African Music KS3 scheme of work 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 self-guided step-by-step ground bass composing project for GCSE, typically lasting 5-10 hours.

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)

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.

11 pages of notes analysing and summarising this Edexcel set work, divided into Elements of Music, plus a 4-page essay template.

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.

A self-guided, step-by-step guide to composing a ternary form waltz or minuet for piano. An example waltz is included.

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)

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.