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| Music Year 9 Block 1 - Film soundtracks Music Home Page |
LESSON-BY-LESSON
DETAIL
(assessment
points
underlined, differentiated material in italics, literacy activities in bold)
Lesson
1
At some
point in the
lesson the following should occur:
Explanation
of the course
Pupils are given
a brief basic outline of what will
be expected of them throughout this year both in terms of intended
outcomes (in
and out of the classroom) and the department’s expectations regarding
behaviour
and treatment of equipment.
suggested
starter
(if possible):
As the class
enter, the Dracula video extract to be
used could be playing silently. Pupils
will then be asked questions regarding what they think their task is to
be in
this block and begin contributing ideas for this particular extract.
main
body of lesson:
Major/minor/diminished/augmented
chords –performance and recording
So
that
pupils can begin to contribute the correct chord at the appropriate
moment in
the soundtracks project, the method of creating various chords (via
counting of
semitones) should be reminded. Pupils should then apply this knowledge
by
inserting the correct type of chord at a given point on a
Cubase
backing.
plenary (if
different from summary of learning and future plans):
The teacher
should end the lesson with a
demonstration of how pupils can add their ideas to match a given video
clip
using Cubase.
HOMEWORK – Pupils to make a
mental note of one film
soundtrack they have seen/heard over the next two weeks and some of the
techniques used.
Lesson 2
suggested
starter
(if possible):
As
the class enter, a list of the musical elements could be on the board
for them
to remind themselves of. They could be as anagrams? Pupils will
then be
asked questions regarding what the various elements mean.
main
body of lesson:
This first task
should be primarily to get pupils used
to the process of adding a film soundtrack using Cubase. It should be a
fun
task and the musical quality of result would not necessarily be the
primary
focus at this point. Pupils will have just one lesson in adding their
own parts
to match this cartoon. As usual in such composing tasks, the
open-endedness
of the task allows scope for pupils to tackle contributions at their
own
ability level.
plenary
(if different from summary of learning and future plans):
Some
of the best work from this lesson should be shared with the class and discussed.
The Dracula video should also be shown again so that pupils can start
gathering
ideas for homework.
HOMEWORK – Pupils to think
about what techniques they
could employ within the Dracula task.
Lesson 3
suggested
starter:
Before
approaching the Dracula task, it is crucial
that pupils have a knowledge of some of the techniques they could
employ, be
they devices of melody, harmony or texture. Some key terms should be on
the board
for consideration and subsequent discussion as the class enter.
The
teacher could then perform from the
selection as a listening task
and get
pupils to recognise which is being used. Suggested list:
PEDAL POINT
CHROMATIC MELODY
CLUSTER CHORDS
ARPEGGIO
GLISSANDO
CHORD-BUILDING
SFORZANDO
main
body of lesson:
Pupils
will now be given the chance to play in their own film soundtrack ideas
using
some of the suggestions they have been given so far.
Pupils should be reminded how to choose their own sound for each
section and also how to use the left and right locators very carefully
so that
their ideas match the time boundaries of each scene exactly (it is
vital
that pupils work in pairs or threes throughout this block). Differentiation
is allowed for in this task as there is scope for more simple or more
complex
parts, depending on the ability of the pupil, within each section of
the piece.
plenary
(if different from summary of learning and future plans):
Throughout
this block, the plenary should provide another chance to discuss
work in
progress and also give the group chance to reflect on what they have
achieved
this lesson/will achieve next lesson in preparation of their homework.
HOMEWORK – Pupils to make a note of what they
achieved this lesson and aim to achieve next lesson.
Lesson 4
suggested
starter:
Before
continuing with the Dracula task, pupils should
not only have a reminder of the vocab learned last lesson but now apply
these to
a given timeline sheet, including information of what sounds they
intend to
employ.
main
body of lesson:
Pupils
should continue to work on their compositions using their own timelines
to
support their composing work.
plenary
(if different from summary of learning and future plans):
Throughout
this block, the plenary should provide another chance to discuss
work in
progress and also give the group chance to reflect on what they have
achieved
this lesson/will achieve next lesson in preparation of their homework.
HOMEWORK
– Pupils to make a note of what they achieved this lesson and
aim to
achieve next lesson.
Lesson 5
suggested
starter:
None
– as time is of the essence in this lesson.
main
body of lesson:
Pupils
should continue to work on their compositions using their own timelines
to
support their composing work. During
this lesson an interim assessment should take place to inform QMAs even
though
it is not anticipated that pieces will be completed as yet.
plenary
(if different from summary of learning and future plans):
Discussion
of grades given and reasons.
HOMEWORK
– Pupils to make a note of what they achieved this lesson and
aim to
achieve next lesson.
ASSESSMENT
As
this is only an interim assessment, pieces will not be completed and
so teachers should grade on an A-D basis using the usual system
relating to
complexity of ideas and quantity of input.
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