wigmore high school summer learning 2020 7 music... · 2020. 7. 6. · la valse d’amelie from the...

Wigmore High School Summer Learning 2020

Subject: Music Year Group: Year 7 Teacher: Mr Verma Date work set: Monday 6th July Date work to be completed by: End of term/September Topic: Listening Learning outcomes: Students will have listened to music of the Western Classical Tradition. 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. Keep referring back to the key words at the start of the PDF booklets, and use these as much as possible. So please complete 2 more pages of Mixtape listening. Tracks 11 and 12 (Mozart and Mussorgsky) are the final pieces of work this term! If you can, take a look at the extension pages (below) and pick 1 task to do per timetabled lesson. Thanks for all your work so far and have a great week!

Year 7 Music – Model Answers Track 9 G. F. Handel: Zadok the Priest (information taken from brittanica.com) Name: George Frideric Handel Born: 23 February 1685, Halle, Brandenburg Germany Died: 14 April 1759, London, England Genre(s): Baroque Occupation(s): Composer Instrument(s): Violin, Organ, Harpsichord Notable Works: Messiah, Water Music, Music for the Royal Fireworks The 2 ensembles heard are choir and orchestra Tempo at the beginning is largo or largetto (any Italian term for slow or moderately slow is acceptable) New metre is 3/4 (3 crotchet beats per bar) Gradually getting louder crescendo The texture becomes much thicker with the addition of more instruments and the voices. Due to there being many more parts, the timbre becomes more mixed, with the voices and the harsh sound of the brass piercing through, whereas before the change the only timbres were the soft sounds of the strings. The dynamics go from soft to very loud (fortissimo) suddenly, with no warning. Did you know, the theme music for the UEFA Champions League is based on this piece? The 2 teams always walk out to an adaptation of Zadok the Priest.

Year 7 Music – Model Answers Track 10 G. Holst: ‘Mars’ from ‘The Planets’ (information taken from brittanica.com) Name: Gustav Holst Born: 21 September 1874 Cheltenham, Gloucestershire, England Died: 25 May 1934, London, England Genre(s): Romantic Occupation(s): Composer and Music Teacher Instrument(s): Piano, Violin, Trombone Notable Works: The Planets Possible ideas in Mars: The Bringer of War which inspired Hans Zimmer’s writing in ‘Barbarian Horde’ from Gladiator: Repeated patterns (ostinato) on 1 note Very gradual crescendo (getting louder) Use of brass and percussion Use of minor tonality Gradual accelerando (getting faster)


Subject: Music Year Group: Year 7 Teacher: Mr Verma Date work set: Monday 22nd June Date work to be completed by: Monday 6th July Topic: Listening Learning outcomes: Students will have listened to music of the Western Classical Tradition. 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. 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 Mixtape listening 2 pages per fortnight. Tracks 9 and 10 (Handel and Holst) are due on Monday 6th July If you can, take a look at the extension pages (below) and pick 1 task to do per timetabled lesson. Thanks for all your work so far and have a great week!

Year 7 Music – Model Answers Track 7 B. Britten: ‘Storm’ Interlude from ‘Peter Grimes’ (information taken from brittanica.com) Name: Benjamin Britten Born: 22 November 1913, Lowestoft, Suffolk, England Died: 4 December 1976, Aldeburgh, Suffolk, England Genre(s): Neo-classical/20th Century Occupation(s): Composer and Conductor Instrument(s): Piano Notable Works: Peter Grimes, War Requiem, The Young Person’s Guide to the Orchestra Compare Britten’s ‘Storm’ with another piece from the list. I compared the first 45 seconds of Britten’s ‘Storm’ with the first 45 seconds of Wood’s Fantasia on British Sea Songs. Both pieces are for large orchestra. The Britten piece has forte (loud) dynamics throughout, whereas the Wood piece begins mezzo forte (medium loud) and then gets softer. The texture of the Britten is thick, most instruments seem to be playing at once, with many different parts. In comparison, after the beginning of the Wood piece, where most of the orchestra plays, only individual instruments or small groups of instruments take turns to play. The melodies of the Britten piece rise and fall a bit like a rolling sea, they are often heard in the higher pitches of the woodwind and brass. The melodies of the Wood piece are more memorable, as they are based on songs they are quite hummable.

