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Reggae Theory – Year 9 Composite 1 / 2 Reggae Theory – Year 9 Composite 1 / 2 Big Question/ Unit title: Term: 1 Number of hours: 7 What are the key characteristics and themes of Reggae music? Sequence of learning Scaffolding (less Deepening (more developed schema): developed schema): Component 1: Where and when did Reggae originate? Use of videos to Pupils will be asked show examples of more in depth Key words Ska and Reggae questions songs. regarding genre Modern Rastafarianism – An Abrahamic religion, and how/why developed in Jamaica in the 1930s Visuals on board music may develop of Reggae from one into Genre – A style of music (e.g. pop, rock, blues) instruments. another (e.g. technology Ska – A genre of music, originated from Jamaica in Clear definitions changes impacting the 1950s. Walking bassline and offbeat rhythms of key words on instruments, given, to be filled influences of Reggae – A genre of music, originated from in booklets individual artists) Jamaica in the 1960s, derived from Ska but with slower rhythms. Influenced by R&B. Visual biography More able pupils of Bob Marley will be able to point Bob Marley – A very popular Reggae artist from the shown on out clear links 1960s. PowerPoint, key between facts found in Rastafarianism and booklets. reggae music. Notes labelled • Introduce genre of Reggae by asking pupils clearly on pupil to name as many things about Reggae as keyboards. they can think of (e.g. Bob Marley, Jamaica, Rastafarianism, happy/relaxed songs). Demonstrations of • Play Bob Marley – Three Little Birds. This is three little birds the song that pupils will be learning on the melody modelled on teacher keyboards throughout the topic. keyboard. https://www.youtube.com/watch?v=LanCLS_ hIo4 One on one • Using PowerPoint, explain that Reggae music support offered to originated in the 1960s in Jamaica. The all pupils genre was derived from Ska, which often has throughout faster rhythms than Reggae. Play and lessons. example of Ska and ask for differences and similarities between Ska and Reggae. https://www.youtube.com/watch?v=uw66FA 6OTqA • Introduction to Modern Rastafarianism (on PowerPoint): Religion develop in 1930s Jamaica by Leonard Howell. Monotheistic religion that worships a God know as Jah, who was incarnated in human form as Jesus Christ. Communal gatherings of Rastafarians are often centred around music, chanting and discussions. Note that a common view of Rastafarianism is that smoking cannabis is a central part of the religion and that, while this does take place during some of the communal gatherings, we should not stereotype a community by assuming that everyone from the culture partakes in this. Good discussion point for stereotyping cultures. Pupils may point that many people from this culture have dreadlocks, which something that many male Rastas choose to have, as they believe it is promoted in the bible. • Rastafarian beliefs that influence many Reggae songs include a love of and respect for nature, and the power of speech. • Biography of Bob Marley, one of the most influential Reggae artists. Including: born in 1945, in Jamaica; has Rastafari beliefs which were portrayed through his music (this had a big impact on the religion); often referred to as ‘the face of Reggae’; left home at 14 to pursue a music career in Kingston; started a band called Bob Marley and The Wailers; had 13 studio albums; died in 1981 of melanoma. • Pupils will answer multiple choice questions in booklets to assess component knowledge: what decade did Reggae originate?; What genre of music did Reggae derive from?; Who was known as ‘the face of Reggae’?; What is Rastafarianism?’. Component 2: What are the main themes of Reggae? Examples of Deeper questioning Key words major vs minor into why these songs to make the themes exist. Why are they important Major – Happy sounding music difference to people who Lyrical themes – What the words in a song explicit. write Reggae music? Why do represent Notes labelled people express clearly on pupil Verse/chorus form – A structure of music where a their views through keyboards. music? verse (A) is followed by a repeating chorus (B). A B A B A B Demonstrations of Desirable difficulty: three little birds leaving out note • Pupils are played ‘Buffalo Soldier’ by Bob melody modelled labels on Three Marley and are asked to pick out themes of on teacher Little Birds sheet the song. Explain that the term Buffalo keyboard. music and ask Soldier is thought to be given to Black troops pupils to label Diagram of by Native Americans. The songs is about them, enabling verse/chorus ‘Buffalo Soldiers’, many of whom were taken them to play the form and modern song. as slaves from Africa, being made to fight for songs used as white Americans to take over the country example. More able