KNOW: Crotchets & quavers BE ABLE TO: Perform ‘Bounce’ melody by Calvin Harris

KNOW: Crotchets & quavers BE ABLE TO: Perform ‘Bounce’ melody by Calvin Harris UNDERSTAND: Pitch & music staff

TASK 1: Perform the following passage TASK 2: What timbre are you using? TASK 4: Perform the full melody TASK 3: Decode part 2 of the melody E F G A E D B A LEVELS • 3C – Some notes are wrong and generally timing is not great. • 3B – Notes are correct except accidentals and timing is off. Stage 2 is much weaker. • 3A – Played correctly but the performance is not fluid • 4C – Perfect performance.

LEVELS FOR DISCUSSION • 3 – Basic answers such as – it sounded good, like the original. I didn’t think it sounded like the original. • 4 – Compare:To original and others. Evaluate: Judge / make a decision using vocab like timing, sections, timbre. Suggest how they can improve. • 5 – Analyse: Look closely / deeper and consider all aspect. Evaluate: how venue, occasion and purpose affect the way music is performed and heard. Refineand improve work. • 6 - Analyse, compare and evaluate how music reflects the contexts (style, genre, age, technology) in which it is created, performed and heard. They make improvements to their own and others’ work in the light of the chosen style. • 7 - They evaluate, and make critical judgements about, the use of musical conventions and other characteristics and how different contexts are reflected in their own and others’ work. Say something nasty Say something nice Compare and evaluate Suggest an improvement

KNOW: What a bass is BE ABLE TO: Compose (write) your own bass line. UNDERSTAND: The pentatonic scale WALK IN TASK: Recap last weeks work

QUESTION: What is a Bass line? QUESTION: What can you take from these and put into your bass line?

WHAT NOTES TO USE? A minor pentatonic scale TASK 1: Play these notes aloud as a class in time with my click, ascending and then descending. TIMBRE: Are we on the right sound? 147 will do it! TASK 2: Using the A minor pentatonic scale compose a bass line for the first 2 bars.

LEVELS FOR DISCUSSION • 3 – Basic answers such as – it sounded good, like the original. I didn’t think it sounded like the original. • 4 – Compare:To original and others. Evaluate: Judge / make a decision using vocab like timing, sections, timbre. Suggest how they can improve. • 5 – Analyse: Look closely / deeper and consider all aspect. Evaluate: how venue, occasion and purpose affect the way music is performed and heard. Refineand improve work. • 6 - Analyse, compare and evaluate how music reflects the contexts (style, genre, age, technology) in which it is created, performed and heard. They make improvements to their own and others’ work in the light of the chosen style. • 7 - They evaluate, and make critical judgements about, the use of musical conventions and other characteristics and how different contexts are reflected in their own and others’ work. Say something nasty Say something nice Compare and evaluate Suggest an improvement

TASK 3: Using the A minor pentatonic scale compose a bass line for bars 3 & 4. EXTENSION: Octaves. Perform a pupils Bass line in octaves. LEVELS • 2A – Notes are wrong and timing is not great no relation between performers • 3C – Timing is off but notes are correct • 3B – Played correctly but the performance is not fluid • 3A – Nice performance with simple duration (all the notes in the bass line are the same length) • 4C – The bass line is creative and complements the melody. Timing is perfect • 4B/A – Use of octaves in Bass line

HOMEWORK: Research the history of dance music. Insert backing track

KNOW: Crotchet, Quaver & Semi quaver BE ABLE TO: Rap / sing over a dance backing track UNDERSTAND: Duration and timing Need lyric sheet

UNDERSTAND: 70 Bmp and crotchets. http://simple.bestmetronome.com Crotchet beats are in time with the pulse and land on every click (70 bpm metronome). TASK 1: Clap along with the metronome and song to understand crotchet duration. TASK 2: In groups rap or Sing the 1st verse in a crotchet rhythm. Crotchet TASK 3: Clap along with the metronome and song to understand quaver duration. Quaver beats are twice as quick as crotchets. TASK 4: In groups rap or Sing the 2nd verse in a quaver rhythm. Quaver EXTENSION TASK! TASK 3: Clap along with the metronome to understand semi quaver duration. Semi quaver beats are twice as quick as quavers. TASK 4: In groups rap or Sing the 3rd verse in a semi quaver rhythm. Semi Quaver

LEVELS FOR DISCUSSION • 3 – Basic answers such as – it sounded good, like the original. I didn’t think it sounded like the original. • 4 – Compare:with others and exsisting. Evaluate: Judge / make a decision using vocab like timing, sections. Suggest how they can improve. • 5 – Analyse: Look closely / deeper and consider all aspect. Evaluate: how venue, occasion and purpose affect the way music is performed and heard. Refineand improve work. • 6 - Analyse, compare and evaluate how music reflects the contexts (style, genre, age, technology) in which it is created, performed and heard. They make improvements to their own and others’ work in the light of the chosen style. • 7 - They evaluate, and make critical judgements about, the use of musical conventions and other characteristics and how different contexts are reflected in their own and others’ work. Say something nasty Say something nice Compare and evaluate Suggest an improvement

KNOW: Crotchets & quavers BE ABLE TO: Perform ‘Bounce’ melody by Calvin Harris