Year 7 Music – Model Answers Track 8 E. Grieg – In the Hall of the Mountain King (information taken from brittanica.com) Name: Edvard Grieg Born: 15 June 1843, Bergen, Norway Died: 4 September 1907, Bergen, Norway Genre(s): Romantic Occupation(s): Composer and Pianist Instrument(s): Piano Notable Works: Piano Concerto in A minor, Peer Gynt Listen to the music and imagine being the character of Peer Gynt. Draw what you see in front of you.

Ideally you would have listened to the piece and imagined a fantasy landscape, and then drawn it. You may have been inspired by other myths and legends you have heard about, or more recent fantasy tales such as The Lord of the Rings.


Subject: Music Year Group: Year 7 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 music of the Western Classical Tradition. 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 Mixtape listening 2 pages per fortnight. Tracks 7 and 8 (Britten and Grieg) 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 (below) and pick 1 task to do per timetabled lesson. Thanks for all your work so far and have a great week!

Year 7 Music – Model Answers Track 5 L. van Beethoven – Symphony No. 5 (1st movement) (information taken from brittanica.com) Name: Ludwig van Beethoven Born: 17 December 1770, Bonn, Germany (baptized) Died: 26 March 1827, Vienna, Austria Genre(s): Classical and Romantic music Occupation(s): Composer Instrument(s): Keyboard, Violin, Viola Notable Works: Fur Elise, Symphony No. 9 (Ode to Joy), Piano Sonata No. 14 (Moonlight Sonata) Imagine what it would be like to lose your hearing completely. How would you feel? What would your music sound like as a result? I would feel very upset as I love to listen to, and perform, music. My music might sound quite strange, as I would create music without hearing what it sounds like (Beethoven understood music so well, he didn’t have to hear it to know what he was doing). I might try and make the music sound more emotional, to convey my sadness at not being able to hear anymore.

Year 7 Music – Model Answers Track 6 J. Adams – Short Ride in a Fast Machine (information taken from brittanica.com) Name: John Adams Born: 15 February 1947, Worcester, Massachusetts, United States Died: - Genre(s): Contemporary Classical music Occupation(s): Composer and Conductor Instrument(s): Clarinet Notable Works: On the Transmigration of Souls, Dharma at Big Sur, Nixon in China How does the composer create excitement using the musical elements in his composition? Discuss the following points: TEMPO: ...The tempo is presto (very fast), somewhat like a car journey on a motorway when travelling at high speed............................................................................................. DYNAMICS: The dynamics are mainly forte (loud), with some quieter passages and crescendi, just like when you are near a road with some loud traffic .......................................................................................................................................... ARTICULATION: … The articulation includes a mix of staccato (short) notes and legato (long) notes, like lots of background sounds in the distance whilst there are louder sounds nearby ................................................................................................................................. TIMBRE:… The strings play almost constantly, along with a constant woodblock. Other percussion such as snare drum and timpani take it in turns to be heard, and woodwind instruments are constantly joining in. The brass take on a more major role towards the end, with some long held chords and melody lines. …............................................................................................................................................. Find 3 other pieces that could represent a short/fast ride. The pieces can be from any music genre.

1. Batman Theme, from the 1960s TV series, by Neal Hefti 2. La Valse d’Amelie from the Amelie soundtrack 3. Don’t Let it Break Your Heart, from Coldplay’s Mylo Xyloto


Subject: Music Year Group: Year 7 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 music of the Western Classical Tradition. 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 Mixtape listening 2 pages per fortnight. Tracks 5 and 6 (Beethoven and Adams) are due on Monday 8th June I am also making extension work available for the following students:




Year 7 Music – Model Answers Track 3 W. A. Mozart – ‘Queen of the Night Aria’ from the Magic Flute (information taken from brittanica.com) Name: Wolfgang Amadeus Mozart Born: 27 January 1756 Salzburg, Austria Died: 5 December 1791, Vienna, Austria Genre(s): Classical music Occupation(s): Composer Instrument(s): Keyboard, Violin Notable Works: Overture from The Magic of Figaro, Eine Kleine Nachtmusik, Piano Concerto No. 21 Operas contain a number of different types of song. Write a definition of each of the following terms and then decide which type of song this piece is and say why. Aria – solo song with instrumental accompaniment Recitative – a type of accompanied song where the singing is half spoken, half sung I think that this piece is an Aria / a Recitative because … 1. The piece is called the Queen of the Night Aria and 2. The piece sounds completely sung, no-one would speak in this way, particularly because it is so high-pitched.

