Topic title: Writing for ensemble
Year group: 9
When taught: the last 5 weeks of Year 9
What are we learning?
• To combine all the skills we have learned across KS3, to create affective compositions for an ensemble and have a go at performing these.
• Writing both bass lines and melody lines that fit with pupils chosen chords
• About perfect and imperfect cadences and where to use these in a chord sequence to make an effective musical phrase (known as internal structure)
• Continuing to learn about the points of the major scale and the roles of primary and secondary chords.
• Writing melodies that fit lyrics.
Why is this important to know?
• Being able to build a piece from scratch, understanding how to create effective and playable parts is key in composing your own pieces. We look at extended structures, melodic writing and harmony. This allows pupils to write music to express themselves and share with others. This is a core fundamental skill in music.
Where does this link into our past and future learning?
• In year 8 we have had a go at creating songs in our Song writing topic. In year 9 we have built on knowledge of writing in a variety of popular styles and fusion styles. We have also looked at more complex and freer composition styles in our topic on Film music.
• At GCSE and A level composition is 30% of their examined content and preparing pupils for this is key to everyone being able to access music at these levels. For all pupils, regardless of whether they carry on taking music academically, it gives them the tools to be able to approach these skills on their own.
How will we be assessed on this topic?
• Pupils will be assessed on the effectiveness of their compositions. The specific marking criteria can be seen on the attached Writing for ensemble topic and assessment sheet. Broadly they will be assessed on the effectiveness of their melody, chords, structure and any other additional parts they write, focusing on the effectiveness of their overall and structure in meeting the set criteria.
What makes a strong piece of work in this topic? What are teachers hoping to see?
• That the melodic line is predominantly conjunct but uses a few chosen leaps. That the melody fits their chosen lyrics with at least one pitch per syllable.
• That the chord patterns use mainly the primary chords but with well chosen secondary chords included. That perfect cadences are used at the end of phrases (like full stops) and imperfect ones at central points in the phrase (like commas)
• That the melody and chords fit well together, and any additional parts such as basslines or countermelodies fit the piece effectively.
• That the piece has a clear structure
• That pupils use texture effectively to build up throughout the piece.
What key words are there in this topic?
What can I try if I want to stretch and challenge myself on this topic?
• Have a go at adding in extensions to your chords (6ths, 7ths, 9ths)
• Have a go at using chord substitutions i.e. replacing a chord from your pattern with another chord. This could be from the secondary chords OR it could be chord from outside the scale.
• Consider using different chord sequences in different parts of your song.
What wider reading can be done on this topic?
Listen to a wide range of music. Look up the chord sequences for pieces you listen too. Have a go at playing them. What do you like about their chord sequences? Have a go at playing melody lines – which leaps do they use in the melody? How often do they use them?
Using interactive websites such as the following to help with learning the notes in scales and chords.
Tonesavvy.com
Musictheory.net
Teoria.com
Supporting document/links:
• Writing for ensemble keywords and assessment information sheet
