I wrote this lesson plan to fit with the new AQA's new GCSE specification. Contemporary latin music fits within AOS3, traditional music. To accompany this presentation, students worked through a focused listening sheet to highlight key features. There is a short test at the end to develop critical listening skills and enhance understanding of exam style questions. My teaching focus here is key musical features and how the music sounds, not key facts about the sub genres. Listening examples have been embedded.
This is a video game music scheme of work taught to Year 8 (KS3). The scheme of work is taught in conjunction with computer games that the students are making in their ICT lessons. The programme used is garageband and taught via our school's iPads.
This also includes the files for the Lazenby Computer font that I used for the powerpoints.
This scheme of work is currently being taught to year 9 students although I have taught it with year 8 at a different school. The scheme of work aims to explore different genres of music including different musical devices before the main project which involves the sound being removed from four different clips (of each genre) and asking students in groups to come up with the music to accompany it.
The embedded videos link to my private YouTube channel and are not able to be found without the link. Should the embedding not work, I have also attached links within the stars
This scheme of work was taught over a 7 week half term to students in year 8. We used keyboards to complete the practical work and all students had a copy of twinkle twinkle with chords stuck in their books. All students performed the theme and two variations (rhythm/metre and melody/structure) with some extending their learning and adding an additional variation in a minor key.
This scheme of work was written for year 8 students to teach them to write a blues song using chords, original lyrics and improvisation. I used keyboards for this although I allowed students to use their own instruments, there is room for paired work or groups here.
This is a scheme of work I designed for year 8 students to look into musicals. Due to the nature of the scheme of work (provided) I can only provide the first lessons PowerPoint. I am simultaneously teaching two separate musicals, depending on the overall ability of the class, both of which are included in this purchase. Students really enjoy this unit and are able to fully immerse in the topic.
This is the first lesson in a game music scheme of work taught to Year 8 (KS3). The scheme of work is taught in conjunction with computer games that the students are making in their ICT lessons. The programme used is garageband and taught via our school's iPads.
This also includes the lazenby font files that I downloaded, seen pictured.
I created this scheme of work as a way in to help year 7 students interpret written music before introducing written notation. The scheme of work includes as much practical activity as possible, as a whole class, in pairs and in small groups.
I wrote this scheme of work for year 7 to introduce them to reading music in a fun way. Initially the students learn to read the treble and bass clef and learn to play a simplified version of Imagine by John Lennon. Later on in the project, students specialised in an instrument or voice and learnt to play 'The Sky from Jigsaw Jam' by Music for Youth. The culmination of the project was a whole year performance of the sky.
This is an entire unit of work aimed at year 9 students. It involves product design, marketing research and pitching as well as creating a radio advert (the key musical aim). This has key terminology, practical activity and homework.
I wrote this powerpoint to fit with the new AQA's new GCSE specification. Broadway Musicals 1950s-1990s fits within Area of Study 2. My teaching focus here is key musical features and how the music sounds, not key facts about the sub genres. Listening examples have been hyperlinked within the green stars. A listening task was used at the end of the lesson so that students could apply their new knowledge.The key aspect which I have highlighted to students is listening which is why I link students to the department spotify which has a wide range of playlists at their disposal.
I wrote this powerpoint to fit with the new AQA's new GCSE specification. Pop music from 1990-present fits within Area of Study 2. To accompany this presentation, students worked through the timeline document which was in their books. My teaching focus here is key musical features and how the music sounds, not key facts about the sub genres. Listening examples have been hyperlinked within the green stars.
This is the PowerPoint I used to give my students the background and context of Haydn. It gives information about the symphony in general and 'The Clock' as a whole. It also contains some practical and analysis activities for teaching 'The Clock'. I've also included the first 12 bars of the Haydn in a sibelius 7.5 file re-arranged for my class. I've not included the actual analysis or blank score because those can be found on AQA!