Year 8 Music Monday 8th June - Wigmore School

Wigmore High School Summer Learning 2020

Subject: Music Year Group: Year 8 Teacher: Mr Verma Date work set: Monday 8th June Date work to be completed by: Monday 22nd June Topic: Listening Learning outcomes: Students will have listened to different genres and styles in Western music. Students will become increasingly familiar with the correct terminology to use when appraising music and will use these words in their work. Instructions: Please see the model answers below to have some idea of what you should be aiming at, and so you can self-mark your work. From the work I have seen so far, there is lots of good research going on, I would encourage you all when completing the questions at the end of the page, to keep referring back to the key words at the start of the PDF booklets, and use these as much as possible. So please continue to complete the Music Explorers booklet 2 pages per fortnight. A Capella and Bhangra are due on Monday 22nd June. I am also making extension work available for the following students:

1. Students who have completed the whole booklet they were assigned 2. Students who are continuing to complete 2 pages per fortnight but would like

additional musical activities (with or without internet access) 3. Students who have little or no internet access and need non-computer based tasks.

Please take a look at those extension pages and pick 1 task to do per timetabled lesson. Thanks for all your work so far and have a great week!

Year 8 – Music Explorers Project – Model Answer – Musicals Based on text from britannica.com Give a brief description of this genre of music This type of music is used as a way of communicating the storyline of the musical. The style is often popular music, or light classical, but could be any style depending on the context of the musical itself. Where did this genre come from United States and Great Britain When was this genre created Late 19th and early 20th century. Musicals are an adaptation of older forms of theatre involving music, such as opera, music hall, pantomimes and operetta. What instruments are commonly associated with this genre All relevant instruments to the style of music used – often orchestral instruments such as strings, brass, woodwind and percussion What is the title of your chosen piece? Defying Gravity from the musical Wicked Who is the artist of your chosen piece? Idina Menzel and the Kitchener Waterloo Symphony Explain what you like about your chosen piece using appropriate musical language. I like the long held notes in the middle of the vocal phrases (in the chorus) I like the use of dotted rhythms. I like the constantly changing textures in the orchestra Explain what you don’t like about your chosen piece using appropriate musical language. I don’t like the overuse of the triangle and drumkit in certain passages. In these questions where you write what you like and don’t like, the important thing is to make a valid point using the words in the glossary at the start of the booklet. You should listen to the piece, and look at the glossary and make notes as you listen.

Year 8 – Music Explorers Project – Model Answer – Big Band Based on text from Wikipedia.org Give a brief description of this genre of music A type of jazz music popular in the first half of the 20th century, which used a large ensemble of brass instruments and a rhythm section. Where did this genre come from United States When was this genre created Early 20th Century What instruments are commonly associated with this genre Saxophone, trumpets, trombones, piano, double bass, drum kit What is the title of your chosen piece? Fast Food Who is the artist of your chosen piece? Michel Legrand and The London Big Band Orchestra Explain what you like about your chosen piece using appropriate musical language. I like the initial drum fill setting up the piece I like the way the brass instruments play short, sharp phrases, rhythmically in time I like the way the double bass and drum kit accompanies the piano during the solo Explain what you don’t like about your chosen piece using appropriate musical language. I don’t like the short rhythms used in the improvised piano solo In these questions where you write what you like and don’t like, the important thing is to make a valid point using the words in the glossary at the start of the booklet. You should listen to the piece, and look at the glossary and make notes as you listen.

Wigmore High School Summer Learning 2020

Subject: Music Year Group: Year 8 Teacher: Mr Verma Date work set: Monday 18th May Date work to be completed by: Monday 8th June Topic: Listening Learning outcomes: Students will have listened to different genres and styles in Western music. Students will become increasingly familiar with the correct terminology to use when appraising music and will use these words in their work. Instructions: Please see the model answers below to have some idea of what you should be aiming at, and so you can self-mark your work. From the work I have seen so far, there is lots of good research going on, I would encourage you all when completing the questions at the end of the page, to keep referring back to the key words at the start of the PDF booklets, and use these as much as possible. So please continue to complete the Music Explorers booklet 2 pages per fortnight. Musicals and Big Band are due on Monday 8th June. I am also making extension work available for the following students:

4. Students who have completed the whole booklet they were assigned 5. Students who are continuing to complete 2 pages per fortnight but would like

additional musical activities (with or without internet access) 6. Students who have little or no internet access and need non-computer based tasks.

