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Attenborough

Expressive Arts Department

KS3 Learning Booklet

Music Year 7

Name:________________________________________

Teaching Group: _______________

Music Teacher: ________________________________

My Target for the end of Key Stage 3 is: ________________

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Index

Page 3 Units of work

Page 3 The Keyboard

Page 4 KS3 Learning Journey

Page 5 Assessment criteria

Page 6 Music experience

Page 7 Homework tasks

Page 8 Unit 1

Page 14 Unit 2

Page 18 Unit 3

Page 27 Cover lesson 1

Page 29 Cover lesson 2

Expectations in Music

Follow all instructions.

Always listen to the teacher.

Ask if you are unsure about what to do.

Do not plug in or use the keyboards without permission

Always write on music in pencil, when allowed.

Never use the DJ or Demo functions.

Do not drink around the keyboards

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Units of work

Unit Title

Year 7

1 Rhythm

2 Pitch (How to read music)

3 The Orchestra and Musical Theatre

Year 8

4 Music History

5 Blues Music Performance

6 World Music

Year 9

7 Film Music

8 Popular Song Performance

9 Song Writing

The Keyboard.

C# D# F# G# A# C# D# F# G# A# Db Eb Gb Ab Bb Db Eb Gb Ab Bb

C D E F G A B C D E F G A B C

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KS3 Learning Journey: Colour/shade in the relevant area to see what are currently achieving

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Exceptional

Advanced

Secure

Developing

Year 7

Your Target is

:

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KS3 Assessment Criteria

AO1 - Composing Create & develop ideas.

AO2 - Performing Apply theatrical skills in

performance.

AO4 - Evaluating Analyse & evaluate

their own work & that of others.

Excep

tio

nal

A productive musician is very committed to the music keeping the working atmosphere positive and productive. Own compositions are brilliantly written or showing outstanding confidence & creativity using the musical elements. Has complete control over musical techniques, using them with original/impressive results. Outstanding interpretation of the genre.

Is completely committed to the roles they play in performance. Performances are delivered faultlessly, with creative and confident stylistic features. Has complete control over the skills needed to perform entirely convincing pieces.

Can respond to questions and feedback in class with perceptive comments whilst challenging ideas. Makes structured suggestions for improvement, reflecting on skills and end result throughout.

Ad

van

ced

Contributes musical ideas very well to their group showing good leadership skills. Their own compositions are confidently planned and developed. Can recognise and use a variety of musical techniques with confidence and stylistic features.

Can consistently stay in time for the whole of a performance. Parts are performed without limited mistakes. Can perform a variety of convincing styles with confidence.

Can respond to questions and feedback in class intelligently with thoughtful and positive analysis. Makes detailed suggestions for improvement, reflecting consistently.

Secu

re

Makes positive contributions to a group, sharing ideas & showing some leadership. Their own compositions are beginning to show development using musical devices. Can recognise & use music techniques with growing confidence and style

Can stay in time for most of the performance with few rhythmic and notation mistakes. Any parts learnt are delivered with occasional reminders. Can perform with confidence.

With some encouragement, they can respond to questions and feedback in class with comments that show some reflective thought. Makes suggestions for improvement with some reflection.

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Will be more comfortable being led by others in a group situation. Their own compositions use simple and basic musical concepts. Can use basic music techniques with some success.

Can stay in a time for some of the performance, struggling to maintain consistency throughout the performance. Struggle to remember the required elements, rhythm / notation / steady beats or stay focused. Can choose some appropriate stylistic features but with inaccuracies in areas.

Can respond to questions with simple and basic statements. Makes simple and basic suggestions for improvement.

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My Music Experience

My primary school was _______________________________________

At primary school I learnt to play _______________________________

My teacher was called _______________________________________

I currently play ________________________________________

I have passed grade _________________________________________

I would like to learn to play the ________________________________ Have you performed on Stage? YES NO If yes, describe what you did, characters you played, dances you have done, musicals and shows you have participated in etc.

______________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________

What would you like to learn in music lessons at Budmouth Academy?

What extra-curricular activities would you like to join in with?

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Year 7 Homework Tasks Each term you will need to complete a homework task. This will need to be submitted at the half way point in the term

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Unit 1: Discovering Pitch & Rhythm

During this unit you will learn the theory behind how music is written and the terminology you will be required to know.