pupils, from the Native Americans. The song is potentially with a about war and oppression and is used as a Visuals of background in protest against inequality and injustice. Note instruments and playing an the use of the lyric ‘dreadlock rasta’, examples of instrument, will be referencing the Rastafarian religion. instrument encouraged to add • Pupils are asked to consider why the song sounds given to a left hand sounds major and happy, despite the themes aid accompanying part (chords/bassline). of injustice. Valid responses (but down to understanding. Pupils who can Give examples of interpretation) may include: fits in with the already play a relaxed vibe of Reggae and Rastafarian modern songs keyboard with beliefs; it provides a contrast, meaning that they may be some confidence people will sing the song and think it’s happy used in (filling in will then be asked before being shocked by the lyrics; the major knowledge gaps). to create their own key helps the song reach the charts and rhythm for the Notes labelled on accompanying part, therefore a wider audience, meaning the the Three Little requiring message will be heard by more people. Birds sheet music. compositional and • To show another theme of Reggae songs, extra performance show the video to No Woman, No Cry by Bob Pair up pupils skills. Marley with lead learners https://www.youtube.com/watch?v=aEtfgfv5i for performance. N4. Ask pupils to discuss the theme of this song, and explain that many Reggae songs One on one are about love or heartbreak. support offered to all pupils • Ask pupils to think about the song Three throughout Little Birds, and discuss the themes of lessons. happiness and living a carefree, relaxed life. • Pupils will start to learn the melody to Three Little Birds on the keyboard, paying attention to the happy, major sound of the tune. • To assess knowledge learnt in this component, pupils will fill in a mind map in their booklets of ‘common Reggae themes’. Component 3: What are the rhythmic and instrumental features of Reggae? Modelling Deeper questioning Key words examples on teacher keyboard- Rhythm – The lengths of notes in a piece of music 4/4 beat, bass Time signature – Tells you how many beats are in riff, syncopation. a bar Visual aids to help 4/4 – Four crotchet beats per bar understanding of instruments. Crotchet – A note worth one beat Clear definitions Quaver – A note work half a beat (2 quavers = 1 given and written crotchet) in booklets (syncopation, Riff – Repeated musical phrase delay, riff, off beat). Bassline – Line of music notes, played on a lower instrument (e.g. bass guitar) Teacher models Tempo – The speed of the music three little birds on keyboard Syncopation – When a note is played against the regular beat of the song Videos of Reggae . songs to aid Off-beat – Emphasising beats 2 and 4, rather than learning and 1 and 3 understanding Delay – An effect added which plays sound back slightly after the original • Pupils introduced to instruments used in Reggae music. Definitions and pictures given: steel drums, guitar, keyboard, brass instruments, voice. Video played to showcase these instruments being used in a Reggae song: https://www.youtube.com/watch?v=LanCLS_ hIo4 • Teacher shows diagram of note value tree (crotchet worth 1 beat, quaver worth ½ beat). Class clap the crotchet and quaver beats to get a clear idea of what each note is worth. Pupils asked to • Explanation given of time signature. 4/4 create their own 4 means there are 4 crotchet beats in a bar. bar rhythms using The top number represents how many beats crotchets and there are in a bar and the bottom for quavers. Pupils represents the type of note (e.g. crotchet). with a musical Therefore if you are in 4/4 you can put 4 background to crotchets in a bar. Alternatively you could put include dotted 8 quavers in a bar. Task given in booklets to notes or finish the rhythms in the bar by filling in the minims/semiquave missing notes. rs. • Play example of reggae song in 4/4 and ask class to clap along to the beat, showing that they are clapping in 4. • Explanation of emphasis being on the backbeat (beats 2 and 4). Count 1-4 and ask pupils to clap on counts 2 and 4, explaining Pupils asked to that this is the backbeat. Pupils clap the think about why backbeat along to the song and see how the reggae has a beats are emphasised in reggae. relaxed tempo and • Pupils asked to describe the tempo (speed) how this fits into of the song. Answers to included relaxed but the themes of still slightly upbeat. reggae • Pupils are asked to play the chords (on keyboards) to three little birds (C, F, G) on beats 2 and 4, creating the backbeat emphasis. Some pupils perform their chords More able pupils and receive WWW and EBI statements from encouraged to play chords and teacher and peers.
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