Please take a look at those extension pages and pick 1 task to do per timetabled lesson. Thanks for all your work so far and have a great week!

Year 8 – Music Explorers Project – Model Answer – Film Music Based on text from britannica.com Give a brief description of this genre of music Music that is written specifically for, or used in, film. Where did this genre come from France, Germany, United States – the countries with the oldest traditions of film-making When was this genre created France in 1895 – the first film screening by the Lumiere Brothers had a pianist present. What instruments are commonly associated with this genre All relevant instruments to the style of music used – often orchestral instruments such as strings, brass, woodwind and percussion What is the title of your chosen piece? Star Wars Main Title from all the Star Wars films Who is the artist of your chosen piece? London Symphony Orchestra Explain what you like about your chosen piece using appropriate musical language. I like the bright, happy sound of the major tonality. I like the homophonic texture used. I like the intense timbres of the brass. Explain what you don’t like about your chosen piece using appropriate musical language. I do not like the overpowering, constant fortissimo dynamics used throughout the first minute or so. In these questions where you write what you like and don’t like, the important thing is to make a valid point using the words in the glossary at the start of the booklet. You should listen to the piece, and look at the glossary and make notes as you listen.

Year 8 – Music Explorers Project – Model Answer - Country Based on text from britannica.com Give a brief description of this genre of music A type of American popular music, also called country and western. Where did this genre come from South and West of the United States When was this genre created Early 20th Century What instruments are commonly associated with this genre Guitar, banjo, fiddle, harmonica, voice What is the title of your chosen piece? Your Cheatin’ Heart Who is the artist of your chosen piece? Hank William Senior Explain what you like about your chosen piece using appropriate musical language. I like the steady beat on the snare drum I like the way the fiddle playing alternates with the vocal I like the combination of timbres with the electric guitar, acoustic guitar. Explain what you don’t like about your chosen piece using appropriate musical language. I don’t like the way there is only 1 vocal part – some harmonies or other voices would make it more enjoyable for me. In these questions where you write what you like and don’t like, the important thing is to make a valid point using the words in the glossary at the start of the booklet. You should listen to the piece, and look at the glossary and make notes as you listen.

Wigmore High School Summer Learning 2020

Subject: Music Year Group: Year 8 Teacher: Mr Verma Date work set: Monday 4th May Date work to be completed by: Monday 18th May Topic: Listening Learning outcomes: Students will have listened to different genres and styles in Western music. Students will become increasingly familiar with the correct terminology to use when appraising music and will use these words in their work. Instructions: Please see the model answers below to have some idea of what you should be aiming at, and so you can self-mark your work. From the work I have seen so far, there is lots of good research going on, I would encourage you all when completing the questions at the end of the page, to keep referring back to the key words at the start of the PDF booklets, and use these as much as possible. So please continue to complete the Music Explorers booklet 2 pages per fortnight. Film Music and Country are due on Monday 18th May. I am also making extension work available for the following students:

7. Students who have completed the whole booklet they were assigned 8. Students who are continuing to complete 2 pages per fortnight but would like

additional musical activities (with or without internet access) 9. Students who have little or no internet access and need non-computer based tasks.

Please take a look at those extension pages and pick 1 task to do per timetabled lesson. Thanks for all your work so far and have a great week!

