MUSIC- YEAR 9- REMIX– Term 2

Music Year 9 - Remix (Builds on from Year 8, Units 1-3,4,6) Students will look to develop their knowledge of the remix. They will develop their understanding of the early historical and cultural context of the remix. Students will learn the main technological characteristics of a remix with a big focus on: Editing, FX and Dynamic processing and track automation. They will develop their skills used in the There will be a strong emphasis on Tempo, Structure and Texture. Students will attempt to create their own Remix using A Capellas of 3 current Dance tracks. The Elements of Music will be further developed within a Remix listening tasks.

UNIT INTENT Lesson Intent Vocabulary – Activities/Assessment (to including the Homework/Li Daily metacognitive/learning verb teracy Map Retrieval/Teac h for memory Knowledge Goal WEEK 1 NEW Starter Activity Revise key A CAPELLA Rolling in the Deep Remix listening Recap: Elements of Feeds on from… REMIX vocabulary for music. Develop Students to revisit the Year 8 CONTEXT activity. quiz/listening understanding of what Dance music activity to re- Q&A task. RETRIEVE a remix is and it musical familiarise themselves with the Loops What is a Remix? context. Ostinato basics techniques taught in https://www.youtube.com/watch?v=p Year 8. Students to develop Riff 1. To be able to listen and Editing d0LJmryigY effectively appraise further understanding and Track Automation several REMIX tracks. implementation of ‘The Reverb Equalization (EQ) 2. To use the Elements of elements of Music’ from Years Main music in a listening Audio Software Students to open ‘Remix Ebook’ and context and to use them 7 and 8 in a practical and Instrument creatively. listening context. listen to the 3 Remix A Cappellas by: MIDI Dua Lipa, Aviici and Calvin Harris. They 3. To understand . Verse importance of Structure in Feeds forward to… Chorus are to choose one of them to base a remix Students Drop their remix on. 4. To understand how Bridge They will then endeavour to important texture and Introduction Students to re-familiarise themselves layering are when making build on these Year 8 skills. The Structure with all of these techniques using the remixes interesting focus now however is Texture 5. To understand the Layering Dance Music Ebook. Structural sections in a developing creativity. Panning/Stereo remix Field Plenary PITCH 6. To understanding the Feeds forward to the BTEC TONALITY Key Word ‘Word Search 1’ difference between MIDI Developing their composing STRUCTURE (Software Instrument) and and technology skills for Unit 4 SONORITY audio TEXTURE

MUSIC- YEAR 9- REMIX– Term 2

7. To be able add and edit (composition), and Unit 7 TEMPO a MIDI sample to create METRE their own musical ideas. (Sequencing). RHTYHM 8. To be able add and edit DYNAMICS an audio sample is a creative way. 9. To be able to loop a sample. 10. To understand the importance of Loops, Riffs and Ostinatos in remixes. 11. Extension: To be able to use Track automation to edit FX professing, Volume and Stereo field in a creative way. 12. Extension: Add in Structural sections using the Arrangement window. 13. To understand the importance of a Drop and Breakdown is Remixes.

Knowledge Goal WEEK 2 NEW Starter Activity Revise key TRIMMING Showtek listening activity with a focus Recap: Elements of music: Feeds on from… DRUM vocabulary Texture, MIDI/Audio editing Students to build on skills from PROGRAMMING on Texture for Develop understanding of Year 8 but now with a focus quiz/listening RETRIEVE Main lesson Drum programming. on creating their own beats Loops task. Students to start exploring the concept rather than just relying on Ostinato 1. To be able to listen and Riff of creating their own beats. Teacher to effectively appraise Loops. The focus is on Editing model both the editing of MIDI and several REMIX tracks. creativity. Students to Track Automation Audio loops to create their own beat 2. To use the Elements of experiment with BOTH MIDI Reverb rather than just relying on premade music in a listening Equalization (EQ) context and to use them and audio. They are to map Audio loops. Students will have access to a creatively. out their beats for the whole Software Remix Ebook as a reference point to 3. To understand piece. Instrument encourage independence and importance of Structure in MIDI resilience. Verse a remix Feeds forward to… Chorus

MUSIC- YEAR 9- REMIX– Term 2

4. To understand how They are building on their own Drop Students to experiment with this and important texture and Bridge decide which type (MIDI or Audio) they Remix and each weekly skill Introduction layering are when making would like to focus on. remixes interesting learned with develop their Structure 5. To understand the Remix further. The elements of Texture Structural sections in a Layering Plenary Music the focus on existing Panning/Stereo remix https://www.youtube.com/watch?v=FF Field 6. To understanding the Remixes will help their with PITCH DpZjLwyA0 difference between MIDI their musical aspirations. TONALITY (Software Instrument) and STRUCTURE audio Feeds forward to the BTEC SONORITY 7. To be able add and edit Developing their composing TEXTURE a MIDI sample to create TEMPO their own musical ideas. and technology skills for Unit 4 METRE 8. To be able add and edit (composition), and Unit 7 RHTYHM an audio sample is a (Sequencing). DYNAMICS creative way.

