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KNOW: What a remix is SHOW: The original ‘Fire’ theme by Kasabian COMPOSE: Your own remix of fire. TASK 1: L earn stage 1 of the Hook. What’s this?. What’s this?. TASK 2: L earn stage 1 of the Hook. G. F. G. F. D. C. C. Bb. C. ….. / 9. WANT TO REMEMBER THE NOTES: Watch.
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KNOW:What a remix is SHOW: The original ‘Fire’ theme by Kasabian COMPOSE: Your own remix of fire
TASK 1: Learn stage 1 of the Hook What’s this? What’s this? TASK 2: Learn stage 1 of the Hook G F G F D C C Bb C ….. / 9
TASK 3: What is a remix? List the differences (../5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
TASK 3: What is a remix? Answers Level 5 New instruments / Adapted melody Different tempo Different genre / style Level 6 New bass melody / line Different accompaniment in the chorus Different rhythm on the drum kit. Rapping
TASK 4: Use the blank staves (if necessary) and remix the original melody.
KNOW:Octaves SHOW: A minor scale COMPOSE: Your own bass line
TASK 3: What is a remix? Describe This remix – Form a sentence recap. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Describe a remix... Answer A remix is an existing song or section of a song that is adapted or changed in some way. Changes to tempo, dynamics, timbre, key and melody are common. Any other valid comment.
QUESTION: We’re going to compose our bass line. But how? Where do we start? THE RIFF HAS THESE NOTES – C D Eb F G Bb – Where did these come from? TASK 4: C minor scale… …………………… C D EbF G AbBb C Tone SemiToneTone ToneSemiToneTone Tone TASK: Play these notes aloud as a class in time with my click, ascending and then descending. TIMBRE: Are we on the right sound? 147 will do it!
TASK 2: Using the C minor scale compose a bass line for the first 2 bars in quaver rhythm. DISCUSS: What makes a good bass line?
TASK 1: Using the C minor scale compose a bass line for bars 3 & 4 using octaves. What are octaves: Listen .
ASSESSMENT: Teacher to go round and collect levels Level 7 LEVEL 7 Play both parts together – One person Complements the hook Octaves Repetition Uses the C minor scale Pitched correctly Level 6 LEVEL 6 Level 5 LEVEL 5 Level 4 LEVEL 4
LEVELS FOR DISCUSSION • 3 – Basic answers such as – it sounded good, like the original. I didn’t think it sounded like the original. • 4 – Compare:To original and others. Evaluate: Judge / make a decision using vocab like timing, sections, timbre. Suggest how they can improve. • 5 – Analyse: Look closely / deeper and consider all aspect. Evaluate: how venue, occasion and purpose affect the way music is performed and heard. Refine and improve work. • 6 - Analyse, compare and evaluate how music reflects the contexts (style, genre, age, technology) in which it is created, performed and heard. They make improvements to their own and others’ work in the light of the chosen style. • 7 - They evaluate, and make critical judgements about, the use of musical conventions and other characteristics and how different contexts are reflected in their own and others’ work. Say something nasty Say something nice Compare and evaluate Suggest an improvement
KNOW: Crotchet, Quaver & Semi quaver BE ABLE TO: Rap / sing over a dance backing track UNDERSTAND: Duration and timing Need lyric sheet KNOW:Octaves SHOW: A minor scale COMPOSE: Your own bass line
UNDERSTAND: 70 Bmp and crotchets. Crotchet beats are in time with the pulse and land on every click (70 bpm metronome). TASK 1: Clap along with the metronome and song to understand crotchet duration. TASK 2: In groups rap or Sing the 1st verse in a crotchet rhythm. Crotchet TASK 3: Clap along with the metronome and song to understand quaver duration. Quaver beats are twice as quick as crotchets. TASK 4: In groups rap or Sing the 2nd verse in a quaver rhythm. Quaver EXTENSION TASK! TASK 3: Clap along with the metronome to understand semi quaver duration. Semi quaver beats are twice as quick as quavers. TASK 4: In groups rap or Sing the 3rd verse in a semi quaver rhythm. Semi Quaver
