Topic 3 Year 9 music
| music | |||
| Topic | Band Project 4 | ||
| No of lessons | 6-7 | ||
| When is it happening | Term 3 Year 9 | ||
| What will students learn | Learners will learn how to take an existing song and convert it into a different style of music. i.e. make a cover version. Learners will use analysis of other cover versions and make comparisons using the elements of music. Learners will understand the concepts of royalties, copyright and how money is made in the music industry. Learners will understand how to use TAB notation, chord and lyrics and/or musical notation to begin to make their own cover. They will look at how music can be changed to their own style and will be able to translate their research of other styles of music into their own piece. Learners will understand how orchestration affects music and know which instruments work together. Learners will understand how to develop their cover versions and how to compare and evaluate their song to the original. Learners will learn how to use constructive criticism in evaluating their own and others' work. | ||
| 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 | Learners will know how to make a cover version, how to access the resources required and how to translate stylistic features of specific genres into their own piece. Learners will know how to compare the same song from different genres using appropriate vocabulary. Learners will understand the importance of copyright, royalties and how money is made in the music industry. | |
| This is knowledge that students may have met before but will need to deepen their understanding | Learners will have knowledge of arrangements of music through performing and how to work together as a team to produce a song using stylistic qualities and how to review their work. Learners have an understanding of some instrumental techniques and how they used in arrangements. Learners have an understanding of chords and how they work with other parts. Learners have experienced working as an ensemble before. | ||
| 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 | Researching appropriate music choices for their cover version. Learning how to covert existing songs into a particular style. Learning to convert songs into an arrangement from chord/TAB/lyric sheets from the internet. Learning to work as a team and overcome problems in a democratic way. | |
| This is skills that students may have met before but will need to develop | Ensemble skills from live performance. The use of interpretative skills to develop a piece. The appropriate music vocabulary to explain how they improve. Knowledge of chords/TAB and musical notation. Use of the instruments in previous units. | ||
| Key vocabulary that students should know and understand |
Cover version, composer. performer, genre, sub-genre, Interpretation, stylistic, crib sheets, royalties, copyright, arrangement, orchestration |
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| The Big Question | How can we make a cover version? | ||
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Key questions that students should be able to answer at the end of the 'Topic' |
What is a cover version and why are they used? | ||
| How do we find the resources required for cover versions? | |||
| How do we translate cover versions into arrangements? | |||
| How can we impose our own style on a cover version? | |||
| How can we develop our cover version? | |||
| How can we refine our cover version for final recording? | |||