9. To be able to loop a sample. 10. To understand the importance of Loops, Riffs and Ostinatos in remixes. 11. Extension: To be able to use Track automation to edit FX professing, Volume and Stereo field in a creative way. 12. Extension: Add in Structural sections using the Arrangement window. 13. To understand the importance of a Drop and Breakdown is Remixes.

Knowledge Goal WEEK 3 RETRIEVE Starter Activity Revise key REMIX Arianna Grande Remix listening Task Recap: Elements of music: Feeds on from… TRIMMING vocabulary Structure Students to build on skills from DRUM for Develop understanding of last lesson, but now with a PROGRAMMING DJ Kool Herc (Inventor of the Remix) quiz/listening BASSLINE https://www.youtube.com/watch?v=H History of the Remix focus on creating their own PENTATONIC task. SCALE w4H2FZjfpo

MUSIC- YEAR 9- REMIX– Term 2

1. To be able to listen and beats rather than just relying BREAK DOWN effectively appraise A CAPELLA Main lesson several REMIX tracks. on Loops. Loops Students to start planning the structure 2. To use the Elements of Ostinato music in a listening Feeds forward to… Riff of their piece. Teacher to model this. context and to use them Editing Remind them that this can change, as Students to start thinking Track Automation creatively. their piece progresses. about the importance of Reverb 3. To understand Equalization (EQ) importance of Structure in structure and to start planning Audio Students to continue editing drum a remix this within their Remix. Students Software beats. 4. To understand how will add and build on the work Instrument important texture and MIDI layering are when making they do in this lesson next Verse Students to use Remix Ebook as a remixes interesting week. Chorus reference point to encourage 5. To understand the Drop independence and resilience. Structural sections in a Bridge Feeds forward to the BTEC Introduction remix 6. To understanding the Developing their composing Structure Texture difference between MIDI and technology skills for Unit 4 Plenary Layering (Software Instrument) and (composition), and Unit 7 Kitchen Beatbox Panning/Stereo https://www.youtube.com/watch?v=K audio (Sequencing). Field 7. To be able add and edit QXcx5R6IMk PITCH a MIDI sample to create TONALITY their own musical ideas. STRUCTURE 8. To be able add and edit SONORITY an audio sample is a TEXTURE creative way. TEMPO 9. To be able to loop a METRE sample. RHTYHM 10. To understand the DYNAMICS importance of Loops, Riffs and Ostinatos in remixes. 11. Extension: To be able to use Track automation to edit FX professing, Volume and Stereo field in a creative way. 12. Extension: Add in Structural sections using the Arrangement window. 13. To understand the importance of a Drop

MUSIC- YEAR 9- REMIX– Term 2

and Breakdown is Remixes.

Knowledge Goal WEEK 4 RETRIEVE Starter Activity Revise key REMIX Lady Gaga Remix listening Task Recap: Elements of music: Feeds on from… TRIMMING vocabulary Structure, Improvisation, Students to build on skills from DRUM for Pentatonic skill. last lesson, but now with a PROGRAMMING Main lesson quiz/listening BASSLINE Develop understanding of the focus on creating their own PENTATONIC task. Students to start thinking of creating importance of a Bassline riff. bassline riff rather. They are SCALE their own Bassline Riff. encouraged to improvise and IMPROVISE 1. To be able to listen and DROP They are encouraged to ‘IMPROVISE’ effectively appraise create their own or to edit a WOBBLE BASS using the PENTATONIC scale. Teacher several REMIX tracks. pre-existing loop and fit it in BREAK DOWN to model. Alternatively they can find a 2. To use the Elements of A CAPELLA around the Beats they have Loops Bassline Loop and they must edit it to music in a listening Ostinato make it their own. context and to use them created. Students who Riff creatively. working well can start to Editing Students to use Remix Ebook as a 3. To understand explore the Breakdown. Track Automation importance of Structure in Reverb reference point to encourage a remix Equalization (EQ) independence and resilience.

4. To understand how Audio important texture and Feeds forward to… Software Extension: Students to look at the layering are when making Students will add and build on Instrument remixes interesting MIDI importance of a Breakdown section 5. To understand the the work they do in this lesson Verse and to try to add one in. Structural sections in a next week. Chorus remix Drop Bridge Plenary 6. To understanding the Introduction Grand Master flash difference between MIDI Feeds forward to the BTEC Structure https://www.youtube.com/watch?v=K (Software Instrument) and Texture k99DmV5uLk audio Developing their composing Layering 7. To be able add and edit and technology skills for Unit 4 Panning/Stereo a MIDI sample to create (composition), Unit 7 Field their own musical ideas. PITCH 8. To be able add and edit (Sequencing). TONALITY an audio sample is a STRUCTURE creative way. SONORITY 9. To be able to loop a TEXTURE sample. TEMPO METRE RHTYHM

MUSIC- YEAR 9- REMIX– Term 2

10. To understand the DYNAMICS importance of Loops, Riffs and Ostinatos in remixes. 11. Extension: To be able to use Track automation to edit FX professing, Volume and Stereo field in a creative way. 12. Extension: Add in Structural sections using the Arrangement window. 13. To understand the importance of a Drop and Breakdown is Remixes.