Year 8 – Music Explorers Project – Model Answer - Baroque Based on text from britannica.com Give a brief description of this genre of music The Baroque represents music from 1600 to 1750 which tended to have some ornate features, similar to the architecture of the period (Baroque is from the Portuguese word barocco which means pearl) Where did this genre come from Although this genre prevailed throughout the palaces and cathedrals of Western Europe, it could be said to have originated in Italy. When was this genre created It is difficult to pinpoint a start for such a vast swath of music but around 1600 What instruments are commonly associated with this genre Strings – lute, violin, viola, viola da gamba. Brass – trumpet, cornet, horn. Woodwind – flute oboe, bassoon (no clarinet). Organ, harpsichord. What is the title of your chosen piece? Spring, Allegro from The Four Seasons by Vivaldi Who is the artist of your chosen piece? Alana Youssefian & Voices of Music Explain what you like about your chosen piece using appropriate musical language. I like the bright, happy sound of the major tonality. I like the mezzo forte (mf) dynamic used. I like the soft timbres of the strings. Explain what you like about your chosen piece using appropriate musical language. I do not like the change in tempo between episodes, when the whole group starts the tempo is allegro (fast) but when the violin starts playing alone the tempo changes to andante (walking pace) In these questions where you write what you like and don’t like, the important thing is to make a valid point using the words in the glossary at the start of the booklet. You should listen to the piece, and look at the glossary and make notes as you listen.

Year 8 – Music Explorers Project – Model Answer - Motown Based on text from britannica.com Give a brief description of this genre of music A type of popular music which is a branch of “soul” music. Motown was a record label in the 1960s with a distinctive sound, which became the name of the genre itself. Where did this genre come from Detroit, Michigan, United States When was this genre created 1960s What instruments are commonly associated with this genre Electric bass, drumkit, tambourine, Hammond organ, brass, guitar, vocal groups. What is the title of your chosen piece? You Keep Me Hangin’ On Who is the artist of your chosen piece? The Supremes Explain what you like about your chosen piece using appropriate musical language. I like the allegro (fast) tempo I like the unison texture of the vocals I like the constant, percussive timbre of the tambourine Explain what you like about your chosen piece using appropriate musical language. Difficult to say as this is nigh on a perfect song but I do not like the overall volume of the electric bass in the mix – it should be a little louder In these questions where you write what you like and don’t like, the important thing is to make a valid point using the words in the glossary at the start of the booklet. You should listen to the piece, and look at the glossary and make notes as you listen.

Extension tasks 1 (with or without internet)

Tips: What should I listen to? Be brave and varied in your music choices, don’t just listen to songs and pieces you already know and like. Use this opportunity to discover new styles of music, new musicians, bands, singers. Try something different! Below are some ideas about different musical styles you could try listening to: Blues, Rock and Roll, Jazz, Folk, Reggae, Musical Theatre, Disco, Soul music, Baroque, Techno, Swing, Classical music, Film music, TV theme tunes, Video game music, Music for celebrations, Music from different decades (1960’s, 1920’s etc), Music from different countries, A Cappella, Choral music, Musical fusions (two different types of music fused together). How do I find new music? If you don’t have access to the internet:

• Radio stations • Music channels on TV (freeview or paid service) • Ask family members if they have music on their phones • Watch a film and listen to

the music • Theme tunes of TV programmes • CD’s in the house or from family members

If you do have access to the internet: • Youtube • Spotify • Radio station websites • BBC Ten pieces website • BBC Bitesize Music

Task 1 – Listening task Listen to two pieces of music to listen carefully and think about the different elements of music that are used. Think about trying to answer the following questions when you are listening to the two pieces of music:

• Title of the piece? • Who wrote the piece? • Who is performing the piece? • When was it composed (written, created)? • What style/genre of music is it? • What instruments can you hear? • How many beats in a bar are there?

