ࡱ> y{x Ebjbj iee=vv4hlD*\\\\\LLL*******$G,.B@*L"^LL@*\\pU*###L\\*#L*##:(,V)\mY=BF ( *k*0*)R;/\#F;/V);/V)LL#LLLLL@*@*#LLL*LLLL;/LLLLLLLLLv :  Langdon Park School Music Key Stage 3 Year 8 Four Chord Song UNIT OVERVIEW UNIT AIMS AND OVERVIEW Students will work independently and collaboratively to explore a I, vi, IV, V chord sequence. They learn about harmony, and how it influences the melody of a song, texture, timbre, dynamics, and structure by re-creating songs from the 1950s to present day and participating in discussion about these elements. They will draw on their own experiences of playing I, vi, IV, V songs and their environment to create their own music. KEY STAGE 3 NATIONAL CURRICULUM This unit supports the new key stage 3 national curriculum. It provides specific opportunities for students to: Play and perform in ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression. Improvise and compose; and extend and develop musical ideas by drawing on musical structures, styles, genres and traditions. Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions. Identify and use (some of) the inter-related dimensions of music expressively including use of musical devices. Listen to a wide range of music from musicians Develop a deepening understanding of the music that they perform and to which they listen. MUSICAL FUTURES This unit supports Musical Futures pedogogies by: Incorporating non-formal and informal teaching and learning Allowing students to choose who they work with Using current music that is relevant to the students Drawing on students musical and life experiences Making use of aural learning UNIT CONTEXT AXIS OF AWESOME Four Chords is one of the Australian musical comedy act Axis of Awesomes best known songs. It is a medley of songs set to the popular chord sequence I, V, vi, IV. Not all of the songs selected follow this chord progression exactly and many of them only follow it for a short time and others use the progression iv, IV, I V. The song was first played in the UK in 2008 at the Edinburgh Fringe Festival after which it received airplay on BBC Radio 1. The song became a viral sensation receiving millions of hits of YouTube. THE FOUR CHORD SEQUENCE There are literally hundreds if not thousands of songs that use the chord I, IV, V and vi. The I, vi, IV, V chord progression is known as the 50s Progression as it was popular in the 50s and 60s and is commonly associated with doo-wop. Some songs of the era that use this chord progression are Earth Angel, Stand By Me, Lollipop and Blue Moon. This chord progression continued to be popular and is still used today. Recent artists to use this progression include Justin Bieber, Rebecca Black and Sean Kingston. A common variation of this progression is known as the pop-punk progression I, V, vi, V. Yet another variation of this progression that is extremely popular is vi, IV, I, V. Lists of songs that use the above chord progressions can easily be found on the internet. KEY LANGUAGE Work should be discussed with students using the following terms where possible. Students need to understand what each term means. Chord two or more notes played together at the same time Pulse number of beats and speed Harmony chords Chord sequence series of chords arranged in a particular order Timing rhythmic accuracy Texture number of parts being played Timbre quality of sound produced by instruments Dynamics volume LESSON 1 SONGS FROM THE 2010S BIG IDEA This lesson focuses on students exploring the chords I, IV, V and vi through performing (sections of) current songs LESSON OBJECTIVES To work independently and collaboratively To perform a (section of a) song that uses the chords I, IV, V and iv To work from notations To compose a song using the chords I, IV, V and iv YOU WILL NEED Range of instruments ideally a typical band set up (drums, guitar, bass, keyboards, microphones) and/or acoustic instruments, classroom percussion, technology (tablets/smart phones/computers, with appropriate software) Recordings of the songs Notations for students to use LESSON 1 SONGS OF THE 2010S LEARNING INTENTION To explore the use of a I, vi, IV, V chord sequence (and/or variations) CONTEXT Students always want to know how to play the songs that they currently listen to. The following is a list of songs the students at Langdon Park School are likely to consider cool and enjoy listening to in their own time. These songs are to be used for this first lesson. They have been selected as they will inspire and engage the students. All of Me John Legend vi, IV, I, V 2013 All of the Stars Ed Sheeran IV, I, vi, C 2014 Demons Imagine Dragons I, vi, IV, V 2012 Hall of Fame The Script feat. Will.I.Am vi, IV, I, V 2012 Hey Brother Avicci vi, IV, I, V 2013 Counting Stars One Republic vi, I, V, IV 2013 Written in the Stars Tinie Tempah vi, IV, I, V 2010 Say Something A Great Big World vi, IV, I, V 2013 