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KEYBOARD TASK

On your handouts, there are 4 different Riffs. With your partner, you are going to practise playing these and perform them to the rest of the class. Clocks Coldplay

Autumn Term Second Half Lesson 3 - Riffs

STARTER IN PAIRS DISCUSS...

How is a Hook different from a Riff?

A Hook is a piece of music to grab and hold the attention of the listener. A Riff is a small rhythmic passage that can be repeated over and over throughout the song.

BY THE END OF THE LESSON:

ALL of you will understand how a riff works and learn part of a riff

MOST of you will be able to play a riff in a group

SOME of you will be able to perform a riff with confidence in your group

PERFORMANCE: WHEN LOVE TAKES OVER

In small groups, build up a performance of the theme:

Bass riff on guitar, bass guitar or keyboard playing the notes F (see next slide) Chords on guitar or keyboard Melodic riff on keyboard

PERFORMANCE: WHEN LOVE TAKES OVER

Melodic Riff:

Bass Riff:

Chords:

GROUP PERFORMANCE ASSESSMENT LEVELS

3:
4: 5: 6: 7: 8:

secure performance of a simple melodic or rhythmic part.

secure performance of a simple melodic or rhythmic part with an awareness of the overall ensemble performance. secure performance of a more significant part with awareness of others and taking a solo part or leading others. expressive performance of a significant part, making use of dynamics and phrasing to fit the part within the ensemble . an expressive and musical performance, making a significant contribution to the groups ensemble performance an expressive and well-shaped performance giving a sense of direction to the performers part and to the ensemble.

EP: a very convincing performance that showed empathy with and exploited the instruments potential.

PERFORMANCES!

PLENARY

Give yourself a target based on the work we have done and the peer assessment.

What do you need to improve on? What did you find difficult? What could you do better if you had more time?

STARTER NAME THE TYPE OF HOOK

Listen to the following 2 songs.

Name the type of hook e.g. Instrumental, production, structural or storyline. Lay your written work as follows:

1. Black Eyed Peas Where Is The Love (Type of hook) 2. Adele Skyfall (Type of hook)

BY THE END OF THE LESSON

ALL of us will perform with confidence part of an instrumental hook MOST of us will perform an instrumental hook in time with our group SOME of us will perform a difficult part with expression

PERFORMANCE: WHEN LOVE TAKES OVER

You have 10 minutes to rehearse your part in your group Pick a tempo (speed) that you can ALL play at Play in time with your group TIP If your group are confident playing it, repeat it a couple of times (it is a riff after all!!)

SELF ASSESSMENT

I performed the _________ to David Guettas When Love Takes Over I performed my part well because.... I found my part difficult because... To improve my performance skills I need to...

LISTENING TO SIMPLE POP SONGS

How easy is it to recognise hooks in songs? Identify the section which contains the hook.

Listen to songs to try to recognise hooks:

1. 2.

Cannonball by Damien Rice Forget You by Cee-Lo Green

Your written responses will be assessed using criteria on the next slide:

Listening assessment levels

3: a basic recognition of sounds and the elements. 4: a correct identification and description of sounds using appropriate musical vocabulary. 5: an accurate identification and analysis of musical devices, evaluating the motives for composition. 6: a detailed identification and evaluation of the processes and contexts of musical genres. 7: a precise judgement of conventions and characteristics within musical genres, styles and traditions. 8: a precise discrimination of the characteristics and expressive potential of musical resources, genres, styles and traditions. EP: a detailed analysis showing a contextual awareness of musical genres, styles, traditions and composers.

OBJECTIVES

ALL OF YOU will compose your own hook for a song MOST OF YOU will have added a chord pattern to your hook SOME OF YOU will perform your hook with confidence in your group

MELODIC, RHYTHMIC AND LYRICAL HOOKS

LEARNING OBJECTIVE: YOU WILL COMPOSE YOUR OWN HOOK FOR A SONG AND IDENTIFY HOOKS IN SONGS IN A LISTENING ACTIVITY.
Work

with a partner to compose a short rhythmic, melodic or lyrical hook. the type of hook you want to create.

Choose Refine

and improve your ideas, ensuring you have a slick and stylish finished hook. will need to use your hook later, so write it in your book.

You

POP SONG STRUCTURES

Most

songs have verses and choruses, an intro, outro (or coda), bridge ( linking section) and sometimes a middle 8 (an instrumental section).

chorus has the same lyrics and melody each time it is heard.
verse has the same melody but different lyrics each time it is heard. Sometimes the melody is varied slightly to fit the different lyrics.

POP SONG STRUCTURES

Songs are structured in patterns like these:

I V1 V2 C V3 C V4 C B O

I V1 C V2 C B V3 C O

(I=Intro, V=Verses, C=Choruses, B=Bridge and O=Outro)

COMPOSITION ASSESSMENT LEVELS

3: 4: a simple but successful combination of sounds. sounds have been combined effectively by developing ideas within the structure. 5: appropriate melodies, rhythms and chords have been used to create an effective groove form composition. 6: ideas have been developed and refined to create a stylistic and effective groove form composition. 7: a coherent musical composition has been created through adaptation, development and extension of ideas. 8: ideas have been shaped and musical resources exploited to create an extended piece with style and direction. EP: a coherent and musically effective composition with consistency of style and an individual musical flair.

SELF ASSESSMENT

What makes your hook succesful? What could you do to improve?

What instruments are you using to play it?

What level are you aiming for and WHY?