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Year 9

Autumn Term - Lesson 1

Aims

1. To recognise and understand whole, half, quarter and eighth notes.

2. To recognise and understand time signatures and

measures.

3. To recognise and understand the notes of the treble

clef from middle C to A (2nd space)

4. To identify features in the song Handbags and Gladrags

aurally.

N

O

T

E

V

A

L

U

E

S

T i m A bar or measure is a group of notes whose values add
T
i
m
A bar or measure is a group of notes
whose values add up to whatever the
number is.
At the start of a piece of music
you will find two numbers.
These numbers tell you:
top
e
4
How many beats in each bar
S
When the value is reached you start a
new bar by adding a bar line |
i
For example if there are four beats in
each bar:
and
g
n
4
what type of beat it is.
a
t
u
r
e

Also notice that the four notes inside the stave spell the word You can create a mnemonic of your own to remember these

F A C E letters You but here can remember is one: this as: Treble
F A C E
letters You but here can remember is one: this as:
Treble Clef
Do Fools Always Can Every Call Green Elephants Bus Goats? Drive Fast?

In between the lines there are notes in the gaps. We These call notes these have the notes lines running in the spaces. through the middle of the note.

We call these the notes on the lines.

P

I

T

C

H

E

S

in the spaces . through the middle of the note. We call these the notes on

Homelearning

Revise and make sure you understand the theory we have covered today.

Next lesson you will have a quick quiz on:

● Time Signatures

● Note Values

● Pitch of the Treble Clef

Version 1 Mike D’Abo Version 2 Rod Stewart Version 3 Stereophonics Handbags and Gladrags Listening
Version 1
Mike D’Abo
Version 2
Rod Stewart
Version 3
Stereophonics
Handbags and Gladrags Listening Task 1
Which instruments are in this version?
You are going to hear three different versions of the song Handbags and
Gladrags. These are the original version by Mike D’Abo and two
cover versions,
Choose a suitable Italian term to describe the
firstly by Rod Stewart followed by the
more familiar version by Stereophonics.
tempo.
Copy the following table into your book under the title Handbags
and Gladrags
Similarities between the versions.
Comparison with today’s date.
Differences between the versions
Which is your favourite version and why?

The Three Versions

The Three Versions
The Three Versions
The Three Versions

Year 9

Autumn Term - Lesson 2

Aims

1. To demonstrate understanding and be able to use whole, half, quarter and eighth notes.

2. To demonstrate understanding and be able to use time

signatures and measures.

3. To demonstrate understanding of the notes of the bass

clef from E (below stave) to middle C.

4. To learn to play the chord pattern for the verses of

Handbags and Gladrags.

Quick Quiz

Quick Quiz Open Kahoot on your iPads and wait for the GAME PIN. Use your real

Open Kahoot on your iPads and wait for the GAME PIN.

Use your real names so that your scores can be collected by your teacher.
Use your real names so that your scores can be collected by
your teacher.

The Bass Clef

The bass clef, the same as the treble clef, also has notes on the

lines and in the spaces but they are not in the same place.

and in the spaces but they are not in the same place. Bass Clef E very

Bass Clef

the spaces but they are not in the same place. Bass Clef E very G ood
the spaces but they are not in the same place. Bass Clef E very G ood
the spaces but they are not in the same place. Bass Clef E very G ood

Every Good Boy Deserves Football And Cakes

Foxes And Cats Eat Greasy Burgers

place. Bass Clef E very G ood B oy D eserves F ootball A nd C
place. Bass Clef E very G ood B oy D eserves F ootball A nd C
place. Bass Clef E very G ood B oy D eserves F ootball A nd C

Write the title Handbags and Gladrags Chords and today’s date in your books and copy

out the first two bars (but remember that it is repeated a three further times). Write the notes

Handbags and Gladrags - Chords Theory

of the chords next to each note. Here is the first chord done as an example.

A The chord, chords as you you need learnt to in play year the 8, verses is a group of Handbags of notes played and Gladrags together to are: create

D

harmony.

B

F

These four chords are repeated four times

Chords are related to each other by keys (families of chords). We are going to

study keys and chords further next lesson and use this lesson to learn to play

B

them before we analyse them.

Performing Time Copy these chords into your book if you are going to play it

Performing Time

Performing Time Copy these chords into your book if you are going to play it on

Copy these chords into your book if you are going to play it on guitar.

Performing Time Copy these chords into your book if you are going to play it on
Performing Time Copy these chords into your book if you are going to play it on

You can play these chords on a keyboard or a guitar but if you play them on the

guitar it is very difficult so it is better to use a capo. Put the capo on fret 3 and then

play the following chords.