Walks Like Rhianna The Wanted I, V, vi, IV 2013 LESSON 1: SONGS OF THE 2010S PROGRESS INDICATORS Working Towards Working At Working Beyond Play as a member of an ensemble Read and interpret notations Sing or play with accuracy, confidence and musicality Aurally identify changes in harmony, texture, timbre and dynamics Accurately identify the structure of a piece of music Example of student response I am working towards being able to play as a member of an ensemble because I cant play my part in time with everybody else LESSON 1: SONGS OF THE 2010S SUGGESTED LEARNING ACTIVITIES STARTER Play a piece of music and ask students to identify the structure and discuss changes in the texture and timbre of each section Briefly classroom workshop the chords I, IV, V and vi MAIN Ask students to re-create a current song that uses the chords I, IV, V and vi as a group Encourage students to aurally recognise changes in texture and timbre in different sections Encourage student to work from notations LESSON TWO SONGS OF THE 70s, 80S, 90S & 00S BIG IDEA As with lesson one this lesson focuses on students exploring the chords I, IV, V and vi through performing. This lesson moves students on from current songs so that most likely listen to for enjoyment to songs that they have possibly not heard before. LESSON OBJECTIVES To work independently and collaboratively To perform a (section of a) song that uses the chords I, IV, V and iv To work from notations YOU WILL NEED Range of instruments ideally a typical band set up (drums, guitar, bass, keyboards, microphones) and/or acoustic instruments, classroom percussion, tablets/smart phones (with appropriate software) Recordings of the songs Notations for students to use Access to YouTube LESSON 2: SONGS OF THE70s, 80s, 90s and 00s LEARNING INTENTION To continue to explore the use of a I, vi, IV, V chord sequence (and/or variations) CONTEXT Students are now to use the same process used in lesson one to re-create songs that they are likely to have not heard before. Aural learning and the use of YouTube tutorials is to be encouraged. Some suggestions of songs are below. 1970s Always On My Mind Pet Shop Boys I, V, vi, IV 1972 No Woman, No Cry Bob Marley I, V, vi, IV 1974 Take Me Home, Country Roads John Denver I, V, vi, IV 1971 1980s Dont Stop Believin Journey I, V, vi, IV 1981 Down Under Men at Work I, V, vi, IV 1981 Mad World Tears for Fears vi, IV, I, V 1982 1990s Can You Feel The Love Tonight Elton John I, V, vi, IV 1994 Save Tonight Eagle Eyed Cherry vi, VI, I V 1997 Zombie The Cranberries vi, IV, I, V 1994 2000s Apologize One Republic vi, IV, I, V 2006 Beautiful Akon feat. vi, IV, I, V 2009 If I Were A Boy Beyonce vi, IV, I, V 200 LESSON 2: SONGS OF THE 70s, 80, 90s and 00s PROGRESS INDICATORS Working Towards Working At Working Beyond Play as a member of an ensemble Read and interpret notations Sing or play with accuracy, confidence and musicality Aurally identify changes in harmony, texture, timbre and dynamics Accurately identify the structure of a piece of music Example of student response I am working towards being able to play with accuracy because I dont know this song. I knew the song I played last time so it was easier to get it right. LESSON 2: SONGS OF THE 70s, 80s, 90s and 00s SUGGESTED LEARNING ACTIVITIES STARTER Play an unknown piece of music and ask students to identify when the harmony changes Ask students to discuss the timbre of a (section of a) piece of music Ask students to discuss the difference between the verse and chorus of a song that doesnt change the harmonic structure (eg Me and My Broken Heart by Rixton) MAIN Ask students to work in groups to re-create a song that they dont know that uses the chord I, IV, V and vi Encourage students to work from notations Ask students to aurally identify changes in harmony, texture, timbre, structure and dynamics LESSON THREE UNDERSTANDING THE FOUR CHORD SEQUENCE BIG IDEA This lesson focuses on helping students to realise and understand that many songs use the same chords. This has been mentioned to students several times and they have experienced this concept in their own listening of mash-ups. The next step is to explain the theory behind the concept. Some students will grasp this idea quite quickly while others may never fully understand it. The important thing is to give all students the opportunity to access the theory. LESSON OBJECTIVES To understand why many different songs can be played together in a mash-up To deepen understanding of harmony To explore the chords I, IV, V and vi in different sequences and keys To compose a four chord sequence using the chords I, IV, V and vi YOU WILL NEED Range of instruments ideally a typical band set up (drums, guitar, bass, keyboards, microphones) and/or acoustic instruments, classroom percussion, tablets/smart phones (with appropriate software) Recordings of the songs Notations of