Middle school musical history, styles and forms resources

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African-Style Musical Performance Piece 'Dhoruba' (Storm) - Upper KS2 & KS3

African-Style Musical Performance Piece 'Dhoruba' (Storm) - Upper KS2 & KS3

African Performance Piece - Dhoruba These resources will support your delivery of the National Curriculum for Music. This piece works particularly well with Upper Key Stage 2 and Key Stage 3 children. These musical activities will support the development of a range of skills including, listening, focus, team-work and performing. Dhoruba is African for storm. This composition uses a small range of percussion instruments and can be delivered to as few as six pupils or as many as thirty. Timing is of the essence. Performing Dhoruba requires concentration, the ability to listen to others and play at the correct time. You do not have to have a musical background to deliver these lessons. This pack includes detailed, step by step detailed instructions on how to build and prepare Dhoruba and a power point diagram depicting all parts together using graphic score.

By Newtonlab

The Beatles KS1 Information ppt

The Beatles KS1 Information ppt

We created this to introduce the topic to our Y2 class for a cross curricular project.(local area - Geog link) Can be used for assemblies and lower KS2.

By sthomas78

Wider Listening Diary for Pearson Edexcel GCSE Music (9-1), 2016 Specification

Wider Listening Diary for Pearson Edexcel GCSE Music (9-1), 2016 Specification

Wider Listening has assumed an increased importance in the new Edexcel GCSE Music Specification, with students required to listening to repertoire that is related to each of the set works and mention this in their Section B essays in the exam to access the top marks. To support this, I've launched #WiderListeningWednesday on Twitter and Facebook, with a different wider listening piece that's related to one of the Edexcel Set Works posted each Wednesday at 9.30 am. This wider listening diary is the perfect accompaniment to these weekly posts, as it will ensure your students engage regularly in listening outside of lessons and provide a useful record for revision, without the task become arduous and time consuming. The worksheet provides space for students to log the name of the piece, the composer, the year, and the area of study the piece relates to. In addition, they are asked to list three similarities and 3 differences between the wider listening piece and a set work they have studied to encourage their comparison skills – the space for this comparison is deliberately small to ensure that the points made are kept concise. You can follow #WiderListeningWednesday on Twitter @SeanYoung_Music and Facebook @SeanYoungMusicEd! Please share, retweet and leave a review of this resource if you like it!

By sean1746

Tone Row Bingo Cards

Tone Row Bingo Cards

Completing a unit on Serialism with class 9 and decided to play TONE ROW BINGO to help the weaker students create a tone row. Although I know it isn't in keeping with students thinking about intervals in constructing their rows, it certainly is jolly good fun and results in many different tone rows. Each sheet has 4 cards on it. There are 56 cards in total. All different.

By ZLBRIDEL13

Latin Music

Latin Music

KS3 Scheme of Work (6 lessons) Objectives • To perform a samba rhythm on unpitched percussion • To perform the tango ‘Por Una Cabeza’ on unpitched percussion or keyboards (rhythm only, bass line or chords, depending on ability) • To listen to a variety of sambas and tango • To compose a tango using a descending bass line with a ‘habanera’ rhythm, chords and melody Lesson overview • Lesson 1 – Listening to Samba • Lesson 2 – Performing a Samba • Lesson 3 – Listening to Tangos • Lesson 4 – Performing a Tango • Lesson 5 – Composing a Tango: chords and bass line • Lesson 6 – Composing a Tango: melody Subject-specific vocabulary • Samba instruments: o Tamborim o Caixa de Guerra (‘War Box’) o Cuíca o Repinique o Chocalho o Surdo (bass drum) • Tango instruments: bandoneón, violin, piano and bass • Habañera (dotted) rhythm • First inversion chords • Descending bass line • Perfect cadence Assessments • Listening: Listening to Samba (Lesson 1) • Performing: Samba band (Lesson 2, self-assessment) and ‘Por Una Cabeza’ (Lesson 4) • Composing: Tango (Lesson 6)

By chrisgillmusic

Jazz

Jazz

KS3 Scheme of Work – 6 lessons Objectives • To listen to different styles of jazz and its influences: Blues, Ragtime, New Orleans Jazz, Swing Era big bands, Bebop, latin jazz, and rock fusion • To sing songs a spiritual and blues song in the jazz style, both in class and individually • To develop improvising skills using a variety of scales and note patterns (rhythm only, pentatonic minor scale, five notes (C-G), blues scale, chord notes) on given tunes and chord sequences Lesson outline • Lesson 1 – Blues and Ragtime • Lesson 2 – New Orleans Jazz • Lesson 3 – The Swing Era • Lesson 4 – Later Jazz Styles • Lesson 5 – When the Saints go Marching In • Lesson 6 – Improvising Assessment Subject-specific vocabulary • Instruments – piano, drum kit, double bass, trumpet, cornet, clarinet, trombone, saxophone, banjo • Blues notes – where some notes have a slightly lower pitch • Call-and-response – where the lead singer’s phrases are echoed by other singers or instruments • Major scale – an ordinary seven-note scale in a major key • Oom-pah accompaniment – a backing pattern where bass notes alternate with chords, all on the beat • Syncopated – where the offbeat notes are accented • Swing – where the beat is divided unequally into a long note and a short note • Rhythm section keeps the beat and accompanies with bass line and chords • Frontline instruments play the original melody (head) and improvise • Improvise - make up the music as you go along • Head – the original, composed melody of a particular song • Scat singing • Walking bass • ‘Ten-to-ten’ rhythm – repeated crotchet and two swung quavers on ride cymbal Assessments • Performing: playing ‘In the Mood’ on the keyboard (Lesson 3) • Listening: listening exercise on ‘When the Saints Go Marching In’ (Lesson 5) • Composing: improvising on ‘When the Saints Go Marching In’ (Lesson 6)