• Google - ask for random/ new music

Tips Here are some ideas of some different composers you could try researching: John Williams, Elton John, Henry Mancini, James Horner, Taylor Swift, Beethoven, Mozart, Schumann, J.S. Bach, Hans Zimmer, John Cage, Paul McCartney, Marvin Gaye, Bjork, Quincy Jones, Benjamin Britten, Gustav Holst. Tips for writing lyrics:

Tips for writing lyrics

• Think about what you want your song to be about. • Write lyrics that convey the main theme or message throughout your song (try to

cover only one topic or message throughout the song) • Chorus sections usually use the same lyrics each time the chorus comes around. Your

chorus is your best chance to help make the song memorable and catchy. • Each verse usually has different lyrics but these are still linked to the theme of the

song. Think of your lyrics as telling a story! Verses are usually the place to tell the story, try to make the details interesting.

• Just remember, you are trying to tell a story with your lyrics.

Task 2 Research a music composer of your choice. Here are some ideas of things to find out:

• When the composer was born? • Where they were born? • Did they play any instruments? • What genres of music did they compose? • Find out some names of some of the pieces they composed

Task 3 Lyric writing. Try creating some lyrics for your own song. Start with lyrics for a verse and chorus.

Here are some ideas for different ways you could try keeping a record of your melody:

• Record yourself singing/humming/playing your melody, you could use a phone to do this

• Write the letter names down on a piece of paper: e.g. C, C, C, C, D, D, E, E, E, E, D • If you know how to use staff notation (writing notes on the stave – the 5 lines music

can be written on), you could write the notes out this way. • You could create a graphic score to represent the shape of your melody

Some websites you might find useful: Free composing sites: Bandlab.com Soundation.com Music theory sites Music theory.net Teoria.com Music videos to help with learning about music

• https://www.youtube.com/watch?v=vi25BFJy5x8 - to help learn where the notes are on the stave

• https://www.youtube.com/watch?v=aovVKP02noU – to help you learn where the notes are on the keyboard

Task 4 Creating a melody (tune). In task 3, you created lyrics for your own song. Now you could try creating a melody to go with these lyrics. You could create a melody on any instrument or just by using your voice!

Extension task ideas If you would like to try a few more musical tasks, here are a few ideas of things you could try:

• Learn to play a new song on an instrument • Learn to sing a new song • Memorise where the notes are on a musical keyboard • Memorise where the notes are on the stave (how to read music) • Visit the website: www.musictheory.net and try to learn something new about music theory • Read through the ‘basic music literacy’ at the bottom of this document and try to learn some of the

Extension 2 – without internet access

Music Review Listen to a piece of music of your choice. Describe any interesting features of the music. Would you recommend this to other listeners? Why/Why not?

DIY Instrument Can you make a functioning instrument with items from around the house (check with the adult in your house before using them!)…can you then create a piece of music to perform using your new instrument?

Keyboard Practice Draw a piano keyboard, label the notes and learn how to recognise where they are – it will be easier to play once we’re back in school. If you have a keyboard at home then pick a piece of music and learn to play it fluently.

Song Lyrics Take an existing song that you know well and re-write the lyrics to encourage people to follow the social distancing rules and/or wash their hands properly.

Musical Elements Make a poster describing tempo, texture, dynamics, duration (rhythm), pitch and structure. Draw pictures to illustrate what each one means.

Jukebox Jukeboxes were around from the 1950s, people would put coins in and select their favourite song to play. Make a list of your ten favourite songs and who sang them, give a musical reason why you like each one. Remember to use musical words.

Stomp Questions (use the text on the back) 1. Which art forms are combined in Stomp? 2. Where did it originate? 3. What is a busker? 4. What is an ostinato? 5. How do Stomp use rhythms in their music? 6. Do you think we should study Stomp, why?

Rhythm Writer Using the note length reminders on the back of this page, create a set of rhythms that would fit into a 4/4 time signature (each bar should add up to 4 beats), try and fit words to your rhythms to make them easier to perform. How many can you come up with?

Treble Clef Word Generator Using the notes of the treble clef, how many different words can you create? Draw them out using the notes and label them underneath. Take care with where you place them. If there is more than one of a letter in the word can use different pitches?

Movie Critic Listen to the theme tune of a film. Write a paragraph to describe how the musical elements are used in it. Can you explain what makes the theme tune fit the movie it is used for?

