Music Year 7 Block 3 - Cubase basics & Ostinato

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SUGGESTED ACTIVITIES AND RESOURCES

(listening, composing, performing or ICT – those highlighted must be assessed)

Sub-topic/Skill	Possible Activities	Possible Resources
Acquisition of Cubase skills and understanding of role of ICT in music	L2L: MY PEERS: Manage distractions (Code of conduct) After recapping the school code, the class’ own list should be drawn up for the ICT suite.* * Teacher demonstration of basic techniques * Listening to and discussion of pieces from popular music which utilise ICT in different ways * Listening to and discussion of work from pupils in higher year groups * Arrangement of given audio parts to create a complete piece * Correction of given out-of-time midi part using the edit screen * Playing in of given parts using a variety of techniques	* Various pop/ICT examples * Year 8 dance pieces * “Correction” Cubase templates * “Correction” Cubase templates * Step-by-step sequencing piece
Basic understanding of what an ostinato is	* Tubular bells listening comparisons * Other listening tasks * Performance of rhythmic ostinato pieces: - clapped? - untuned instruments? - spoken? (names?) - sung? - with improvisations?	* “Tubular Bells” 1/2/3 * “Mars” from The Planets * Teacher-created ostinato pieces
Knowledge of binary/ternary forms	* Listening/discussion of pieces in binary/ternary form * Singing of a song in ternary form – half of class take a section each?	* “Twinkle, Twinkle…” * Mozart examples from MM
Ostinato/ternary compositions	* Composition of own pieces based on “Tubular Bells” theme including: * drum loop * bassline * chords in Am * own melodic ideas * B section with own ostinato and added parts in C major Parts could be notated first using a grid system? L2L: MY FEELINGS: Perseverance (Accepting advice) Pairs rotate round the room and add comments on others’ work using notepad. On returning to pairs’ own pieces, this advice should be acted on.*	* “Tubular Bells” Cubase template
Summary of learning	* Homework to summarise understanding of terminology from above	* Set of given questions

AN EXAMPLE LESSON-BY-LESSON PLAN

This is an extremely broad summary of the order in which tasks may be tackled. Lessons must feature some form of starter (which may be a discussion point to engage pupils for learning) and a plenary (which may be a summary of work covered and suggested future developments). Within extended performing/composing tasks, brief and informal interim peer-assessments should break up the work wherever possible.

Lesson 1

*L2L: MY PEERS: Manage distractions (Code of conduct)

After recapping the school code, the class’ own list should be drawn up for the ICT suite.

Listening ICT examples: popular music/older students’ work

Teacher demonstration of Cubase techniques

Assembly of broken-up wav files

Lesson 2

Correction of incorrect midi part using edit screen

Recap of Cubase techniques using pupil demonstrations

Pupils begin sequencing task with clear written instructions

Lesson 3

Continuation of sequencing task

Lesson 4

Completion of sequencing task

Sharing of completed work for assessment

Lesson 5

Tubular Bells listening task plus other ostinato examples

Ostinato performance work

Lesson 6

Brief teacher demonstration of composing task

Start of paired composing task

Lesson 7

Continuation of paired composing task

*L2L: MY FEELINGS: Perseverance (Accepting advice)

Pairs rotate round the room and add comments on others’ work using notepad. On returning to pairs’ own pieces, this advice should be acted on.

Lesson 8

Binary/ternary performance and listening work

Continuation of paired composing task

Lesson 9

Completion of paired composing task

Sharing of completed work for assessment

ASSESSMENT

Whilst grades are A to D, as this system is preferred by the department, the numbers in brackets refer to the level that such grades will lead to in this block and assessment criteria is, as such, designed to match end of Key Stage 3 descriptors.

Lesson 4 – Sequencing task

A (5) Sequenced the Chinese melody, two cards and an effective own melody

(“perform significant parts…from notations with awareness of their own contribution”)

B (4) Either errors in above or did not reach point of creating own melody

(“performing…from simple notations they maintain their own part with awareness of how the different parts fit”)

C (3) Did not reach composing element and sequenced with a number of errors

(“perform rhythmically simple parts that use a limited range of notes”)

D (2) Very little contributed and/or significant errors throughout

(unable to meet quote above)

Lesson 5 – “Tubular Bells” listening

A numerical mark is given then converted to an A-D grade, possibly:

A (5) 16 or above

(“evaluate how venue, occasion and purpose affects the way music is created, performed and heard”)

B (4) 12 to 15

(“describe, compare and evaluate different kinds of music using an appropriate musical vocabulary”)

C (3) 9 to 11

(“recognise how the different musical elements are combined and used”)

D (2) 8 or below

(unable to meet quote above)

Lesson 9 – Composition of ostinato pieces

A (5) Effective ideas were contributed to both A and B sections

(“appropriate musical devices such as melody, rhythms, chords and structures”)

B (4) An A section was completed effectively or a whole piece featured doubtful moments

(“compose by developing ideas within musical structures”)

C (3) Ideas were contributed but these had several errors/doubtful moments

(“combine several layers of sound with awareness of the combined effect”)

D (2) Pupil did not meet the demands of this task

(unable to meet quote above)