This is the capo

difficult so it is better to use a capo . Put the capo on fret 3
difficult so it is better to use a capo . Put the capo on fret 3
difficult so it is better to use a capo . Put the capo on fret 3
difficult so it is better to use a capo . Put the capo on fret 3
difficult so it is better to use a capo . Put the capo on fret 3

Success Criteria

You now have the rest of lesson and next lesson to learn to play the chords by yourself or in a group.

The success criteria is very simple.

1. Play the correct notes either on a guitar or keyboard

2. Play the chords for the correct duration (2 beats each)

3. Play the chords in time with a steady beat (64 BPM)

4. Play the chords in time with others (if you are playing as a group)

Homelearning

Be able to identify the notes on the bass and treble clefs.

Year 9

Autumn Term - Lesson 3

Aims

1. To demonstrate understanding of pitch (treble clef and bass clef).

2. To be able to play a four chord pattern on keyboard or guitar.

Starter: Musical Words

B

A

D

G

E

Starter: Musical Words B A D G E Write today’s date and the title “Starter: Musical
Write today’s date and the title “Starter: Musical Word Puzzles” in your book and write
Write today’s date and the title “Starter: Musical Word Puzzles” in your book and
write down the five words spelled out by the musical notes.
A
D
D
E
D
You do not need to copy out the questions.
You have 10 minutes to complete the words.
C
A
B
B
A
G
E
D
D
E
C
A
D
E
F
A
C
A
D
E

Major Keys

We Last are lesson only going keys were to look mentioned at major as keys families at the of moment chords. because There are Handbags two main and types

Gladrags of chords is which in a major are: key.

Major keys are based on a major scale which is formed from a pattern of

T

T

semitones (next door note on

The pattern is:

T

ST

a keyboard) and tones (two semitones).

and

ST

T

T

MAJOR

minor

You can work out any major scale by using this pattern but it is much easier just to

learn the key signature.

Key Signatures

Key signatures are the sharps (♯) or flats () that you find at the beginning of

each stave of music.

In this example there is a flat on the 3rd line (B) and one in the 4th space (E) which means that every B and E in this piece is actually Band E!

If other flats or sharps appear in the music they are called accidentals and last for one bar only.

Flats and sharps can be cancelled by a symbol called a

are called accidentals and last for one bar only. Flats and sharps can be cancelled by
are called accidentals and last for one bar only. Flats and sharps can be cancelled by

natural

are called accidentals and last for one bar only. Flats and sharps can be cancelled by

What key is Handbags and Gladrags in?

Home Learning - learn the key signatures for upto 4 sharps and flats.

Major Key Signatures

Write the title (above) and today’s date in your book and copy out the following stave with the key signatures identified.

No sharps or flats = C major 1 sharp (F♯) = G major 2 sharps
No sharps or
flats = C major
1 sharp (F♯) =
G major
2 sharps (F♯ &
C♯) = D major
3 sharps (F♯, C♯ &
G♯) = A major
4 sharps (F♯, C♯, G♯
& D♯
) = E major
1 flat (B♭) = F major 2 flats (B♭& E ♭) = B♭ major 3
1 flat (B♭) = F major
2 flats (B♭& E ♭) =
B♭ major
3 flats (B♭, E ♭& A♭)
= E♭ major
4 flats (B♭, E ♭,
A♭& D♭) =
A♭ major

Practise time

You now have 20 minutes to practice the chord pattern that you started learning last lesson.

Practise time You now have 20 minutes to practice the chord pattern that you started learning

Peer Assessment

Now copy the table below into your book; working in a pair peer assess each other by filling in the table in each other’s books.

Peer Assessed by:

What Went Well?

It would be Even Better If

Now Try This.

Year 9

Autumn Term - Lesson 4

Aims

1. To demonstrate understanding and be able to use whole, half, quarter and eighth notes.

2. To demonstrate understanding and be able to use time

signatures and measures.

3. To demonstrate understanding and be able to use the

notes of the treble clef from middle C to A (2nd space)

4. To improve individual performance.

Starter Rhythm Dictation

You are going to hear 5 different rhythms.

 

Write the title “Rhythm Dictation” and today’s date in your exercise books and write down the rhythm that you hear.

Before your try them yourself we will try one together.

   
 

Example

   
 

Listen to the example. It is in 4 time and you hear a woodblock first which is to give you the beat. You are going to write down the rhythm that is played on the snare drum.

