Lesson 1: Decode Hedwig’s theme and perform it. (Performance & Notation)

1. Lesson 1:Decode Hedwig’s theme and perform it. (Performance & Notation) Lesson 2: Variations of a theme: Compose and perform variations of Hedwig’s theme (Timbre, Tempo, Rhythm) Lesson 3: Compose a theme for a teacher (Composition) Lesson 4: Create a fantasy character compose a theme for him or her. Lesson 5: Performance & Assessment. Lesson 6: Perform triplets and the theme from star wars

2. Task: Decode Hedwig’s theme Know: Accidentals - sharps and flats Be able to: Perform Hedwig’s theme Walk in task:http://www.youtube.com/watch?v=jhTU7_mipB0

3. Flat Sharp This is a flat sign. It lowers the pitch by a semi-tone. For example a Gb would be the black note to the left of G This is a sharp sign. It raises the pitch by a semi-tone. For example a C# would be the black note to the right of C Accidentals: Sharps and Flats Draw these… Know these!

4. LESSON 1 Pupils quiz each other to find accidentals. Virtual keyboard: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/music/piano/

5. LESSON 1 Task 1: Decode the first part of Hedwig’s theme. – USE AUDACITY TO LOOP Task 2: What is a tie? What happens when notes are tied? Task 3: Perform the first half of Hedwig’s theme. F# B E G F# E B A Task 4: Decode the Last part of Hedwig’s theme. – USE AUDACITY TO LOOP E G F# D F B Task 5: What is an accidental? Task 6: Perform the last half of Hedwig’s theme. LESSON 2 B E G F# E B D C# C G# C B Bb Bb G E

6. LESSON 1 GO OVER THESE LEVELS!!!!! Level 5 Level 4 Level 3 Level 2 I can: Decode most of the theme successfully . Perform parts of the theme fluently. Some accidentals are performed All ties are ignored Most of the rhythms are acknowledged. I can: Decode a little bit of the theme. Perform some of the piece but it is generally out of time. All accidentals are ignored All ties are ignored I can: Decode nearly all of the theme successfully. Perform most of the theme fluently from ear or score. Perform all accidentals Perform most of the Ties Perform most of the rhythms and durations. I can: Decode all of the theme successfully. Perform all of the theme fluently from ear or score. Perform all accidentals correctly. Perform all ties are correctly Perform all of the rhythms and durations accurately.

7. LESSON 2 Task: Perform a variation of Hedwig’s theme Know: What timbre means Be able to: Compose for a mood

8. LESSON 2 Variations of a theme: Question: What’s happening in these two songs? Question: They’re both different from the original but how? Question: What is a variation of a theme? (use next slide) Task 1: Continue to learn Hedwig’s theme Task 2: Perform a variation by editing as many of the musical elements as possible.

9. You need to perform a variation of Hedwig’s theme (L1) to fit in with one of the following situations:

10. LESSON 2 Arrangement performance assessment Level 5 Level 4 Level 3 Level 2 • Decode a little bit of the theme. • Perform some of the piece but it is generally out of time. • All accidentals are ignored • All ties are ignored • No attempt at an arrangement. • All of the theme is decoded successfully. • Perform all of the theme fluently from ear or score. • All accidentals are performed. • All ties are played correctly • All of the rhythms are acknowledged. • Successfully arranged the original theme by changing dynamics, pitch, timbre and tempo. • Nearly all of the theme successfully. • Perform most of the theme fluently from ear or score. • All accidentals are performed • Ties are largely played correctly • Most of the rhythms are acknowledged. • An attempt to make an arrangement is noticeable. • Decode most of the theme successfully . • Perform parts of the theme fluently. • Some accidentals are performed • All ties are ignored • Most of the rhythms are acknowledged. • No attempt at an arrangement.

11. LESSON 2 Homework Question 1: What does John Towner Williams do? …………………………………………………………................. Question 2: What instruments does John Williams play? …………………………………………………………................. Question 3: Name 4 films John Williams has composed for 1…………………………… 2…………………………… 3…………………………… 4…………………………… Question 4: What country does John Williams come from? …………………………………………………………................. Question 5: How old is John Williams? ………………………………………………………….................

12. LESSON 3 Be able to: Compose a melody for a teacher Know: Major and Minor scales Understand: Themes for character in music. Starter: Guess the theme Question: Why does the theme work? Use musical vocabulary.

13. LESSON 3 Scales & Pitch create a mood Task 1: Quickly perform these scales Question: What’s the difference? Task 2: Use minor or major select a mixture of notes to makes a short melody. Use leaps and steps. Class: Guess whether performances are major or minor.