Knowledge Goal WEEK 5 NEW Starter Activity Revise key DROP Bastille Remix listening Task Recap: Elements of music: Feeds on from… BREAKDOWN vocabulary Structure, Drum Students to build on skills from WOBBLE BASS for programming and bassline last lesson, but now with a Main lesson quiz/listening RETRIEVE Students to start Editing their chosen A riifs. focus on using their chosen A task. REMIX Capella within their Drum/Bass Develop understanding of A TRIMMING Capella and to edit it creation. They are to be as creative Capellas and the ‘Drop’ DRUM creatively and to add this onto PROGRAMMING and inventive as they can. They are to

their existing Drums/Bass. BASSLINE 1. To be able to listen and avoid putting in complete chucks of PENTATONIC effectively appraise Students who working well can the A capella but to really break down SCALE several REMIX tracks. start to explore the Drop. DROP the A capella. Teacher to Model. 2. To use the Elements of WOBBLE BASS music in a listening BREAK DOWN Students to use Remix Ebook as a context and to use them Feeds forward to… A CAPELLA reference point to encourage creatively. Students will add and build on Loops 3. To understand the work they do in this lesson Ostinato independence and resilience. Riff importance of Structure in next week. a remix Editing Extension: Students to add in a ‘Drop’

4. To understand how Track Automation to their Remix. important texture and Feeds forward to the BTEC Reverb Equalization (EQ) layering are when making Developing their composing Audio Plenary remixes interesting and technology skills for Unit 4 Software Fat boy Slim Documentary Instrument MIDI

MUSIC- YEAR 9- REMIX– Term 2

5. To understand the (composition), and Unit 7 Verse https://www.youtube.com/watch?v=qL Structural sections in a Chorus jgXPDzeZo remix (Sequencing). Drop

6. To understanding the Bridge difference between MIDI Introduction (Software Instrument) and Structure Texture audio Layering 7. To be able add and edit Panning/Stereo a MIDI sample to create Field their own musical ideas. PITCH 8. To be able add and edit TONALITY an audio sample is a STRUCTURE creative way. SONORITY 9. To be able to loop a TEXTURE sample. TEMPO 10. To understand the METRE importance of Loops, Riffs RHTYHM and Ostinatos in remixes. DYNAMICS

11. Extension: To be able to use Track automation to edit FX professing, Volume and Stereo field in a creative way. 12. Extension: Add in Structural sections using the Arrangement window. 13. To understand the importance of a Drop and Breakdown is Remixes.

MUSIC- YEAR 9- REMIX– Term 2

Knowledge Goal WEEK 6 Starter Activity Revise key Recap: Elements of music Feeds on from… RETRIEVE Panic at the disco Remix listening Task vocabulary REMIX Drum programming and Students to build on skills from TRIMMING for bassline riifs, track last lesson, but now with a DRUM Main lesson quiz/listening PROGRAMMING Students to use FX processing in a automation and FX focus on FX processing is a task. BASSLINE creative way using the FX panel and processing. creative and original way PENTATONIC Track automation. Teacher to model. Develop understanding of the particularly on the A capella. SCALE DROP Breakdown. Students who working well can WOBBLE BASS Students to use Remix Ebook as a start to explore the Drop BREAK DOWN 1. To be able to listen and reference point to encourage and/or Breakdown. A CAPELLA independence and resilience. effectively appraise Loops several REMIX tracks. Ostinato 2. To use the Elements of Feeds forward to… Riff Plenary music in a listening Year 9 Units in Term 4 and 6 Editing Creativity in a Remix context and to use them Track Automation https://www.brainpickings.org/2012/08 creatively. Reverb 3. To understand Feeds forward to the BTEC Equalization (EQ) /14/kirby-ferguson-ted/ importance of Structure in Developing their composing Audio a remix Software and technology skills for Unit 4 Instrument 4. To understand how MIDI important texture and (composition), and Unit 7 Verse layering are when making (Sequencing). Chorus remixes interesting Drop 5. To understand the Bridge Structural sections in a Introduction remix Structure 6. To understanding the Texture difference between MIDI Layering (Software Instrument) and Panning/Stereo audio Field 7. To be able add and edit PITCH a MIDI sample to create TONALITY STRUCTURE their own musical ideas. SONORITY 8. To be able add and edit TEXTURE an audio sample is a TEMPO creative way. METRE 9. To be able to loop a RHTYHM sample. DYNAMICS 10. To understand the importance of Loops, Riffs and Ostinatos in remixes.

MUSIC- YEAR 9- REMIX– Term 2