Comprehensive revision guide booklet including key information about all styles of music and then some exam technique information about certain questions and how to answer them. This guide is more concise than the rhinegold or other GCSE revision books which can be bought. Most styles of music are kept to 1 page per style and focuses on key features and words students need to know about each.

This booklet explores protest songs, including looking at existing protest songs, and guides the students into creating their own. The booklet starts with some flexible starter pages which can be used for retrieval practice or listening etc. Then, in the first few lessons, students study Where is the Love by Black Eyed Peas. They will analyse the lyrics, then learn the hook and chords on the keyboard. The final stage will be putting it together in a group with the chords, hook, lyrics, and an optional percussion and guitar part (equipment dependant). There is an optional remix which can be done, where students can explore arranging the instrumental parts in a more creative way. Students then move on to looking at the lyrics of Free Nelson Mandela. Without listening to the original song, students are required to put together a creative vocal response using the lyrics of the song. The final part of the booklet looks at different stimuli for a protest song, and in pairs/groups, creating the lyrics, followed by the backing music, for their own chosen protest song topic. At the back there are several other sets of lyrics for other protest songs (Dear Mr President - Pink, Mercy Mercy Me - Marvin Gaye), as they may be a useful resource to study during a starter activity. There is assessment criteria and a space to award grades along with feedback on the assessment performance of the students’ own protest song. A knowledge organiser is located on the final page. *The booklet assumes some work has been done previously on creating chords/a tune. Ideal topic with year 8 or year 9.

This booklet is a comprehensive introduction to Sequencing on BandLab. It is designed to teach the basics of sequencing including: changing instrument sounds, recording, editing, using the metronome, quantizing, multi-tracking and creating drum beats. The booklet has 22 pages and includes: -Space for starter questions -Introduction and setting up account -Lesson 1: introduction to Bandlab and Recording. -Lesson 2: Using the metronome -Lesson 3: Multi-tracking -Lesson 4: Drum beats -Lesson 5&6: Assessment. -Troubleshooting guide when logging in -Assessment Success Criteria and Feedback sheet -Knowledge Organiser All of the lessons above are laid out with step-by-step guides including screenshots and explanations. *It is worth noting that in advance of the lessons, class teachers would need to set their school up on BandLab Education and create a group for the classes. They would also need to set individual assignments on Bandlab for the students to access and submit their work on. The project will also require plenty of modelling in advance of completing the tasks too.

This Keyboards booklet is designed to have every resource you would need for the entire project including space for starter questions, introductions to rhythmic notation, melodic notation, composition, playing with 2 hands and an assessment. The first few pages of the booklet are for ‘starter’ questions, which can be used at the start of each lesson and can be tailored to individual classes. The next pages introduce notes on the keyboard and starts to introduce rhythmic notation. Then it moves on to melodic notation and students start to use and combine this with rhythmic notation. Once students have got to grips with melodic and rhythmic notation, the next page is designed to test that and embed the learning they have done on this. There is a mid-unit knowledge quiz, testing students on their knowledge gained so far. Then there are a few pages on composition, so students can start to apply the knowledge they have gained on rhythmic and melodic notation. Next, there are pages are on playing with 2 hands on the keyboard. Finally there is a practical assessment, which encompasses all the learning, which has success criteria and a feedback grid, and finally a Knowledge Organiser for the back page.

This booklet covers 3 styles of music, including Rock N’ Roll, Reggae and Ballads in 6/8. This booklet is a keyboard based project, and focuses on How chords and bassline fit together and sound different with the features of each style, along with an introduction to the difference between Legato and Staccato. This project would take around 10-12 1 hour lessons to complete, and would be ideal for year 8. The first thing this booklet contains, is some starter pages which are flexible for retrieval practice and any regular questions you usually set at the beginning of lessons e.g. Listening. Then the booklet explores Rock N’ Roll and looks at the 12 bar blues structure, walking bass and students learn to play Hound Dog by Elvis. Then, students explore some of the key features of Reggae and learn to play Three Little Birds chords and bassline. This mainly focuses on the Chords being syncopated and played staccato, and the bassline being melodic. The final style introduces different time signatures in the form of Ballads in 6/8. Students also explore Broken Chords and how to play Legato, through playing Alicia Keys - Fallin’. Finally, the assessment is a composition/arrangement for the students to complete. Students get 4 chords (Chords, I, IV, V and vi in a key). and are required to use the key features of the style to create a composition in the style of Reggae, Ballads or Rock N Roll. Students would need to plan and make a decision on which chords to use. Their understanding and ability to apply that to their own composition is tested here.

This Introduction to Ensembles booklet is designed to contain all written and practical work for students for an entire Unit of Work. The booklet starts with some flexible pages for starter activities, which could be retrieval practice, listening etc. Then, the booklet begins to explore Gamelan music through the use of Xylophones (or could be done on keyboards, or mixture of both) and whole class, paired and group performances of some simple repetitive patterns. These are lessons are designed around developing students’ understanding of timing. Some of these tunes are composed and some are predetermined. There is then space for feedback on group performances (multiple choice tick boxes for teacher feedback). The next part of the project is on the keyboards and gradually explores a the tune and chords of a song, before adding a cajon (or other drum) part and a cowbell part for students to put together in a group of 4. There is a mid unit knowledge quiz for students. There is thenspace in the back of the booklet for feedback on assessment results, along with a success criteria grid. The final page on the back of the booklet is a Knowledge Organiser.