Year 7 Music – Model Answers Track 4

J. Haydn – Trumpet Concerto Movement 3 (information taken from brittanica.com) Name: Joseph Haydn Born: 31 March 1732 Rohrau Austria Died: 31 May 1809 Vienna Austria Genre(s): Classical music Occupation(s): Composer Instrument(s): Voice, Harpsichord, Violin, Organ Notable Works: Trumpet Concerto, The Creation, String Quartets, Op. 33

a) Describe the texture of this piece: Homophonic b) Name the ensemble that is performing this piece: Orchestra c) Circle the term which best describes the tonality of this piece: Major d) Name the solo brass instrument used in this piece: Trumpet


Subject: Music Year Group: Year 7 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 music of the Western Classical Tradition (year 7). 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 Mixtape listening 2 pages per fortnight. Track 3 and 4 (Mozart and Haydn) are due on Monday 18th May. I am also making extension work available for the following students:




Year 7 Music – Model Answers Track 1 J.S. Bach – Cello Suite No. 1 – Prelude (information taken from brittanica.com) Name: Johann Sebastian Bach Born: 21 March 1685 Eisenach Died: 28 July 1750 Leipzig Genre(s): Baroque music Occupation(s): Composer, Organ Builder Instrument(s): Harpsichord, Organ Notable Works: Brandenburg Concertos, The Well-Tempered Clavier, the Mass in B Minor. Listen to the Prelude from Bach’s Cello Suite No. 1. Think about how the piece has been composed and the instrument it is for. What other instruments might be appropriate to join this ensemble? Potentially any instrument (if you are able to justify it below) Why? Some instruments such as flutes, clarinets, violins, guitars have soft timbres which would complement the soft timbre of the cello. Some instruments such as trumpets, bassoons, have slightly harsher timbres which would contrast to the soft timbre of the cello. Some instruments such as piano and harpsichord have percussive timbres which would contrast to the soft timbre of the cello. Other answers are acceptable if you justified your instrument choice.

Year 7 Music – Model Answers Track 2

A. Vivaldi – 4 Seasons – ‘Summer – Presto’ (information taken from brittanica.com) Name: Antonio Vivaldi Born: 4 March 1678 Venice (Italy) Died: 28 July 1741 Vienna (Austria) Genre(s): Baroque music Occupation(s): Composer Instrument(s): Violin Notable Works: The Four Seasons This movement from the second concerto (‘Summer’) is often referred to as the “Storm”. Describe how the composer has used each of the following musical elements to make it sound true to its name. In this section you needed to name the correct musical keyword and make the connection to how the music evokes the image of a storm. Be sure to refer to the glossary at the start of the booklet to help with these kinds of questions. Tempo: Presto/Allegro/Vivace (fast or very fast) like the fast hammering down of raindrops in a storm or a howling gale – wind moving very fast. Tonality: Minor key evoking the fear and unpleasantness of being caught outside during a storm. Articulation: Short, spiky (staccato) notes on the whole, with some occasional smooth (legato) playing – like the rain falling in a staccato way or the wind swirling leaves and dust smoothly around the sky. Texture: Solo and accompaniment (homophonic) texture mainly, with occasional unaccompanied parts for the solo violin. Solo violin also blends into the orchestra occasionally. Also plays alone with one cello too. Instruments come and go from the texture. This constant changing of texture is a little like the ever-changing nature of a storm. Other answers are acceptable too, the above are model answers only.

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

https://www.youtube.com/watch?v=vi25BFJy5x8

https://www.youtube.com/watch?v=aovVKP02noU

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

wigmore high school summer learning 2020 7 music... · 2020. 7. 6. · la valse d’amelie from the...

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