chords for students to use LESSON 3: UNDERSTANDING THE FOUR CHORD SEQUENCE LEARNING INTENTION To begin to understand the theory of chords, keys and scales in relation to a I, vi, IV, V chord sequence CONTEXT Students often use the internet to learn how to play songs by either searching for tutorials on YouTube or viewing the chords on wesites like ultimateguitar.com. This can sometimes cause problems as often the music has been transposed. When students go to play the song they have just learned with the recording it doesnt song right and they cant understand why. The theory of keys, scales chords needs to be explained. LESSON 3: UNDERSTANDING THE FOUR CHORD SEQUENCE PROGRESS INDICATORS Working Towards Working At Working Beyond Play chords I, IV, V and vi in different keys Explain why songs can be played in different keys Transpose the chords of a (section of a) song into a different key Aurally identify when chords have been played incorrectly Example of student response I am working beyond being able to transpose the chords of a song into a different key as I can do it accurately and quickly the first time. LESSON 3: UNDERSTANDING THE FOUR CHORD SEQUENCE ACTIVITIES STARTER Play a piece of music in two different keys and lead a discussion (Four Chords by Axis of Awesome would be effective here) Ask students to discuss the similarities between a chord sequence presented in two different keys Ask students to identify chord IV of various keys MAIN Use a YouTube video to explain the theory Split students into groups and ask them to transpose the chords I, IV, V and vi into different keys LESSON FOUR EXPLORING THE CHORD SEQUENCE BIG IDEA This lesson gives students the opportunity to explore the chords I, IV, V and vi in a range of keys and sequences. LESSON OBJECTIVES To compose a chord sequence using the chords I, IV, V and vi YOU WILL NEED Range of instruments ideally a typical band set up (drums, guitar, bass, keyboards, microphones) and/or acoustic instruments, classroom percussion, tablets/smart phones (with appropriate software) Recordings of the songs Notations of chords for students to use LESSON 4 EXPLORING THE CHORD SEQUENCE LEARNING INTENTION To compose a chord sequence using the chords I, IV, V and vi CONTEXT Students are to work in groups to explore the chords I, IV, V and vi in different keys. They are to decide on a key and an order for their own sequence. They need to rehearse their sequence and prepare it for presentation. LESSON 4: EXPLORING THE CHORD SEQUENCE PROGRESS INDICATORS Working Towards Working At Working Beyond Compose a chord sequence using the chords I, IV, V and vi Play a chord sequence that I have composed Play as a member of an ensemble Example of student response I am working at being able to play a chord sequence that I have composed because I can play the chord sequence I made up accurately. LESSON 4: EXPLORING THE CHORD SEQUENCE ACTIVITIES STARTER Split the class into groups and give each group a key to work out the chords I, IV, V and vi Ask students to suggest an order for the chords I, IV, V and vi and discuss the effectiveness of each sequence MAIN Allow students time to explore different keys and different orders Encourage them to aurally identify which orders sound right and which ones dont POSSIBLE EXTENSION ACTIVITES Explain perfect, plagal and imperfect cadences Encourage students to structure their sequence into a piece using difference in texture and timbre Write and set lyrics LESSON FIVE TEXTURE, TIMBRE & STRUCTURE BIG IDEA This lesson further develops students understanding of texture and timbre and how these elements can be used to create structure in a song. LESSON OBJECTIVES To develop a composed chord sequence into a piece with structure. YOU WILL NEED Range of instruments ideally a typical band set up (drums, guitar, bass, keyboards, microphones) and/or acoustic instruments, classroom percussion, tablets/smart phones (with appropriate software) Recordings of the songs Notations of chords for students to use LESSON 5 TEXTURE, TIMBRE & STRUCTURE LEARNING INTENTION To develop a composed chord sequence into a piece with structure CONTEXT Most current pop songs alter the texture and timbre of different sections to provide structure to the piece. Often the harmony doesnt change. Helping students to understand this will allow them to gain confidence in song writing and composition in general. LESSON 5: TEXTURE, TIMBRE & STRUCTURE PROGRESS INDICATORS Working Towards Working At Working Beyond Compose a piece of music that has a clear structure Discussing texture and timbre and the effect they have in a piece of music Play as a member of an ensemble Example of student response I am working towards being able to compose a piece of music that has a clear structure as I havent yet worked out how my piece is going to end. 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