Duration/Notes

Can you remember what the names of these notes are AND how many beats they last for? Notes Names Number of beats

……………………. …..…..

……………………. ….……

……………………. ……….

……………………. ……….

Notes: names and values This is how we write rhythms in music. Each note has a different length (or value), a specific name, and a rest of the same value. Note Rest Name of the Rest

………………………………

………………………………

………………………………

……………………………….

What is a time signature? What do the following time signatures mean? 4 4 3 4 2 2 Clap this rhythm in 4/4

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Clap this rhythm in 3/4

Write a 4 bar rhythm in 4

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Write a 4 bar rhythm in 3

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Perform the rhythms for your assessment.

RED (What is missing)

AMBER (What needs improving)

GREEN (What is going well)

Pitch

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Pitch describes how high or low a sound is. When we talk about specific pitches in music, we use a musical alphabet, it goes like this… c,d,e,f,g,a,b,c. So that we know which pitch to play, we use a stave. A stave is a set of five lines. The symbol at the beginning is called a treble clef. Draw a line of treble clefs on the stave below.

Each line and space on the stave shows a letter of the musical alphabet.

To learn the Spaces, we use ………. FACE in the SPACE

To learn the lines, we use rhymes…Every Good Boy Deserves Football

Make up your own rhyme to help you remember the notes on the lines. E___________ G___________ B___________ D___________ F____________ Time to practice! You might notice some extra notes and lines on the stave below. If we need to write pitches that are higher or lower than the ones you have already learned, we add ledger lines.

Name these notes and their note values…

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Now put the right note values in the right place…

B F C G D Crotchet Minim Semibreve Quaver Minim

A E C G E Semibreve Quaver Minim Crotchet Quaver

RED (What is missing)

AMBER (What needs improving)

GREEN (What is going well)

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DIRT (dedicated improvement and reflection time) Please take time to reflect and note down how you improved your understanding of pitch and rhythm for your final assessment.

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Assessment: Target Level________

Grade Teacher Feedback and Student Response

Peer/Self-Assessment

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Student Target Contact 1) 2) 3) Date:

WWW: EBI:

Peer Assessment: Name of students in the group you are watching_______________________________ WWW: EBI: Feedback from peers about your performance: WWW: EBI: Targets you will set yourself for next lesson (these should relate to the choreography

skills): 1) 2) 3)

Key Words: Semibreve, Minim, Crotchet, Quaver, Semiquaver, Time Signature, Stave, Pitch, Rhythm.

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Unit 2: Keyboard Performance.

This term you are now going to work through the keyboard performance course booklets. You will need to work out what notes you need to play by reading the music for each written melody. This will be testing your skills learnt in the Autumn term.

You must perform with ACCURACY in pitch and rhythm and ensure that you are FLUENT using a STEADY BEAT.

If you need help first refer to the keyboard picture on page 2 and the notes of the spaces and lines on page 9 of this booklet or put your hand up.

Fill this table in with the date you were assessed on each piece

Piece No Date Piece No Date Piece No Date

1

9 17

2

10 18

3

11 19

4

12 20

5

13 21

6

14 22

7

15 23

8

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Individual Targets for each lesson.

Date Lesson Target Lesson Evaluation WWW/EBI

1

2

3

15

4

5

6

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Teacher Feedback 1 Well Done for performing number _____________. You have achieved level ____________ To make further improvements you need to focus on _______________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________before your next assessment.

Date ________________________ Teachers Initials ________________

Teacher Feedback 2 Well Done for performing number _____________. You have achieved level ____________ To make further improvements you need to focus on _______________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________before your next assessment.

Date ________________________ Teachers Initials ________________

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DIRT (dedicated improvement and reflection time) Please take time to reflect and note down how you improved your understanding of pitch and rhythm for your final assessment.

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Assessment: Target Level________

Grade Teacher Feedback and Student Response

Peer/Self-Assessment

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Student Target Contact 1) 2) 3) Date:

WWW: EBI:

Peer Assessment: Name of students in the group you are watching_______________________________ WWW: EBI: Feedback from peers about your performance: WWW: EBI: Targets you will set yourself for next lesson (these should relate to the choreography

skills): 1) 2) 3)

Key Words: Semibreve, Minim, Crotchet, Quaver, Semiquaver, Time Signature, Stave, Pitch, Rhythm, Chords, Right Hand, Left Hand

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Unit 3: The Orchestra.

