> <br /><br /> <br /><br /> <br /><br /> Thanks<br /><br /> <br /><br /> Mike

This is a scheme I use with Year 7 and 8. It is a good introduction/re-cap of using the elements of music. Pupils will perform the song Frere Jacque but will add their own variations to the melody as the song progresses. Example track is provided which I tend to use as a model.<br /> <br /> I have provided several versions of the song Frere Jacque for pupils to learn. I have added the Sibelius files so that you can edit if needed and change parts.<br /> <br /> When pupils are familiar with the melody, we look at how we can add variation. I tend to look at changing the elements of music first (Speeding up, Making Louder etc) so that they can get used to the structure of performing the theme and then first variation etc. <br /> <br /> We then look at adding Musical Devices. All of these are given on the resource mat. I tend to give this to pupils and then ask them to read the descriptions and try and apply it to the music as what they think it sounds like. Others appraise their work and then have to guess what they have used. This works very well with higher ability pupils. I have also added a learning grid. This is a great exercise where pupils roll two dice and are then required to use that device/element and can experiment in that way.<br /> <br /> Pupils then have a few lessons to create a final performance of the song. I tend to get the pupils to introduce the theme (Frere Jacques Melody) and then perform 3 variations (They have to use at least 2 melodic devices). Extra points are awarded if the music is seamless and flows etc<br /> <br /> Have Fun!!!

<p>I have created this resource as an activity for pupils to help increase their knowledge for the AoS1 Western Classical Tradition Component 1 assessment. This is the Unfamiliar Music section of the test</p> <p>You may wish to work through this as a class or use as a homework tool for pupils.</p> <p>The booklet is 16 pages long so is not a one lesson activity.</p> <p>The booklet contains research activities along with a variety of listening activities. I have split the booklet into 4 section which match the AQA specifications for this AoS1. They are: The Coronation Anthems and Oratorios of Handel, Orchestra music of Haydn, Mozart and Beethoven, The piano music of Chopin and Schumann, The Requiem of the late Romantic period</p> <p>Each listening activity will require a link to YouTube. I have given the key phrases pupils should search along with a thumbnail of the video to ensure they pick the correct video.</p> <p>All resources have been created with the AQA teaching resources from the AQA website</p> <p>While I have attempted to add as much information as possible, this is not a definitive guide to the syllabus and should be treated as an activity to aid teaching.</p> <p>I have included this as a word documents so that you can feel free to edit.</p>

<p>I have created this resource as an activity for pupils to help increase their knowledge for the AoS3 Tradiontal Music Component 1 assessment. This is the Unfamiliar Music section of the test.</p> <p>You may wish to work through this as a class or use as a homework tool for pupils.</p> <p>The booklet is 16 pages long so is not a one lesson activity.</p> <p>The booklet contains research activities along with a variety of listening activities. I have split the booklet into 4 section which match the AQA specifications for this AoS1. They are: Blues music from 1920-1950, Fusion music incorporating African and Caribbean music, Contemporary Latin music and Contemporary Folk music from the British Isles.</p> <p>Each listening activity will require a link to YouTube. I have given the key phrases pupils should search along with a thumbnail of the video to ensure they pick the correct video.</p> <p>All resources have been created with the AQA teaching resources from the AQA website</p> <p>While I have attempted to add as much information as possible, this is not a definitive guide to the syllabus and should be treated as an activity to aid teaching.</p> <p>I have included this as a word documents so that you can feel free to edit.</p>

<p>I have created this resource as an activity for pupils to help increase their knowledge for the AoS2 Popular Music Component 1 assessment. This is the Unfamiliar Music section of the test</p> <p>You may wish to work through this as a class or use as a homework tool for pupils.</p> <p>The booklet is 16 pages long so is not a one lesson activity.</p> <p>The booklet contains research activities along with a variety of listening activities. I have split the booklet into 4 section which match the AQA specifications for this AoS2. They are:<br /> Music of Broadway 1950s to 1990s.<br /> Rock music of 1960s and 1970s.<br /> Film and computer gaming music 1990s to present.<br /> Pop music 1990s to present.</p> <p>Each listening activity will require a link to YouTube. I have given the key phrases pupils should search along with a thumbnail of the video to ensure they pick the correct video.</p> <p>I have included this as a word documents so that you can feel free to edit.</p> <p>All resources have been created with the AQA teaching resources from the AQA website</p> <p>While I have attempted to add as much information as possible, this is not a definitive guide to the syllabus and should be treated as an activity to aid teaching.</p>