Instrument Info. Draw a detailed picture of an instrument of your choice. Label the different parts of the instrument and describe how it works in order to create a sound. Can you describe how it makes different sounds?

Popular Poster Create a poster to be displayed in the Music classroom about your favourite band or artist. Justify why you enjoy their music and how you think they’ve helped shape the world of Music. Include pictures as well as text.

Rhythm Questions (text on the back) 1. What styles/genres of music do you think use polyrhythms and why? 2. Can you think of some songs or pieces of music that you know that you would describe as having a 2, 3 or 4 beat pulse? 3. Why is rhythm important in music?

Stage Manager Create a birds-eye stage plan for a performance by your favourite band. Think about where equipment such as mics, amps and speakers would be placed as well as additional items such as pyrotechnics and moving stage items. Explain the design.

Family and Friend Playlist Ask at least five other people (phone/text is fine) to tell you some of their favourite songs, who sings them and why they like them. Make a playlist of your favourite songs from the list and create a written version explaining who chose them and why.

Compare and Contrast Listen to two pieces of music which are in different styles. Describe how the musical elements are used in each piece and then write a paragraph to show what makes them fit into their different styles and why they could not be classed as the same type.

Listen In Listen to a piece of music that you do not

Treble Clef Story Write a short story but use notes of the treble

Film Music Composer Draw a storyboard of a film (at least 6 frames) and

Stomp Performance Create your own piece of ‘stomp’ music. Think

like. Write a paragraph to describe what the music sounds like – do not include your opinion, just state the facts. Then write a paragraph to justify what it is you do not like about it, has your opinion changed?

clef for any of the words you created on the treble clef generator. You will need to write it by hand and draw the stave with a ruler to show the words clearly.

describe how you would expect the instrumentation, tempo and pitch to sound for each of the scenes. Try to be as detailed as possible, think about how it may change during each frame.

about how you can create different sounds using general items (i.e. yard brush) and body percussion and how you could layer these to create an interesting performance.

Pulse and Rhythm Text The word rhythm comes from the Greek ‘rhythmos’ which describes any recurring motion that is marked by strong and weak elements. We use the word to describe the ways notes are grouped together in terms of duration (how long they are) as well as how they are accented (an accent gives a single note extra importance in a phrase.) In performance arts, rhythm describes how things are timed such as the steps of a dance or the meter of spoken language in poetry. In musical forms such as Hip-Hop, the rhythmic delivery of the lyrics is one of the most important elements of the style. Some of the beats in a piece of music have more importance than others, these are usually the notes that are given ‘accents,’ they let us hear the notes in groups of equal units which are called bars. The bars are usually grouped in to either 2, 3 or 4 beats with the first beat of each bar usually feeling ‘accented’ – that is the note you would tap your foot along to while listening to the music. The picture below shows how the different groupings work if you stress the capital letters on the right hand side while saying the rhythms. Rhythms can be used on their own but they are usually combined with other rhythms over a pulse (steady beat). If the rhythms are very different but played at the same time it is called a Polyrhythm.

Stomp Text STOMP is a percussion group, originating in Brighton, United Kingdom. They use the body and ordinary objects to create physical theatre performances using rhythms, acrobatics, dance and pantomime; there is no talking or singing involved. The group was created in 1991 by Steve McNicholas and Luke Cresswell who had been working as ‘buskers’ in a street band called Pookiesnackenburger. The music that STOMP create involves weaving different rhythms together, they begin with a single rhythm and repeat it (this is called an ostinato) before layering different ostinato patterns over the top to add interest to their piece – this can make it very challenging to perform. STOMP’s performances could be argued as not being ‘musical’ as they have no melodies to sing along with, however, the rhythms they create are a different type of music all by themselves. The group have performed at many venues and big events around the world and there are now several different STOMP ‘casts’ that perform mainly in the UK and America on the West End and Broadway. STOMP have even performed on Sesame Street alongside the Muppets, the Royal Variety Show and the closing ceremony of the 2012 Summer Olympics in London.

Note Values