Download Elements of Pop

1
Key Stage 3 Scheme of Work
Unit No.
Title : Elements of Pop Music.
Aims
•
•
•
•
Required
resources
Optional
resources
Differentiation
Cross curricular
elements/Key
Skills
Year :
8
To appreciate the role of Pop Music with in society.
To recognise stylistic elements of different Pop Music genres.
To aurally recognise the structural elements of a Pop Song.
To develop harmonic understanding (Maj / Min) using Auto
chords.
• To develop an understanding of the instruments found in Pop
Music.
• To compose and perform a Pop Song.
Recordings of a variety of Pop Songs.
History of Pop Music work sheet.
Drum Kit.
Keyboards.
Recording equipment. (minidisk or tape)
Guitar/amplifier.
Bass guitar/amplifier
CD ROM (e.g. Microsoft Musical Instruments).
Internet (e.g. www.lyrics.com)
PC with ‘Ejay’ or ‘Wanna be a Pop Star’ software.
Mainly by Outcome though some pupils may be having instrumental
lessons and this should be considered when grouping pupils.
AON
Analysing and creating structures.
Comm
IT
WWO
IOLP
PS
Expression of ideas through verbal and non-verbal means
within a group. Development of relevant vocabulary
Use of keyboard functions e.g. SFC and Record to enhance
compositions. Understanding of Mic’s and Amplification.
Individual responsibilities within a group – Team Work!
Following set class rules when using specialist equipment –
Community.
Individual development of musical ideas recorded in pupils’
books.
Emulation of Pop Music genres.
Assessment
arrangements
Homework – analysis of a Pop Song (Intro, Verse etc.)
Drum Kit exercise.
Aural Test – chord recognition (Maj / Min / ‘Jazzy’)
Performance of Pop Song – recorded for teacher, peer & selfevaluation.
Expectations
Most pupils will: Have listened to and emulated a variety of Pop
Music genres using Keyboards and Drum Kit. They will have used
their developing skills to write and perform a Pop Song.
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Copying allowed only for use in subscribing institution
2
Summary of
learning points
Some pupils will not have made so much progress and will: Have
experienced a range techniques associated with Pop Music and
attempted to create a piece in the style of a Pop Song.
Some pupils will have progressed further and will: Have developed
a good understanding of the elements of Pop Music as well as
creating well-structured compositions, notating lyrics with chord
symbols or created a ‘lead sheet’.
Developing cultural understanding.
Developing melodic harmonic and rhythmic techniques.
Developing aural skills through recognition of Harmony and
Structure.
Developing individual and community skills through a variety of
learning experiences.
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Copying allowed only for use in subscribing institution
3
Unit No.
1
8
Title : Elements of Pop Music.
Year :
8
What is Pop Music?
Introduction to the Scheme of Work leading to a discussion (argument) about
what the Pop in Pop Music means (Popular).
Discuss that every generation has always had Popular Music.
(Ownership of youth – Identity – Role Models – Rebellion – Sexuality etc.)
Pop(ular) Music as an ‘Umbrella Term.
Explain what is meant by an ‘Umbrella Term’ – get a pupil to draw a large
Umbrella on the board.
Brainstorm various genres of Pop Music (e.g. Garage, R’n’B. Indie, Hip-Hop).
The pupils then add these genres under the umbrella and copy it into their
books. (Pupils should have ten genres).
The pupils are to then identify two groups which fall into each genre e.g.
Genre
Garage
Heavy Metal
Rap
R’n’B
Soul
Boy Bands
Dance Music
Drum ‘n’ Bass
Big Beat
Reggae
Latin New Wave
2
Group
Artful Dodger
Slip Knot
Eminem
Craig David
Whitney Huston
Blue
Basement Jaxx
Goldie
Chemical Brothers
UB40
Ricky Martin
Group
Oxide Nutreno
Linkin’ Park
Missy E
Alicia Keys
George Benson
West Life
Groovejet
Roni Size
Fat Boy Slim
Bob Marley
J. Lo
Finish as HW.
Choose two groups &
use the Internet to
research them.
Structure of Pop Songs.
Explain to the pupil’s the structural ‘buzz words’ e.g.
• Intro
• Verse
• Chorus
• Bridge
• Coda (Outro)
• Fade out
Using a well-known Pop Song work out the structure.
HW – ‘Listen to and analyse the structure of a Pop song of your own choice’.
Identifying Chord Characteristics.
Demonstrate and explain the ‘mood’ characteristics of Major, Minor and ‘Jazzy’
Chords (use ‘smiley’, ‘sad’, ‘confused’ faces if necessary to illustrate!).
Chord Test.