<p>Hi</p> <p>I have used these sheets to help pupils analyse the set works in the AQA Music syllabus for Western classical Music since 1910.</p> <p>I saw the idea being used in an English lesson where pupils were analysing poetry. They would read the poem and identify key devices and write them on a sheet similar to this. They would then use the sheet to construct extended answers</p> <p>I have used this technique with my own pupils when analysing the music. It helps scaffold the areas they need to analyse (melody, harmony, rhythm etc)</p> <p>I would print the blank sheet on A3 and give this to pupils. They would then use scores, internet and other classmates to fill it in with interesting points. I have included a word document so that they can be edited as I do tend to add questions and other points for differentiation and help guide pupils.</p> <p>We would then discuss the music as a class and fill in any gaps that are missing (Using the teacher sheet)</p> <p>I would then allow pupils to use the sheets to construct extended answers which is a requirement in the exam. I would use questions such as “Describe the difference between theme 1 and theme 2 in Hoedown” “Explain how Copland used waltz influences in Saturday Night Waltz” etc. Pupils can then develop their own questions for others and can be used as a revision aid.</p> <p>All resources have been created with the AQA teaching resources from the AQA website</p> <p>While I have attempted to add as much information as possible, this is not a definitive guide to the syllabus and should be treated as an activity to aid teaching.</p> <p>You may use them as you please. Most information is taken from the AQA teachers guide</p> <p>Thanks</p> <p>Mike</p>

<p>Hi</p> <p>I have used these sheets to help pupils analyse the set works in the AQA Music syllabus for Traditional Music.</p> <p>I saw the idea being used in an English lesson where pupils were analysing poetry. They would read the poem and identify key devices and write them on a sheet similar to this. They would then use the sheet to construct extended answers</p> <p>I have used this technique with my own pupils when analysing the music. It helps scaffold the areas they need to analyse (melody, harmony, rhythm etc)</p> <p>I would print the blank sheet in A3 and give this to pupils. They would then use scores, internet and other classmates to fill it in with interesting points. I have included a word document so that they can be edited as I do tend to add questions and other points for differentiation and help guide pupils.</p> <p>We would then discuss the music as a class and fill in any gaps that are missing (Using the teacher sheet)</p> <p>I would then allow pupils to use the sheets to construct extended answers which is a requirement in the exam. I would use questions such as “Describe the harmony and melody of the song Migra” “Explain how Santana has used rock influences in is music for Smooth” etc. Pupils can then develop their own questions for others and can be used as a revision aid.</p> <p>All resources have been created with the AQA teaching resources from the AQA website</p> <p>While I have attempted to add as much information as possible, this is not a definitive guide to the syllabus and should be treated as an activity to aid teaching.</p> <p>You may use them as you please. Most information is taken from the AQA teachers guide</p> <p>Thanks</p> <p>Mike</p>

Hello<br /> <br /> Here are some parts for 3 Little Birds by Bob Marley. I have included several parts along with Sibelius files so that they can be edited if needed.<br /> <br /> I have also created a resource mat that shows pupils how to play the chords on different instruments.<br /> <br /> Thanks

