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Chris Gill's Music Resources

Chris Gill has 20 years' experience in teaching classroom music and is Director of Music at a school in Oxford. He is the author of 'Harmonising Bach Chorales', 'GCSE Music Revision Guide' and 'Let's Get Musical', a series of topic based resources for Key Stage 3.

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Chris Gill has 20 years' experience in teaching classroom music and is Director of Music at a school in Oxford. He is the author of 'Harmonising Bach Chorales', 'GCSE Music Revision Guide' and 'Let's Get Musical', a series of topic based resources for Key Stage 3.
Harmonising Bach Chorales
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Harmonising Bach Chorales

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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.
Dance Music
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Dance Music

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A scheme of work of 6-8 lessons for KS3 (ages 11-14; Years 7-9) including complete lesson plans, assessments and a 12-page pupil workbook - Listen to dances from Renaissance pavane to contemporary dubstep (all listening examples are provided as YouTube links) - Perform a disco song (solo and ensemble) using voices, keyboards and percussion - Compose an electronic dance track using online sequencer - Learn about time signatures, instruments and the 'circle progression' of chords
Jazz
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Jazz

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Powerpoint presentation with over 50 slides, including graphics and audio links, giving an overview of the history of jazz, covering major genres and performers. Includes brief analysis of several pieces. Suitable for GCSE/A level wider listening.
Bernard Herrmann - Psycho
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Bernard Herrmann - Psycho

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16 pages of notes of this Edexcel A Level Music set work. All eight cues are analysed according to the Elements of Music. Includes a one-page introduction to the film and its music, and an 4-page overview of the other cues in the film, to put the set work into context.
Elements of Music
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Elements of Music

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A scheme of work lasting 8-9 weeks for KS3 (11-14) introducing pupils to the seven elements of music: pitch, rhythm, texture, structure, tempo, dynamics and instruments. This is particularly useful as a project at the beginning of Year 7. - Perform an arrangement of 'Ode to Joy' on the keyboard which demonstrates all the elements of music - Compose a piece for keyboard with contrasts in all of the elements of music - Listen to different examples of elements of music (all listening examples are provided as YouTube links) Includes a 16-page teacher's guide and 12-page pupil's workbook, which may be photocopied freely within the purchasing school. Also included are clear assessments for performing, composing and listening. Pdf and Word (.docx) formats included in the download. Pdf is ready to print at A4 size; Word format can be edited but the formatting and fonts may not match the pdf.
Baroque Music
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Baroque Music

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Baroque Music KS3 scheme of work – 6-8 lessons Objectives • To listen to music from the Baroque Era (1600-1750) in a variety of genres by several composers • To perform part of Pachelbel’s Canon on the keyboard • To compose a melody above the ground bass of Pachelbel’s Canon Lesson overview • Lesson 1: Pachelbel’s Canon • Lesson 2: Scarlatti’s Sonata • Lesson 3: Bach’s Toccata and Fugue • Lesson 4: Handel’s Messiah • Lesson 5: Purcell’s Dido and Aeneas • Lesson 6: Vivaldi’s Four Seasons • Lesson 7/8: Group composition and performance N.B. The last two lessons are optional and can be completed in one lesson if necessary. Vocabulary • Genres o Sonata – piece for solo instrument(s) in several movements o Oratorio - religious story in several movements with singers and orchestra (not staged) o Opera - non-religious story in several movements with singers and orchestra (staged) o Concerto – piece for soloist(s) and orchestra in several movements • Movements within vocal works o Chorus – where the choir sings o Aria – a solo song o Recitative – a style of story-telling, halfway between normal speech and singing o Overture – a scene-setting piece for the orchestra (without singing) • Ground bass (ostinato) • Bass clef and bass stave notation • Instruments: o Bowed string family (violin, viola, cello, double bass) o Keyboard instruments (harpsichord and organ) Assessment • Performing: part of Pachelbel’s Canon on the keyboard • Composing: a melody above the ground bass of Pachelbel’s Canon • Listening: short exercises on different genres of Baroque music
Film Music
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Film Music

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KS3 Scheme of Work (6-8 lessons) including 10 pages of teacher's notes and 14 pupils' worksheets Objectives • To become familiar with music for different films and to recognise film genres • To learn how some musical features can be combined to create soundtracks for different film genres • To perform a film music theme on the keyboard, and to adapt it to compose for a film clip Overview • Lesson 1: Film and Genre • Lesson 2: Musical Ideas for Film Genres • Lesson 3*: Orchestral Film Music • Lesson 4: Listening to the James Bond Theme • Lesson 5: Practising the James Bond Theme • Lesson 6: Performing the James Bond Theme • Lesson 7*: Composing film music • Lesson 8*: Final evaluation of composition • Cover lesson/homework worksheets: o Sound effects for film o Creative sound effects o A Century of Film Music (2 pages) * Lessons 3, 7 and 8 are self-contained lessons which can be omitted for a shorter scheme of work Subject-specific vocabulary • Film genres: thriller, romance, cartoon, comedy, sci-fi, western • Musical features: cluster chords, ‘oom-pah’ accompaniment, atonal, major, minor, chromatic • Timbres: synthesiser, strings, brass Assessments • Performing (keyboard) – The James Bond Theme • Listening – Film Genres, James Bond Theme with score and in context of a film • Composing – Goldfinger pre-credits sequence
Jazz
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Jazz