In this unit you will be learning about the different musical instruments which make up an orchestra. This will lead into a performance of a musical theatre where you will be able to develop a performance using drama, dance and music.

1. Which is the smallest String instrument?

2. What material is used to make the bow?

3. Which String instrument has the lowest pitched sound and why?

4. Which String instrument features more than any other in an orchestra?

5. What is double stopping?

6. How many notes lower than written does a Double Bass sound?

7. In which two ways can a String instrument be played?

8. What are the four most common String instruments? Start with the LOWEST pitched first.

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1. Which Brass instrument is famous for having a warm & mellow sound?

2. Despite being made out of brass, which famous instrument is not

classed as a Brass instrument?

3. Which Brass instrument has the highest pitched sound and why?

4. Which low pitched instrument is the biggest of the brass instruments?

5. Name two ways that can Brass players change the pitch of the notes

they play?

6. Which Brass instrument is different from all the others and why?

7. Why are Brass instruments usually placed at the back of the Orchestra?

8. Name a low pitched Brass instrument, other than a Tuba?

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1. What are the keys on a Glockenspiel made of?

2. What are the three main ways that Percussion instruments are played?

3. What does it mean if it is said that an instrument is tuned?

4. Why are Timpani sometimes called Kettle drums?

5. Why are Percussion instruments placed at the back of the Orchestra?

6. What are the keys of a Xylophone made of?

7. Can you think of a good reason that people might underestimate how

difficult it is to play a Percussion instrument?

8. From your own knowledge try to list as many tuned or un-tuned

percussion instruments that you can think of.

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1. What material are some Clarinets made out of?

2. What is distinct about the mouthpiece of a lot of Woodwind instruments?

3. The Double Bassoon is a bigger and lower pitched version of which

instrument?

4. What are the four types of Saxophone? Write them down in order of pitch

LOWEST first?

5. Which instrument looks similar to the Clarinet?

6. The Piccolo is a smaller version of which instrument?

7. Why can the Piccolos and Flutes play high pitched notes?

8. Are all Woodwind instruments made out of wood?

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The seating plan of the Orchestra

1. In pairs using the resources in the envelopes, label the orchestral seating plan with the instrument names.

2. Check your answers with the answer sheet. 3. Copy the correct answers onto the picture below 4. Colour the Stings Red 5. Colour the Brass Blues 6. Colour the Woodwind green 7. Colour the Percussion Yellow

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RED (What is missing)

AMBER (What needs improving)

GREEN (What is going well)

Music Theatre Performance

In this part of the unit you are expected to rehearse and choreograph a performance of a song from a piece of musical theatre. Examples are:

Summer Nights – Grease

The Greatest Show – The greatest showman

You will be assessed on

Your personal contribution

Your ability to learn your lines/parts

You interpretation of the song

Your performance skills.

HOMEWORK– Learn your lyrics for next lesson Our Chosen Song is _______________________________________________ From the musical _________________________________________________ My character is ___________________________________________________ Notes for my role in the performance. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Lesson Review I need to do the following to improve my performance skills based on feedback from my teacher

1. _____________________________________________________________

_____________________________________________________________

2. _____________________________________________________________

_____________________________________________________________

3. _____________________________________________________________

_____________________________________________________________

Putting it together You will now have guided rehearsal time, your teacher will play the song many times, ready for you to put together your song and dance. Your teacher will rotate round each group giving feedback based on your individual and group needs. Self-Reflection -

RED (What is missing)

AMBER (What needs improving)

GREEN (What is going well)

Assessment Grades Developing Demonstrate limited development of performance and interpretative skills for

performance during the rehearsal process.

Secure Demonstrate basic development of performance and interpretative skills for performance during the rehearsal process.

Advanced Demonstrate appropriate development of performance and interpretative skills for performance during the rehearsal process.

Exceptional Demonstrate effective development of performance and interpretative skills, and techniques for performance during the rehearsal process.

Refining and Improving

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DIRT (dedicated improvement and reflection time) Please take time to reflect and note down how you improved your understanding of the Orchestra and musical theatre for your final assessment.