By chrisgillmusic

Practice Music Dictation Tests for Pearson Edexcel AS and A Level Music (2016 Specification)

Practice Music Dictation Tests for Pearson Edexcel AS and A Level Music (2016 Specification)

This 50 question resource will help students prepare for the dictation part of the examination for the new Pearson Edexcel AS and A Level Music specification. Students will be required to listen to an extract of music and complete the pitches and/or note durations that are missing from the version notated in the exam paper. This book provides a total of 50 music dictation tests that will help students to prepare for the dictation part of their AS or A Level music exam. The book begins with a series of easier tests that enable students to gradually develop their dictation skills, by first focussing on just the rhythm, then just the melody, before putting these skills together. The book is structured in 8 questions, each containing 6-8 tests: – Question 1: Rhythmic Dictation (8 tests, monophonic recording, rhythm only) – Question 2: Melodic Dictation (7 tests, monophonic recording, melody only with rhythm given) – Question 3: Melodic Dictation (7 tests, monophonic recording, melody only with rhythm given) – Question 4: AS Level Dictation (6 tests, based on tests in Sample Assessment Materials) – Question 5: AS Level Dictation (7 tests, based on tests in Sample Assessment Materials) – Question 6: A Level Dictation (6 tests, based on tests in Sample Assessment Materials) – Question 7: A Level Dictation (7 tests, based on tests in Sample Assessment Materials) – Question 8: Dictation in Context (2 tests, dictating melody and rhythm from a recording with full texture) A full sample question is available to view in the files section. A full mark scheme and audio files for each question are included. A mark record sheet for students to keep a log of their progress can also be found at the back of the book. The book is provided as a PDF file, and the audio files for each question are provided in MP3 format within a compressed ZIP file. This book is designed so that it can be used as one off printed sheets which can be given to students, or as a full printed booklet. A handy guide has been included to help you, if you want to print the full book, to help you make sure the right pages end up in the right place! If you like this resource, please leave a review below.

By sean1746

Rhythm module contents

Rhythm module contents

Customers can download this at a glance pdf, which provides details of exactly what subjects are contained in my rhythm resources. For details of what is contained in all my modules please download my resource pdf. For a product catalogue, please download my hbmusicsolutions catalogue which includes two free modules.

By hbmusicsolutions

Resource Details

Resource Details

For customers that want a quick breakdown of what is included in my modules, please download this pdf. For information on my rhythm modules please download the Rhythm module details pdf. For the product catalogue including 2 free modules please download hbmusicsolutions product catalogue.

By hbmusicsolutions

Classical Music

Classical Music

Scheme of Work (6-8 lessons) Objectives • To learn about different genres, composers, instruments and musical forms from the Classical Era (1750-1820), • To apply this knowledge when listening to an unfamiliar piece • To sing both a song and an opera aria from the Classical Era • To understand how both accompanying patterns and melodies can be created from notes in the underlying chords (using the major triads G, D, A, C and F) • As a result, to be able to play both an accompanying (‘oom-cha’) pattern and a melody (for a minuet) on the keyboard • To compose one or two 8-bar section(s) of music, using chords and melody, which can be used as another section of a minuet in either ternary or Rondo form Lesson Overview • Lesson 1: Schubert’s ‘The Trout’ and Strophic Form • Lesson 2: Gluck’s ‘What is life’ and Rondo form • Lesson 3: Consolidation of Classical Vocal music • Lesson 4: Haydn’s ‘Emperor Quartet’ and Variation form • Lesson 5: Mozart’s Minuet and Ternary Form • Lesson 6: Consolidation of musical forms • Lesson 7: Beethoven’s Fifth Symphony and Sonata Form* • Lesson 8: Conclusion* * Optional lessons which may be omitted for a six-lesson scheme of work Subject-specific vocabulary • Composers: Schubert, Gluck, Mozart, Haydn, Beethoven • Genres: song, opera, aria, symphony, minuet • Voices, instruments and their groupings: soprano, alto, piano, string quartet, orchestra • Forms: strophic, rondo, ternary, theme and variations, sonata form Assessments • Performing (singing) – Schubert’s ‘The Trout’ or Gluck’s ‘What is life’ • Performing (keyboard) – adaptations of accompaniment to ‘The Trout’ or Mozart’s Minuet • Composing – additional 8-bar section(s) for Mozart’s Minuet • Listening – exercise on unfamiliar piece in last lesson

By chrisgillmusic

Caribbean Music

Caribbean Music

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)

By chrisgillmusic