Write the rhythm down using standard notation (whole notes, half notes, quarter notes etc.)

Now try these Rhythms

 
   

1. 4

4

 

2. 4

3

3. 4

4

4. 4

4

Now try these Rhythms 4 - one bar 1. 4 4 - one bar 3.
Now try these Rhythms
4
- one bar
1.
4
4
- one bar
3. 4
4
- one bar
4. 4

Practise Time

Now listen to a selection of students

Look at your peer assessment from last lesson and use the information to improve

your performance. Remember you have three pieces so you may want to practise

performing their pieces. While they play

a little of each during this lesson.

In 20 minutes names will be chosen at random and you may be required to

consider:

perform one of your pieces to the rest of the class.

 

What Went Well Even Better If Now Try This

 

Year 8

Autumn Term - Lesson 4

Aims

1. To be able to make critical comments about music using musical terminology. 2.To demonstrate understanding and be able to use whole, half, quarter and eighth notes.

3. To demonstrate understanding and be able to use time

signatures and measures.

4. To demonstrate understanding and be able to use the

notes of the treble clef from middle C to A (2nd space)

5. To improve individual performance.

My Heart Will Go On! The song My Heart Will Go On is the theme

My Heart Will Go On!

The song My Heart Will Go On is the theme song from the 1997 film Titanic.

Although Jack and Rose are from different social classes they fall in love and

Now listen to the song and as you listed write a paragraph (or two) to explain how

intend, despite all the difficulties, to be together when RMS Titanic reaches

the music conveys the emotion of the story.

The America. film tells the story of the ill fated journey of the ship the RMS Titanic, through

You the eyes should of, use a now technical elderly, terms Rose and DeWitt. relate it to:

But disaster strikes and the Titanic is sunk. Rose is saved by Jack who sacrifices

As a young lady Rose is traveling on the ship with her fiance to be married in

his own life so that Rose can live.

Tonality - major (happy) or minor (sad)

America. However Rose, who is in possession of a precious diamond called the

Now, many years later, Rose returns to the scene of the disaster and tells the

Heart of the Ocean, does not want to marry Cal. During the journey Rose is about

other passengers, including her granddaughter, of the love story that she has kept

to jump overboard from the ship when she is rescued by a third class, steerage

Instruments

Tempo and Rhythm and Metre

Texture

Dynamics

secret.

passenger named Jack Dawson. Jack won his tickets in a card game and is

Articulation - smooth (slurred), detached (staccato) etc.

At travelling the end to of America the film to Rose make is shown a new life lying for in himself. her bed. She may be asleep or may

have passed but the film ends with her being reunited on the ghost of the Titanic

Also comment on any other interesting features in the music and state whether

you like the song or not giving reasons.

with Jack.

Continue to Practise

You now have two lessons (including this one) left before your assessment. You are going to practice one of your pieces for the next 20 minutes and then self assess your performance and set targets to improve.

practice one of your pieces for the next 20 minutes and then self assess your performance
Do not copy this sentence!! Now that you have completed the table set yourself targets
Do not copy this sentence!! Now that you have completed the table set yourself targets by
completing the following.
Write the title of the piece here
Self Assessment
No
Mostly
Yes
Praise (what went well)
Write the title “Self Assessment” in your book with today’s date and copy out this
I
understand note values and rhythm.
table.
I
can read notes of the treble clef quickly.
Raise: know (even where better the notes if) are on the keyboard.
I
I am able to play at a reasonable tempo and keep a steady beat.
I am able to play the correct notes (pitch).
Target (now try this)
I am able to play the correct note values (rhythm).
I have an appropriate keyboard technique e.g. correct fingers.

Year 8

Autumn Term - Lesson 5

Aims

1. To be able to recognise notes aurally. 2.To demonstrate understanding and be able to use whole, half, quarter and eighth notes.

3. To demonstrate understanding and be able to use time

signatures and measures.

4. To demonstrate understanding and be able to use the

notes of the treble clef from middle C to A (2nd space)

5. To improve individual performance.

Twinkle Sorter - Starter You are about to be shown the first four bars of

Twinkle Sorter - Starter

You are about to be shown the first four bars of the well known tune Twinkle Twinkle Little Star but the bars have been mixed up. Here are the first four bars in the wrong order! Your challenge is to write out the bars in the correct order (+3 to everyone who manages to do this in the time limit) and to learn to play it (+5 to anyone who manages to do this in the time limit.

Before you write the notes out you have 2 minutes to write out a stave and to add the time signature; your teacher will then play the four bars in the correct order to

remind

Copy this out first.