The pupils will hear ten chords each one played four times. They are to say if
it’s Maj / Min / ‘Jazzy’.
1. C major
2. F minor
3. G major
4. A min7
5. Eb minor
6. C maj7
7. Eb major
8. A major
9. C minor
10. C min9
3
Pop Song Chord Sequence.
Briefly revisit chord qualities and play some chord progressions from wellknown Pop songs – major & minor.
Play ‘Falling’ (Alicia Keys) chord sequence and aurally analyse it’s components.
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E.g. six notes to a bar, minor tonality.
Illustrate the chord sequence as three bars which go forward & backward
through the song:
Bar 1
Bar 2
Bar 3
1
2 3 4 5 6 1 2 3 4
5 6 1 2 3 4 5 6 Then go backwards!
(Em,Bm7,Em,Bm7)
E
F#
G
B
B
D
D
E
E
G
G
A
A
B
B
E---------------- B------------------- E---------------Play the sequence and ask a pupil to point at each note as it is heard.
4
5
The pupils are to copy the chord sequence into their books (play the song in the
background) and then begin to practice it on keyboards.
(Show guitar players the Em – Bm7 – Em sequence on the second fret).
• Group strong players with weak as ‘assistants’.
The Drum Kit.
Set up the Drum Kit with the pupils so they can see how it fits together.
Play and explain each part of the Kit – ask the pupils to describe the timbre of
each part. Aurally test pupils (eyes closed!).
Write, demonstrate and teach the following rhythm grids:
1
2
3
4
5
6
Ask the whole class to stand and
H-H
X X X X X X
mime. Any pupils who are particularly
Snare
X
strong should attempt the pattern
B.D.
X
X
on the kit. – Possibly add piano.
Add the following grid and demonstrate:
1 2
3
4
5
6
7
8
H-H
X X X
X
X X X
X
Snare
X
X
B.D.
X
(X) X
(X)
The pupils are to:
• Draw and label the drum kit.
• Copy the rhythm grids.
Choose and practice one of the rhythm grids.
Plenary activity: allow ten minutes for pupils who have not had the opportunity
to explore the Drum Kit an opportunity after having practiced one of the grids.
Composing a drum groove.
Revisit the parts of the drum kit and the two drum grooves – mime as a whole
class. Explain how a Rhythm grid is constructed and the role of each drum
within the grid (e.g. Hi Hat is a ‘ticking clock’.)
Composition activity:
Choosing either 6 or 8 beat rhythm grids compose a groove based on the ones
learnt.
Practice by miming then attempt on the Drum Kit.
Extension opportunities:
• Write two grids that are slightly different & practice linking them.
• Add double rhythms (e.g. XX to a number).
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5
• Add a fill in.
• Increase tempo.
Differentiation at reinforcement level:
• Writing a grid using 4 beats.
• Pair work when playing parts of the kit.
• Teacher / LSA support.
6
Pupils are to perform their grooves at the end of the lesson.
Keyboard Practice session.
Revisit the ‘Fallin’ chord sequence.
The pupils are to have 20mins to practice the sequence before performing.
Extension opportunities:
• Adding a guitar part.
• Adding the voice part.
• Sustaining inner notes of the chord.
• Making the LH part rhythmic.
• Adding a drum kit part (or keyboard backing rhythm).
7
HW- ‘Listen to a three pop songs and state what the content (meaning) of each
song is’. (E.g. ‘I’m Real’ – Not compromising who you are in a relationship).
Pop Song Content & Lyrics.
‘Brainstorm session’ – use the pupil’s responses from their homework to discuss
the varying contents of pop songs, try and find common themes (e.g. love/hate).
Discuss how lyrics work with rhythm. Using the tap – press – press – press
(1,2,3,4) Sing the chorus of ‘I’m Real’, the pupils are to work out which word
land on the ‘tap’ (1). This is explained as an anchor, the strongest beat has the
strongest word.
Group composition – Song Writing.
The pupils are to write two verses & chorus and accompany it using keyboards,
percussion (possibly guitars – if the pupil is receiving lessons).
They must also give their group a name (personalise their work!).
NOTE: the pupils must NOT write Raps!
8
HW-to finish their songs and book time (lunchtime) to rehearse their
performances.
Song Performances.
The pupils have 20mins to rehearse their Pop Songs. Record onto MD for
possible CD production.
HW- Pupils’ evaluate their work. What have they Done, Learnt, Enjoyed /
Disliked, found Easy / Hard – how can they improve their work?
Pupils are to set three targets in the back of their books to raise their
attainment.
NOTE: The sequence of Keyboard and Drum lessons can be rotated to
accommodate two year 8 groups working on the same scheme.
© MTRS Publishing 2003
Copying allowed only for use in subscribing institution