14. LESSON 3 Miss. Graffham Mr. Amran Miss. Parkin Task: Compose a melody for a Teacher Think about how their subject and personality can relate to the music. NO LYRICS! Try using one of the scales from earlier… Extension task:Find the right timbre Extension task:Add auto accompaniment End of lesson:Pupils match themes to the teacher

15. LESSON 4 & 5 Task: Compose and perform a theme for a fantasy character. Know: How to compose from a scale Be able to: Utilise; Melody, Timbre, Time and Location.

16. LESSON 4 & 5 Starter: Play major and minor chords How to play MAJOR chords… How to play MINOR chords… • Put your right thumb on any note you desire. • Count up 4 notes and place your index finger there. • Count up 3 notes and place your ring finger there. • Put your right thumb on any note you desire. • Count up 3 notes and place your index finger there. • Count up 4 notes and place your ring finger there. TASK: As a class work out any major & minor chord… http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/music/piano/index.htm

17. LESSON 4 & 5 Task 1: Logo onto the computers and design your character Web site:www.Sp-studio.de Paul the punk! Task 2: Compose a theme for your character Include: A chord progression and melody. Level: Use the self assessment sheet (next slide) to determine your grade Your piece of music should describe your character. You cannot use lyrics, Think about why the themes work in relation to the characters personality and location. Paul doesn’t like anyone, he is a moody person with no friends. Paul simply spends his days in his room playing guitar. However when the world needs saving from an evil villain Paul can muster up a killer guitar solo which shoots lasers from the headstock killing anyone who gets in the way.

18. LESSON 4 & 5 Assessment Level 6 Level 5 Level 4 Level 3 • Your composition: • Play a part in group composition, helping to shape music by suggesting tempo, dynamics. • Use Diminished chords. • Use a mixture arpeggio & block chords. • Combine melodies • Your composition: • Use basic triads in compositions. • Use repetition • Play an individual role in a group performance, from memory or by reading notation. • Play a solo. • Suggest and implement improvements • Your composition: • Perform music as part of a group that uses appropriate sounds to achieve characters personality. • Play a separate part in a group performance, keeping in time • Organise into a structure. • Your composition: • Use sounds to achieve an effect. Excitement or peaceful • Use crescendo, diminuendo, and changes in tempo. • Create short melodies.

19. LESSON 4 & 5 Starter: Play diminished chords How to play DIMINISHED chords… • Put your right thumb on any note you desire. • Count up 3 notes and place your index finger there. • Count up 3 notes and place your ring finger there. http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/music/piano/index.htm TASK: As a class work out any diminished chord… TASK: Everyone to perform at the end of the lesson and levelled Level: Use the self assessment sheet (next slide) to determine your grade

20. LESSON 4 & 5 Assessment Level 6 Level 5 Level 4 Level 3 • Your composition: • Play a part in group composition, helping to shape music by suggesting tempo, dynamics. • Use Diminished chords. • Use a mixture arpeggio & block chords. • Combine melodies • Your composition: • Use basic triads in compositions. • Use repetition • Play an individual role in a group performance, from memory or by reading notation. • Play a solo. • Suggest and implement improvements • Your composition: • Perform music as part of a group that uses appropriate sounds to achieve characters personality. • Play a separate part in a group performance, keeping in time • Organise into a structure. • Your composition: • Use sounds to achieve an effect. Excitement or peaceful • Use crescendo, diminuendo, and changes in tempo. • Create short melodies.

21. LESSON 6 Be able to: Perform the theme from Star wars Know: Triplets Understand: Melody and accompaniment As they arrive: http://www.youtube.com/watch?v=EjMNNpIksaI

22. LESSON 6 Question: What is this all about? Crotchet = = Quavers = Triplet

23. LESSON 6 Task: Get your dums out and perform this rhythm square

24. LESSON 6 Task: Decode the Star Wars theme below. Task: Perform at the end of the lesson and levelled

25. LESSON 6 Extension Task: Decode the chords below. Extension Task: Perform at the end of the lesson and levelled

26. LESSON 6 Performance assessment Level 7 Level 5 Level 4 Level 3 • Perform most of melody fairly well. • Most of the melody is in time • Some parts are decoded correctly • Play both parts at the same time. • Decode all of the melody and chords correctly • Perform both parts correctly • All of the rhythms are acknowledged and played correctly. • Decode all of the melody correctly. • Perform all of the melody fluently. • Perform the theme as a pair. • Most of the rhythms are acknowledged.