Name: Teaching Clas s

Into the Deep End with Classical Music Student workbook

In this half term you will be using classical music as the basis of your work. What is the first thing you think, and be honest, when you hear your teacher say We are going to be using classical music! Write you thoughts here:

Imagine you are talking to someone who has lived on a deserted island all their life. How would you describe classical music to them? Write your description here:

Rate your enjoyment of classical music below: 1= Hate it! 10 = Love it!

Into Classical Music!!

You are going to chose one of the following classical pieces as a starting point for your work. You may decide to create a group performance of the piece or you may use it as a sample to be included in an original composition. Remember you are not being asked to PERFORM a classical piece of music. Your song/ piece can be classical in style if you want but it could be in the style of rock, jazz, pop, hip-hop etc. etc. Its up to you!!!!! Each group will have a CD of the four songs that you can use and there are some printed resources, to help you get started, if you want to use them - but they are only the beginnings of each of the pieces and your final performance must be a bit longer than that. Your teacher has blank manuscript and Tab paper that you can use to write your ideas down. The four songs that you can choose from are:

Gymnopedie No.1 - Eric Satie

ric Satie was a French composer and pianist. He was an eccentric (unconventional and slightly strange) and preferred to be called a "phonometrician" (meaning "someone who measures sounds") instead of a "musician, after having been called "a clumsy but subtle technician".

Elizas Aria - Elena Kats-Chernin

Eliza's Aria is from the ballet Wild Swans, composed by Elena Kats-Chernin. The aria was first used by Lloyds TSB in 2007 "For the Journey" adverts. In April 2010, research undertaken by Performing Rights Society revealed that the song, featured in the adverts, is the third most performed in UK advertising.

O Fortuna - Carl Orff

"O Fortuna" is a medieval poem written early in the thirteenth century, part of the collection known as the Carmina Burana. It is a complaint about fate and Fortuna, a goddess in Roman Mythology. In 1935/36, O Fortuna was set to music by the German composer Carl Orff where it is used as the opening and closing number. Orff's setting of the poem has become immensely popular and it can be heard in many movies and television commercials.

Canon - Johann Pachelbel

Canon is the most famous piece of music by German Baroque composer Johann Pachelbel. It was originally written for three violins, cello and harpsichord. The Canon remained forgotten for centuries and was rediscovered only in the 20th century. The piece became extremely popular, and today it is frequently played at weddings and included on classical music compilations. Although the piece is in the key of D your resources are written in C because it is easier to play.

Lesson 1
Lesson 1 - Write the names of everyone (including you) in this box and say what each is going to be doing e.g. playing guitar - dont worry you can change this later if you want!

Write the name of the piece you are going to use in the box below and give at least one reason for your choice (not just cos its good please!)

Home Learning - Write in your planner!!!

All of these pieces have been used in pop songs. Find and
listen to at least one song that has used the piece you have chosen. You will need to write the name of the song and the artist that uses the song in your booklet next lesson.

Lesson 2
Complete the following sentence at the start of this lesson. The piece by has been

used by

in the song

Complete this box at the

start of the lesson.

What is your groups aim for this lesson - what are you going to have done by the end of the lesson?

Complete this box at the

end of the lesson.

Did you achieve you aim for this lesson? What did you do well and what do you still need to do?

The name of our song is:

Lesson 3
At least one group will be performing what they have got so far at the end of this lesson and it could be you. So your aim for this lesson should be to have something to perform.

Complete this box at the

start of the lesson.

If my group is chosen to perform at the end of this lesson we will be able to perform:

Complete this box at the

end of the lesson.

Would you have been able to perform at the end of the lesson (or were you able to)? What could you do successfully and what will you do next lesson to improve further?

Lesson 4
You have two more lessons left to complete your work. As in last lesson at least one group will be performing at the end of the lesson and (as it is chosen randomly) it could be you again. As in last lesson complete table below at the start and end of the lesson.

Complete this box at the

start of the lesson.

If my group is chosen to perform at the end of this lesson we will be able to perform:

Complete this box at the

end of the lesson.

Would you have been able to perform at the end of the lesson (or were you able to)? What did you do successfully and what will you do next lesson to improve further?

Lesson 5
You are going to be performing in the concert next lesson, showing your completed work to the whole group. There will NOT be a performance at the end of todays lesson to give you as much time as possible to complete your work.
Complete this box at the

start of the lesson.

What is your groups aim for this lesson - what are you going to have done by the end of the lesson?

Complete this box at the

end of the lesson.

Did you achieve you aim for this lesson? What did you do well and what do you still need to do?

Lesson 6
Today is concert day; you have (hopefully) worked hard over the last 6 lessons and have prepared a great piece of music for everyone to listen to. You are not going to set an aim at the start of the lesson because you should just be running through to make sure that you are happy with your piece. Good Luck!!! Complete the following table for each group during the performances.
Group

Song Title

Which of the four classical pieces have they used

Rate how successful the piece was 1= Poor 5 = Brilliant!

Say one thing about the song that was successful

Say one thing about the song that could have been better (if anything!)

Lesson 7 - And Finally!!!

In your group discuss your work and the final performance. You need to say what you think went well (successes) and what you think you could have done better (weaknesses) and you MUST give reasons for them. Write them below.
Our strengths and weaknesses as a group were:

My personal strengths in this task were:

To improve

I will:

We achieved LEVEL

for our song.

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Here is what you need to do to be successful

To get a

PASS

Compose an original composition/ arrangement using a classical piece a stimulus, as a member of an ensemble with help from your tutor that demonstrates a basic understanding of how music fits together. AND Perform an original composition/ arrangement to an audience with some accuracy and confidence.

To get a MERIT

Compose an original composition/ arrangement using a classical piece a stimulus, as a member of an ensemble with limited help from your tutor that demonstrates good use of the elements of music. AND Perform an original composition/ arrangement to an audience with confidence making only minor mistakes in the performance.

To get a DISTINCTION

Compose an original composition/ arrangement using a classical piece a stimulus, as a member of an ensemble with total independence that demonstrates excellent and imaginative use of the elements of music. AND Perform an original composition/ arrangement to an audience with fluency, confidence and stylistic awareness.

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