Twinkle Twinkle Little Star

Here is the tune in it’s correct order. Check your answer to see if it is the same.

Twinkle Twinkle Little Star Here is the tune in it’s correct order. Check your answer to

Practise Time

Level 2: Very limited success. More notes (pitch) are performed incorrectly than correctly and

This is your last lesson to practice before you perform your pieces to your teacher

there is very little sense of rhythm and metre. Notes are played with one finger and the tempo is

very slow.

next lesson.

Level 3: Most notes (pitches) are played correctly and there is a some sense of rhythm and meter.

You are only going to have to perform one of the pieces next lesson so choose

Notes are player with more than one finger although there may be some inappropriate choices.

The tempo is a little slow.

your best one this lesson and really, really practice it.

Level 4: Nearly all the notes are played correctly and there is a good sense of rhythm and meter.

Look at the self assessment you did last lesson because the success criteria will

The notes are played with an appropriate technique and the tempo is well chosen.

be the same but specifically:

Level 5: All the notes are played correctly and without hesitation. The rhythm and meter is clear, steady and maintained throughout. There is a good technique and the piece is played at an appropriate tempo.

If you have been performing your own choice of piece (e.g. bringing in pieces if you have piano lessons) your teacher will assess you on this and inform you of your level.

Year 8

Autumn Term - Lesson 6

Aims

To perform a piece of music, on a keyboard demonstrating an understanding of:

Pitch

Rhythm

Tempo

Technique

Assessment

You have 10 minutes only to practice and then your teacher will call you to be assessed.

Your work will be recorded and you will be awarded a level.

When you have completed your assessment, stick the assessment sheet into your book and then copy out the following table and complete it to self assess your work.

Final Self assessment

**Write the title of the piece your performed here**

What I did well.

Discuss your actual performance in terms of pitch, rhythm, tempo and technique but also discuss the process e.g. did you use your time effectively.

How I can improve in future.

Discuss how you can improve on your performance. Don’t just say things like - “ I will play more in time” - say how you will change your practise to be able to do that!

What have I learnt?

Test next lesson

For homeleaning make sure you are able to read all the notes on the treble clef and that you know and can write the note values. You will be given a test on this next lesson.

The test will also include an aural question.

Also, if you have not finished your self-assessment this must be completed before next lesson.

Year 8

Autumn Term - Lesson 7

Aims

To review the musical knowledge that you have learnt this half term.

Test

Copy the title “Autumn Term Test” into your book and today’s date.

that you have learnt this half term. Test Copy the title “Autumn Term Test” into your

Question 1

Draw yourself a musical stave as below and write the following notes on the stave using minims. The first note shown is a example.

C

F

G

D

A

E

B

Draw an extra line if you need more space!

using minims. The first note shown is a example. C F G D A E B

Question 2 - Example

Draw a single note in the space marked by the asterisk to complete the bar in full. Here is an example:

*

2 - Example Draw a single note in the space marked by the asterisk to complete
Question 2 A *
Question 2
A
*
B *
B
*
C *
C
*
D *
D
*

Question 3

Listen to the first 60 seconds of the following five excerpts of music and for each state the time signature e.g.

3

4

1

2

3

4

5

1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5

Question 3 - Answers

Listen to the first 60 seconds of the following five excerpts of music and for each state the time signature e.g.

3

4

1

2

3

4

5

The Waltz of

The

Mission

The Tritsch

Sweet Child O’Mine is by the best band

the Flowers is by Tchaikovsky and in 3 time

Dambusters

March is in 4 time

Impossible is in 5 time

Tratsch Polka is in

4

2 time but

ever (clearly)

4

4

and in 4 time.

4

you can have a mark for 4

4

   

4

Question 4 - Aural Dictation

Your teacher will now play you a tune and you need to complete it on a stave.

The first and last note is given to you and the rhythm is shown above the stave. You can use keyboards to help you work out the missing notes if you want to. You will have 10 minutes to complete this task and your teacher will play the tune 4 times during the task.

Copy this stave into your books.

to complete this task and your teacher will play the tune 4 times during the task.

Question 4 - Answer

Give yourself one mark for each note you pitch correctly to get a mark out of 10.

Give yourself one mark for each note you pitch correctly to get a mark out of

Marks

Add up your mark and write it in your book like this at the end of your test.

Question Mark 1 / 6 2 / 4 3 / 5 4 / 10 Total
Question
Mark
1
/ 6
2
/ 4
3
/ 5
4
/ 10
Total
/25
%

Multiply your total mark x4 to get your percentage.