C A R D I N A L P O L E S C H O O L - Y E A R 8 4 C H O R D C O M P O S I T I O N – 1 3 / 0 7 / 1 7

LEARNING OBJECTIVES LEARNING OUTCOMES

(Pupils should know/understand/be able to do/be aware
of by the end of the lesson)
 Learn how the use of 4 chords can enable the
writing of the basis of a song
 Compose a simple rhythmic idea
 Compose a simple melody
 Compose a melody that can be used with the 4
chords
(The evidence to show that pupils have achieved the
learning objectives)
Level 4 (working towards) All Pupils :
Compose a simple rhythmic idea and melody
Level 5 (Most Pupils
Perform melody and/or ostinato motifs as part of a group
performance of “Tubular Bells”
Level 6/7 (working beyond/GAT) Some Pupils :
Create own group arrangement of “Tubular Bells” using different
parts in a minimalist style to a complete performance
Understand the minimalist techniques used in “Tubular Bells” and
the effect they have on the music

LESSON STRUCTURE NC KS3 POS

Introducing “Tubular Bells” – Listen with increasing

discrimination to a
Starter Activity

wide range of music

Distribute Starter/Plenary 3 and read through the introduction about Mike Oldfield and from great
“Tubular Bells” which they are going to perform as an example of minimalist music during composers and
musicians
this lesson. Now play Audio 7, the opening extract from “Tubular Bells” and ask pupils to
Develop a deepening
think about/answer the questions on Starter/Plenary 4. Discuss answers as a class. understanding of the
music that they
10 mins) perform and to which
they listen, and its
history
1. Performing “Tubular Bells” – Score 2 & MIDI1 & MIDI2 & MIDI3 & MIDI4 & Play and perform
confidently in a range
MIDI5 of solo and ensemble
contexts using their
Distribute Score 2 showing the different melodic ostinati / motifs that make up an voice, playing
arrangement of “Tubular Bells”. Begin by performing each of the four parts (melody, instruments
musically, fluently
harmony, chords and bass line) to the class on a piano/keyboard/tuned percussion and with accuracy
and expression
Core Main Activities

instrument or using MIDI files 1-4. Reinforce that the melody and harmony parts
Improvise and
need to be played 4 times through for each repetition of the chords and bass line compose; and extend
parts. Play pupils MIDI5 showing an example of how all parts sound when combined and develop musical
ideas by drawing on
together. a range of musical
structures, styles,
Divide the glass into 5 groups of 5 and ask pupils to put together their own genres and traditions
arrangement of “Tubular Bells” following the suggestions given on Score 2.
Identify and use the
inter-related
Encourage pupils to experiment with unusual sounds and combinations of sounds as dimensions of music
Mike Oldfield did as listened to in the starter activity. Allow suitable time for groups to expressively and with
increasing
rehearse their arrangements and performances of “Tubular Bells” and perform to the sophistication,
including use of
rest of the class. Performances may be recorded and played back during the plenary tonalities, different
below. (40 mins) types of scales and
other musical devices
Self-Assessment – “Tubular Bells” – Worksheet 5 Use staff and other
Distribute Worksheet 5 and ask pupils to reflect on their performance of “Tubular
Plenary

relevant notations
appropriately and
Bells” completing the questions immediately after their own performances focusing on accurately in a range
of musical styles,
their own performance. genres and traditions
(10 mins)
CROSS CURRICULAR - LITERACY/ NUMERACY/CITIZENSHIP/ICT EAL/SEN/GAT
Media Studies – use of minimalist music on TV and television (GAT) Higher ability pupils may be encouraged to consider ways
Numeracy – sequences; patterns; repetition; irregular groupings in which they could develop the motifs further by slightly altering
ICT – the performance of “Tubular Bells” provides a good each part using “phase shift” techniques
opportunity for ICT. One or more parts could be recorded and (SEN) Lower ability pupils can be paired with higher ability pupils
looped into a sequencer, allowing pupils to experiment with during the performing task and be allocated the bass line or
phasing in and out different tracks and identifying the effect this chords part which move slower than the melody and harmony
has on the music. The use of a multi-track tape recorder as used parts
by Mike Oldfield in his original production of “Tubular Bells” could (GAT) Higher ability pupils may perform parts from “Tubular Bells”
also be demonstrated to the class. on their own instruments. Bass guitarists would give a good
timbre for the bass line and guitarists could perform the chord
parts experimenting with different strumming/sound effect
techniques e.g. distortion, panning etc.
LANGUAGE FOR LEARNING - spell/use/understand HOMEWORK SUGGESTIONS
Bass Line, Chords, Demo Tape, Harmony, Melody, Pupils could be asked to design a minimalist CD cover for a
recording of their arrangement of “Tubular Bells”. Alternatively, if
Minimalism, Motif, Multi-Track, Repetition, Texture
time is short in the lesson, pupils can be asked to complete
Worksheet 5 as homework.
LESSON RESOURCES - tuned percussion and/or keyboards; optional recording (and playback) equipment
Y9U4SP3 – “Tubular Bells” Y9U4A7 – “Tubular Bells” (Mike Oldfield) Y9U4S2 – “Tubular Bells”
Y9U4MIDI1 – melody part of “Tubular Bells” repeated 8 times Y9U4MIDI2 – harmony part of “Tubular Bells” repeated 8 times
C A R D I N A L P O L E S C H O O L - Y E A R 8 4 C H O R D C O M P O S I T I O N – 1 3 / 0 7 / 1 7

Y9U4MIDI3 – chords part of “Tubular Bells” repeated twice Y9U4MIDI4 – bass line part of “Tubular Bells” repeated twice
Y9U5MIDI5 – all parts of “Tubular Bells” together Y9U4W5 – “Tubular Bells” Self Assessment