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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)
Indian Music
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Indian Music

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A complete scheme of work for KS3 Music Objectives • Performing: to play Indian ragas (melodic patterns) on the keyboard and to play talas (rhythmic cycles) on unpitched percussion • Composing: to compose a raga for keyboard using black and white notes, with two-note drone • Listening: to identify the following features of Indian classical music: o Timbre – Indian instruments: sitar, tabla and tambura o Melody – ragas (melodic patterns) o Rhythm – talas (rhythmic patterns) o Texture – layers of melody, drone and drum rhythm o Structure – sections of Indian classical piece: alap, jor and gat Lesson overview • Lesson 1: Instruments • Lesson 2: Ragas • Lesson 3: Composing your raga • Lesson 4: Playing your raga • Lesson 5: Talas • Lesson 6: Further listening Vocabulary • Indian instruments: o SITAR o TABLA o TAMBURA • Raga (melodic scale/pattern) • Flats and sharps • Tala (rhythmic cycle) vs. free rhythm (in alap) • Improvisation • Drone • Structure: Alap, Jor, Gat Assessment • Performing: playing given raga on keyboard • Composing: composing own raga on keyboard • Listening: written exercise on Indian classical music
The Origins of Rock 'n' Roll
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The Origins of Rock 'n' Roll

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Lesson 1 in Rock ‘n’ Roll KS3 Scheme of Work – 6 lessons (or standalone lesson) Objectives of scheme • To learn about the origins of rock ‘n’ roll in the 1950s • To sing and play several rock ‘n’ roll and rock songs • To recognise some typical instruments – keyboard, drums and double bass – and their functions • To play the chords of C, F, G and Am on the keyboard • To perform the 12-bar blues and I-vi-IV-V chord progressions on the keyboard • To arrange a rock ‘n’ roll song for a group performance Lesson Overview 1. The Origins of Rock ‘n’ Roll 2. The 12-Bar Blues 3. The Bass Line 4. The I-vi-IV-V Progression 5. Preparing Group Arrangement 6. Group Performances and Listening Exercise Subject-specific vocabulary • Performers: Bill Haley and the Comets, Elvis Presley • Instruments: double bass, drum kit, keyboard • Chords: C, F, G, Am • 12-bar blues and I-vi-IV-V chord progressions Assessments • Performing (keyboard) – 12-bar blues • Composing – group arrangement of a Rock ‘n’ Roll song • Listening – Hound Dog This topic can be followed up with the topic on The Beatles, which introduces more secondary triads and more complex song structures, reflecting the development of rock music in the 1960s.
Gospel, Blues and Soul
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Gospel, Blues and Soul

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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)
GCSE Songwriting
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GCSE Songwriting

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A step-by-step self-guided process for GCSE students to compose a song in any style. Typically lasts for 5-10 hours. Four-page worksheet with lyric ideas (both in .doc and .pdf format) plus example song in .sib format.
Rock 'n' Roll
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Rock 'n' Roll

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Rock ‘n’ Roll KS3 Scheme of Work – 6 lessons Objectives • To learn about the origins of rock ‘n’ roll in the 1950s • To sing and play several rock ‘n’ roll and rock songs • To recognise some typical instruments – keyboard, drums and double bass – and their functions • To play the chords of C, F, G and Am on the keyboard • To perform the 12-bar blues and I-vi-IV-V chord progressions on the keyboard • To arrange a rock ‘n’ roll song for a group performance Lesson Overview 1. The Origins of Rock ‘n’ Roll 2. The 12-Bar Blues 3. The Bass Line 4. The I-vi-IV-V Progression 5. Preparing Group Arrangement 6. Group Performances and Listening Exercise Subject-specific vocabulary • Performers: Bill Haley and the Comets, Elvis Presley • Instruments: double bass, drum kit, keyboard • Chords: C, F, G, Am • 12-bar blues and I-vi-IV-V chord progressions Assessments • Performing (keyboard) – 12-bar blues • Composing – group arrangement of a Rock ‘n’ Roll song • Listening – Hound Dog This topic can be followed up with the topic on The Beatles, which introduces more secondary triads and more complex song structures, reflecting the development of rock music in the 1960s.
Romantic Music
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Romantic Music

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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 great and mighty wonder
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A great and mighty wonder

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A complete carol from '50 Christmas Carols', edited by Chris Gill. Arranged for four parts (SATB) on two staves, with the 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.
Jazz - the Swing Era
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Jazz - the Swing Era

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Poster showing the influences of New Orleans (trad.) jazz (1917-1930) and New York Dance Bands (1917-1930) on the Swing Era (1928-1945). Word docx and pdf files included.