Topic 1 Year 9 Music
| Music | |||
| Topic | Repeating patterns | ||
| No of lessons | 7-8 | ||
| When is it happening | Term 1 Year 9 | ||
| What will students learn | Learners should learn about the importance of repetition in music and how it is used across a range of genres, from classical, African traditional music, popular music and in music used to support media such as TV, film, gaming and advertising. Learners will learn the process of metamorphosis in a musical context, how to use this to enhance multimedia projects and how to use it in a popular music context. Learners will learn the features of hooks and riffs and how they play an elemental part in the selling of popular music today. Learners will continue to make connections between different music styles and different cultures and how they intermingle. Learners will learn how to match their music to a visual stimulus to support a product, through music, for advertising. Learners will understand how different musical techniques can support the messages that the advertiser is trying to portray. | ||
| Key Knowledge that students should know at the end of 'Topic' | This is the knowledge that students will meet for the first time in this topic | Understanding ostinato, metamorphosis and hooks and riffs. Why they are used and their origins in music history. Learners will learn about composers who use these techniques and their own distinctive methods of manipulating these patterns into complete, structured works. Learners will come to understand the various musical devices used to support other media projects. Learners will understand that the choices they make in the elements of music reflect the product they are trying to sell when making music for an advert. Learners will learn how to manipulate their repeating patterns in similar ways to various composers and experiment with their own ideas. | |
| This is knowledge that students may have met before but will need to deepen their understanding | Learners have knowledge of previous use of repeating patterns in samba and popular music and can accompany these with harmonic devices. They have worked with chords, inversion, broken chords and arpeggios previously. They have used various rhythmic and harmonic devices. | ||
| Key Skills that students should be able to demonstrate at the end of 'Topic' | This is the skills that students will meet for the first time in this topic | Devising repeating musical patterns, using metamorphosis to change it. Composing music using repetition as a starting point and to create music to support the messages conveyed by the visual stimuli in an adverts. | |
| This is skills that students may have met before but will need to develop | Manipulating chords, inversion, broken chords, arpeggios, and melodic devices. Use of harmony to support the above. | ||
| Key vocabulary that students should know and understand |
Minimalism, metamorphosis, phasing, retrograde, melodic inversion, pedal, hooks, riffs, ostinato Chords, broken chords, inversions, repetition, polyrhythms, notation |
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| The Big Question | How are repeating patterns used in music? | ||
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Key questions that students should be able to answer at the end of the 'Topic' |
What is minimalism in music? | ||
| What is metamorphosis in music? | |||
| What is an ostinato? How can I use it in an advert? | |||
| What are musical devices? How are they used? | |||
| How can I apply musical devices to my advert music? | |||
| What are hooks and riffs? Why are they used? | |||
| How can I create my own hooks and riffs? | |||