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Assessment:

Target Level________

Grade Teacher Feedback and Student Response

Peer/Self-Assessment

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Student Target Contact 1) 2) 3) Date:

WWW: EBI:

Peer Assessment: Name of students in the group you are watching_______________________________ WWW: EBI: Feedback from peers about your performance: WWW: EBI: Targets you will set yourself for next lesson (these should relate to the choreography

skills): 1) 2) 3)

Key Words: Orchestra, Brass, Strings, Percussion, Woodwind, Untuned, Tuned, Theatre, Performance, bow, pizzicato, values, keys, low, high.

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Cover Lessons.

Cover Lesson 1

Orchestral Instruments

Using the words in the box on the next page fill in the gaps to complete the sentences.

The Violin is a member of the ____________ family. It is the highest instrument in this

group, the lowest is the ____________________. The two other members of this family

are the ___________ and the ________. You play these instruments with something

called a _______. This is called playing _______. You can also use your fingers to pluck

the strings, which is called _______________.

The ____________ and _____________ are wind instruments which you blow into. They

are held horizontally to your mouth and are usually made of silver or gold but can also be

made of wood. The __________ is also a wind instrument and has a single reed. It can be

in A or Bb and is usually made of African Blackwood. Another reed instrument is the

_______ which looks similar to the clarinet but has a _________ reed. It has quite a

penetrating sound which is sometimes likened to a _______! The __________ also has a

double reed and sounds at a lower pitch to the oboe. It is a large instrument and is

therefore usually played sitting down and with the player wearing a strap attached to the

instrument.

A distinctive member of the brass family because of its coiled shape is the

________________. It is the second highest sounding instrument in the brass family

after the ___________. The French horn has 3 keys and the trumpet has 3 valves

(sometimes 4) which are pressed down to change note. The player can also change the pitch

by altering their mouth position or _____________. Another member of the brass family

does not have keys or valves. Instead, the player uses their embouchure and the telescopic

slide to change note; this instrument is the ______________. The largest and lowest

pitched brass instrument is the ________. It sounds lower because it has a longer tube

length and larger tube size than the other brass instruments.

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In the percussion section there are tuned instruments such as the _______________

which is made of wood and the ________________ which is made of metal. The large

drums called ________________ are also known as kettle drums. They are tuned by

turning the tension rods on the rim of the drum which tightens or loosens the skin to raise

or lower the pitch. Untuned percussion instruments include a pair of _____________

which are played by clashing them together to create a loud ‘crashing’ sound or by rubbing

them together for a ‘shimmering’ effect.

Oboe string xylophone embouchure pizzicato bassoon cello

trombone arco duck tuba bow French horn timpani glockenspiel

clarinet viola trumpet flute double bass piccolo double clash cymbals

Design your own musical instrument.

Think about how it is played, what it is made from……

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Cover Lesson 2 Ed and Debs big day out

Solve the music clues on the opposite page to complete the story.

HINTS!

Use your name the notes – Treble clef sheet for help.

The (1) means the number of the music clue.

_ _ means the number of letters in the words.

(1) _ _ and (2) _ _ _ went fishing on Monday last week. They took all their

fishing gear and a huge (3) _ _ _ of lovely (4) _ _ _ and (5) _ _ _ _ sandwiches.

They headed down to the bank of the river (6) _ _ _ and started to fish. The

day was not a success as they only caught a few fish as the (7) _ _ _ _ weren’t

biting. (8)_ _ and (9) _ _ _ sat on the river bank for (10) _ _ _’s waiting for

more fish to (11) _ _ _ _ on the bate they had attached to the end of their

lines. Then all of a sudden (12) _ _ got stung on the end of his nose by a large

(13) _ _ _, this made (14) _ _ _ laugh really loudly.

As the hours went by the sun (15) _ _ _ _ _ behind a big dark black cloud and

the rain started to pour. ‘Come on’, said (16) _ _ _, let’s (17) _ _ _ _ it, we’ve

(18)_ _ _ _ _ about here long enough and I’m (19)_ _ _ up. Let’s go to the (20)

_ _ _ _ and have a hot chocolate and a (21)_ _ _ ice lolly, and we could then go

to the cinema. There’s a good film called Mamma Mia on at the cinema about a

70’s pop group called (22) _ _ _ _.’ ‘Boring!’ said (23) _ _. ‘But let’s go to the

(24) _ _ _ _ as I really fancy a drink. We can phone my (25) _ _ _ to collect

us from there in his black (26) _ _ _ to take us home to (27)_ _ _. Come on. I’ll

race you. Last one there is a (28) _ _ _ _ _ _ _!.

The END

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