How can I learn to play with two hands? The KING S Medium Term Plan - MUSIC. Y8 Module 1. Chords. Module. Building on prior learning

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1 The KING S Medium Term Plan - MUSIC Y8 Module 1 Module Chords Building on prior learning Using their knowledge of the keyboard, notation, elements, mood, times signatures, and rests, learners will reinforce their ability to read the treble clef and learn how to play left handed chords simultaneously. This module is designed to build skill and independent working ability. We study this module in preparation for the high expectations of the GCSE performance element. Learners who play the keyboard of guitar will be given individual challenges according to their ability. Overarching Challenge question How can I learn to play with two hands?

2 Lines of Enquiry Week 1: What is tonality? Week 2: How can I learn to play chords? Week 3: How do I need to practise when playing hands together? Week 4: How can I build my keyboard skills? Week 5: Can repetitive chords support an interesting melody? Week 6: Assessment week Progress Objectives By the end of this module, learners will be able to identify major and minor tonality. Learners will know what the term triad means. Learners will be able to play chords. More able learners will be able to play a melodic line and accompanying left hand chords simultaneously. Learning strategies Performance: Composing: Appraising: Learners will be given group performance opportunities in this module through singing and playing instruments as a soloist and/or ensemble. Some learners will compose chords to accompany a given piece. Learners will take part in a weekly appraising task at the start of each lesson and improve their skills through verbal and written communication forms.

3 Knowledge and Skills Musical elements Durations Rests Time signatures Notation Improving musical vocabulary Reasoning and opinion Appraising Performance instrumental skills Composition Summative Success Criteria TASK: TO PERFORM USING TWO HANDS ON THE KEYBOARD SHOWING THAT YOU UNDERSTAND THE TWO PARTS. YOU MAY ANNOTATE THE MUSIC TO HELP YOU. TARGET I have played through the melody using my right hand. I have some hesitation. I am able to play the root note (letter) of the chord using one finger in my left hand. SATISFACTORY I can play the melody in my right hand. I can play the chords in my left hand. I try to play them together but it is not fluent/i hesitate and sometimes have a more fluent performance by just playing the one chord note in my left hand. STRENGTH I can play the melody fluently in my right hand. I can play the chords fluently in my left hand. I can play both hands together fluently and without hesitation or mistakes. I can identify missing chords..

4 Week 1 Lesson 1: Hypothesis: Music is either happy or sad Line of enquiry What is tonality? Progress objectives: To understand tonality To understand a triad Learning activities: Listening to chordal music Identifying happy and sad sounding music Learning what a triad is Expressing chords as major and minor e.g. C, Cm Student success criteria I know what a chord/triad is I know what tonality is I can work out if a chord is major or minor Week 2 Lesson 2: Hypothesis: Playing chords fluently is easy Line of enquiry: How can I learn to play chords? Progress objective: Understanding the terms tone and semitone Playing chords correctly on the keyboard

5 Learning activities: Tones and semitones worksheet Identifying notes required in chords by using the keyboard Student Success Criteria I understand tones and semitones I can work out the notes to play given chords I have started to learn to play a short melody and chords Week 3 Lesson 3: Hypothesis: Music teaches you patience to achieve a goal. Line of enquiry: How do I need to practise when playing hands together? Progress objectives: To reaffirm treble clef reading skills To build left hand chordal skills To become more fluent with practise Learning activities: Notation work given to students in books. Piece chosen according to ability. Student Success Criteria I can play a right hand melody I can play the chords in my left hand I can play the right and the left hand parts at the same time

6 Week 4 Lesson 4: Hypothesis: Chords are the key to music Line of enquiry: How can I build my keyboard skills? Progress objectives: To continue to build keyboard instrumental skill To improve fluency To continue aural training to improve accuracy of chordal accompaniment Learning activities: Continuing to learn to play a piece of music with two hands. Hands separately practice. Improving fluency and speed of movement between chord changes Using aural skills to try to identify missing chords Student Success Criteria I am playing hands together (even if not always perfect) My playing is fluent and without hesitation I am adding in missing chords Week 5 Lesson 5: Hypothesis: Chords are the foundation of all music Line of enquiry: Can repetitive chords support an interesting melody?

7 Progress objectives: To play a piece with accuracy in the right hand To play a piece with accuracy in the left hand To play a piece with two hands playing simultaneously and fluently Learning activities: Continuing with keyboard pieces Adding in missing chords REACH: compose a four bar melody with at least one chord per bar. Student Success Criteria I am trying to play hands together My chord changes are smooth and fluent Week 6 Week 6: Assessment week One performance One written theory test One general listening test Assessed areas Performance: Melodic accuracy; rhythmic accuracy; fluency Theory: Secure knowledge of chords Appraising: Identifying elements; instruments; mood; general knowledge Student success criteria I can play my piece by myself/with my partner demonstrating my knowledge and ability to play chords I can recall/work out the notes needed to play given chords

8 Summative student statements 1. I could only manage one hand. 2. I struggled to play both hands together and found it very difficult. 3. I could play hands together but made some mistakes. 4. I could play hands together but sometimes hesitated. 5. I could play hands together and was confident, correct and fluent the majority of the time.

9 Extended learning opportunities Learners can reaffirm their learning through extra-curricular opportunities, such as choir and band. Learners can also start peripatetic music lessons. Work for non-beginners will be set an appropriate level that is personal to them. This will include performance work and may also include compositional work. Their theory work will be set at a level reflective of their ABRSM equivalent grade.

CONTENT AREA: MUSIC EDUCATION

COURSE TITLE: Advanced Guitar Techniques (Grades 9-12) CONTENT AREA: MUSIC EDUCATION GRADE/LEVEL: 9-12 COURSE DESCRIPTION: COURSE TITLE: ADVANCED GUITAR TECHNIQUES I, II, III, IV COURSE NUMBER: 53.08610