<p>Hi</p> <p>I have used these sheets to help pupils analyse the set works in the Component 3 Edexcel Music syllabus for Music for Stage and Screen.</p> <p>I saw the idea being used in an English lesson where pupils were analysing poetry. They would read the poem and identify key devices and write them on a sheet similar to this. They would then use the sheet to construct extended answers</p> <p>I have used this technique with my own pupils when analysing the music. It helps scaffold the areas they need to analyse (melody, harmony, rhythm etc)</p> <p>I would print the blank sheet in A3 and give this to pupils. They would then use scores, internet and other classmates to fill it in with interesting points. I have included a word document so that they can be edited as I do tend to add questions and other points for differentiation and help guide pupils.</p> <p>We would then discuss the music as a class and fill in any gaps that are missing (Using the teacher sheet)</p> <p>I would then allow pupils to use the sheets to construct extended answers and compare which is a requirement in the exam. I would use questions such as “Describe how the composer has used popular song features in a piece of music for musical theatre” “What are the difficult aspects of the vocal performance?” etc. Pupils can then develop their own questions for others and can be used as a revision aid.</p> <p>You may use them as you please. All information is taken from the Edexcel teachers guide</p> <p>All resources have been created with the Edxcel teaching resources from the Edexcel website</p> <p>While I have attempted to add as much information as possible, this is not a definitive guide to the syllabus and should be treated as an activity to aid teaching.</p> <p>Thanks</p> <p>Mike</p>

<p>Hi</p> <p>I have used these sheets to help pupils analyse the set works in the Component 3 Edexcel Music syllabus for Fusion.</p> <p>I saw the idea being used in an English lesson where pupils were analysing poetry. They would read the poem and identify key devices and write them on a sheet similar to this. They would then use the sheet to construct extended answers</p> <p>I have used this technique with my own pupils when analysing the music. It helps scaffold the areas they need to analyse (melody, harmony, rhythm etc)</p> <p>I would print the blank sheet in A3 and give this to pupils. They would then use scores, internet and other classmates to fill it in with interesting points. I have included a word document so that they can be edited as I do tend to add questions and other points for differentiation and help guide pupils.</p> <p>We would then discuss the music as a class and fill in any gaps that are missing (Using the teacher sheet)</p> <p>I would then allow pupils to use the sheets to construct extended answers and compare which is a requirement in the exam. I would use questions such as “How has Music Tech been used in the music” “What are the fusion elements in the music” “Describe and Explain the Tonality of the piece” etc. Pupils can then develop their own questions for others and can be used as a revision aid.</p> <p>You may use them as you please. All information is taken from the Edexcel teachers guide</p> <p>All resources have been created with the Edxcel teaching resources from the Edexcel website</p> <p>While I have attempted to add as much information as possible, this is not a definitive guide to the syllabus and should be treated as an activity to aid teaching.</p> <p>Thanks</p> <p>Mike</p>

<p>Hi</p> <p>I have used these sheets to help pupils analyse the set works in the Component 3 Edexcel Music syllabus for Fusion.</p> <p>I saw the idea being used in an English lesson where pupils were analysing poetry. They would read the poem and identify key devices and write them on a sheet similar to this. They would then use the sheet to construct extended answers</p> <p>I have used this technique with my own pupils when analysing the music. It helps scaffold the areas they need to analyse (melody, harmony, rhythm etc)</p> <p>I would print the blank sheet in A3 and give this to pupils. They would then use scores, internet and other classmates to fill it in with interesting points. I have included a word document so that they can be edited as I do tend to add questions and other points for differentiation and help guide pupils.</p> <p>We would then discuss the music as a class and fill in any gaps that are missing (Using the teacher sheet)</p> <p>I would then allow pupils to use the sheets to construct extended answers and compare which is a requirement in the exam. I would use questions such as “What are the Bossa Nova features” “Compare the melody in Verse 1 and Verse 2” “Describe and Explain the Harmonies of the piece” etc. Pupils can then develop their own questions for others and can be used as a revision aid.</p> <p>You may use them as you please. All information is taken from the Edexcel teachers guide</p> <p>All resources have been created with the Edxcel teaching resources from the Edexcel website</p> <p>While I have attempted to add as much information as possible, this is not a definitive guide to the syllabus and should be treated as an activity to aid teaching.</p> <p>Thanks</p> <p>Mike</p>

