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Cross-Curricular Music Project

Project Outline. The project looks at one genre of music and the diversity within it. The development and changes within a genre of music are inseparable from the technological, social and political influences that have shaped it. These rich cross-curricular themes will be explored during the course of the project. The core outcome is to compose and make digital multi-track recordings of students' compositions in a variety of styles within the genre. These are to be put on to a CD for whi1139

JasminFlorian
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Cross-Curricular Music Project

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    1. Cross-Curricular Music Project The Blues and Composition (from Dark Blue to Light Hearted) by Peter Stone at St Gregorys School, Kent

    3. Genres of Music Listen to a variety of blues music arranged in chronological order to show the development of the genre and to demonstrate the diversity. (For each piece students note how the music makes them feel, what they think it was about, what instrumentation was used.) Define the term genre in relation to musical style Discuss what characterises the genre of blues music To develop a vocabulary including words that convey emotion, some specialist vocabulary is used for music according to custom and convention. To create mind map for the above or create a glossary To appreciate that a musical genre can be a broad church in which there can be much diversity, however always with a common thread. To identify the themes and style that create the common thread within blues music.

    4. The Birth of the Blues Develop theme of the experience of slaves taken to the USA, discussing the trials and tribulations and the attitude of the slaver nations. Discuss discrimination and positive discrimination, citing examples from history and present day. Develop a list of words that describe all facets of the slaves experience. These will be used to generate song lyrics. To understand where slaves were taken from, their journeys and living conditions and understand how this gave birth to blues music as an expression of melancholy and hopelessness. To understand the success of many of todays powerful nations was based on the exploitation of less-developed nations and consider the moral implications. Consider whether positive discrimination is fair as part of reparations or conscience easing? To understand that blues music is an expression of the slaves experience.

    6. Key Task Review Students present key task findings to whole group and discuss before undertaking the following activities:

    7. Rhythm Show students how to use a programmable drum machine to generate a variety of rhythms Give examples to students of differing kinds of music, for example: Students learn to programme a drum machine and learn to engender emotions using rhythm

    8. The 12-Bar Blues The most common format for blues music is made up of the I IV V notes of a scale These are most commonly arranged over 12 bars. For example, in the key of A: A/A/A/A/D/D/A/A/E/D/A/A

    9. Melody and Improvisation

    10. Alternative Variations Major third.

    11. Using Accompaniment Software To familiarise with software To identify different music styles, both contemporary and traditional To be able to replicate music they have heard To examine the different emotional effect of major and minor keys To use software as a tool for rehearsal and improvisation

    12. Writing the Songs Discuss and give examples of meter in prose and how, when combining this with music, syllables and bar values must combine to produce a comfortable and melodic combination. Rhyme examine alternative rhyming conventions, for example couplets, alternate lines, no rhyme, etc. Students use the slavery poems as a basis for lyrics over a 12-bar structure, taking into account meter and rhyme Using the backing software, devise a melody for the lyrics To understand the importance of meter and rhyming patterns when writing lyrics To appreciate the range of possible rhyming schemes present as a mind map To explore alternative words, phrases and metaphors to convey ideas, emotions and to help with meter and rhyme To complete a composition on the theme of slavery in a style consistent with that of early blues music, adapting their poems on slavery to form the lyrics. To understand that the job of a composer is to write the music and lyrics. They may wish to perform the music themselves. However, if they write only what they can play, this may limit the creative possibilities. Using more experienced musicians may result in a better overall performance.

    13. Multi-Track Recording Students are shown a simple demonstration of multi-track recording. This can be done using a computer-based system or a stand-alone digital recorder. Students discuss the advantages and disadvantages of being able to record in real time versus by building up a song track by track. Students experiment by quickly recording a number of tracks themselves. To appreciate advantages of multi track such as being able to record at varying times or places with any number of musicians, and that mistakes can be corrected after the event. To appreciate that an ensemble playing together may achieve a good vibe that cannot be achieved by building up piece by piece. To gain hands-on experience of multi-track before the recording of their songs.

    15. Feedback of Findings HYPERLINK examples : MLK speech/end of slavery /american slavery/family tree blues into gospelHYPERLINK examples : MLK speech/end of slavery /american slavery/family tree blues into gospel

    16. 60s Art Design CD Cover

    17. Writing and Recording 4 more tracks The students should compose a further four tracks. The nature of these recordings should reflect the changes both society and technology have made to blues music. For example, Gospel Rhythm and Blues Rock and Roll Rock Funk Soul Hip Hop R & B.

    18. Intellectual Property and Royalties Discuss with students the principle of ownership of intellectual property, how the originator may benefit from and defend their rights to income from their ideas. Give some examples of both literary and musical plagiarism (e.g. My Sweet Lord by George Harrison and The Ghost Busters theme tune by Elmer Bernstein). Students can create a spreadsheet to show who had contributed to each composition. It also allowed them to calculate and allot for each student a percentage of the intellectual property of each composition according to input. Costs of production could also be recorded and balanced against sales to calculate profit to be distributed according to percentages.

    19. Examples of students work: Extract from Martin Luther Kings speech End of International Slavery End of American Slavery Gospel mind map Music and emotions Colour research and therapy Writing lyrics

    20. Lesson Plans & supporting information Lesson Plan 1 Lesson Plan 5 Lesson Plan 2 Lesson Plan 6 Lesson Plan 3 Lesson Plan 7 Lesson Plan 4 Lesson Plan 8 Assessment: Glossary Test to assess learning outcomes Evaluation of whole project 8 lesson plans/ scan further examples/test/evaluation8 lesson plans/ scan further examples/test/evaluation

    21. Acknowledgements Images

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