<p>Hi</p> <p>I have used these sheets to help pupils analyse the set works in the Component 3 Edexcel Music syllabus for Instrumental Music 1700-1820.</p> <p>I saw the idea being used in an English lesson where pupils were analysing poetry. They would read the poem and identify key devices and write them on a sheet similar to this. They would then use the sheet to construct extended answers</p> <p>I have used this technique with my own pupils when analysing the music. It helps scaffold the areas they need to analyse (melody, harmony, rhythm etc)</p> <p>I would print the blank sheet in A3 and give this to pupils. They would then use scores, internet and other classmates to fill it in with interesting points. I have included a word document so that they can be edited as I do tend to add questions and other points for differentiation and help guide pupils.</p> <p>We would then discuss the music as a class and fill in any gaps that are missing (Using the teacher sheet)</p> <p>I would then allow pupils to use the sheets to construct extended answers and compare which is a requirement in the exam. I would use questions such as “Describe the harmony and melody of the music” “Explain how Beethoven has been creative in using the Sonata form” etc. Pupils can then develop their own questions for others and can be used as a revision aid.</p> <p>You may use them as you please. All information is taken from the Edexcel teachers guide</p> <p>All resources have been created with the Edxcel teaching resources from the Edexcel website</p> <p>While I have attempted to add as much information as possible, this is not a definitive guide to the syllabus and should be treated as an activity to aid teaching.</p> <p>Thanks</p> <p>Mike</p>

<p>Hi</p> <p>I have used these sheets to help pupils analyse the set works in the Component 3 Edexcel Music syllabus for Instrumental Music 1700-1820.</p> <p>I saw the idea being used in an English lesson where pupils were analysing poetry. They would read the poem and identify key devices and write them on a sheet similar to this. They would then use the sheet to construct extended answers</p> <p>I have used this technique with my own pupils when analysing the music. It helps scaffold the areas they need to analyse (melody, harmony, rhythm etc)</p> <p>I would print the blank sheet in A3 and give this to pupils. They would then use scores, internet and other classmates to fill it in with interesting points. I have included a word document so that they can be edited as I do tend to add questions and other points for differentiation and help guide pupils.</p> <p>We would then discuss the music as a class and fill in any gaps that are missing (Using the teacher sheet)</p> <p>I would then allow pupils to use the sheets to construct extended answers and compare which is a requirement in the exam. I would use questions such as “Describe the harmony and melody of the e of music” “Explain how this piece of music is typical to other Baroque music and add any differences” etc. Pupils can then develop their own questions for others and can be used as a revision aid.</p> <p>You may use them as you please. All information is taken from the Edexcel teachers guide</p> <p>All resources have been created with the Edxcel teaching resources from the Edexcel website</p> <p>While I have attempted to add as much information as possible, this is not a definitive guide to the syllabus and should be treated as an activity to aid teaching.</p> <p>Thanks</p> <p>Mike</p>

<p>Hi</p> <p>I have used these sheets to help pupils analyse the set works in the Component 3 Edexcel Music syllabus for Music for Stage and Screen.</p> <p>I saw the idea being used in an English lesson where pupils were analysing poetry. They would read the poem and identify key devices and write them on a sheet similar to this. They would then use the sheet to construct extended answers</p> <p>I have used this technique with my own pupils when analysing the music. It helps scaffold the areas they need to analyse (melody, harmony, rhythm etc)</p> <p>I would print the blank sheet in A3 and give this to pupils. They would then use scores, internet and other classmates to fill it in with interesting points. I have included a word document so that they can be edited as I do tend to add questions and other points for differentiation and help guide pupils.</p> <p>We would then discuss the music as a class and fill in any gaps that are missing (Using the teacher sheet)</p> <p>I would then allow pupils to use the sheets to construct extended answers and compare which is a requirement in the exam. I would use questions such as “Describe the romantic era features in the music” “What are the features of Fanfare in the music and what affect do they have on the relationship between film and music” etc. Pupils can then develop their own questions for others and can be used as a revision aid.</p> <p>You may use them as you please. All information is taken from the Edexcel teachers guide</p> <p>All resources have been created with the Edxcel teaching resources from the Edexcel website</p> <p>While I have attempted to add as much information as possible, this is not a definitive guide to the syllabus and should be treated as an activity to aid teaching.</p> <p>Thanks</p> <p>Mike</p>