http://www.8notes.com/school/riffs/piano/ru fus_wainwright_shrek_hallelujah.

asp

KEYBOARD TASK  On your handouts. you are going to practise playing these and perform them to the rest of the class. „Clocks‟ Coldplay . With your partner. there are 4 different Riffs.

.

Riffs .Autumn Term – Second Half Lesson 3 .

... A Riff is a small rhythmic passage that can be repeated over and over throughout the song.STARTER – IN PAIRS DISCUSS. How is a Hook different from a Riff? A Hook is a piece of music to grab and hold the attention of the listener.

BY THE END OF THE LESSON:  ALL of you will understand how a riff works and learn part of a riff  MOST of you will be able to play a riff in a group  SOME of you will be able to perform a riff with confidence in your group .

PERFORMANCE: WHEN LOVE TAKES OVER In small groups. build up a performance of the theme:  Bass riff – on guitar. bass guitar or keyboard playing the notes F (see next slide) Chords – on guitar or keyboard Melodic riff – on keyboard   .

PERFORMANCE: WHEN LOVE TAKES OVER Melodic Riff: Bass Riff: Chords: .

secure performance of a simple melodic or rhythmic part with an awareness of the overall ensemble performance. making a significant contribution to the group‟s ensemble performance an expressive and well-shaped performance giving a sense of direction to the performer‟s part and to the ensemble. secure performance of a more significant part with awareness of others and taking a solo part or leading others. EP: a very convincing performance that showed empathy with and exploited the instrument‟s potential. expressive performance of a significant part.GROUP PERFORMANCE ASSESSMENT LEVELS 3: 4: 5: 6: 7: 8: secure performance of a simple melodic or rhythmic part. . making use of dynamics and phrasing to fit the part within the ensemble . an expressive and musical performance.

PERFORMANCES! .

What do you need to improve on?  What did you find difficult?  What could you do better if you had more time?  .PLENARY  Give yourself a target based on the work we have done and the peer assessment.

structural or storyline. Adele “Skyfall” – (Type of hook)  .STARTER – NAME THE TYPE OF HOOK  Listen to the following 2 songs. Lay your written work as follows:   1. Name the type of hook e. Black Eyed Peas “Where Is The Love” – (Type of hook) 2. Instrumental. production.g.

BY THE END OF THE LESSON  ALL of us will perform with confidence part of an instrumental hook MOST of us will perform an instrumental hook in time with our group SOME of us will perform a difficult part with expression   .

repeat it a couple of times (it is a riff after all!!)    .PERFORMANCE: WHEN LOVE TAKES OVER  You have 10 minutes to rehearse your part in your group Pick a tempo (speed) that you can ALL play at Play in time with your group TIP – If your group are confident playing it.

SELF ASSESSMENT  I performed the _________ to David Guetta‟s „When Love Takes Over‟ I performed my part well because.... I found my part difficult because. To improve my performance skills I need to.....    .

LISTENING TO SIMPLE POP SONGS   How easy is it to recognise hooks in songs? Identify the section which contains the hook. 2.  Listen to songs to try to recognise hooks: 1. Cannonball by Damien Rice Forget You by Cee-Lo Green  Your written responses will be assessed using criteria on the next slide: .

Listening assessment levels 3: a basic recognition of sounds and the elements. styles and traditions. styles. 4: a correct identification and description of sounds using appropriate musical vocabulary. evaluating the motives for composition. EP: a detailed analysis showing a contextual awareness of musical genres. genres. 7: a precise judgement of conventions and characteristics within musical genres. 6: a detailed identification and evaluation of the processes and contexts of musical genres. 5: an accurate identification and analysis of musical devices. traditions and composers. . styles and traditions. 8: a precise discrimination of the characteristics and expressive potential of musical resources.

OBJECTIVES  ALL OF YOU will compose your own hook for a song MOST OF YOU will have added a chord pattern to your hook SOME OF YOU will perform your hook with confidence in your group   .

 Choose  Refine and improve your ideas. ensuring you have a slick and stylish finished hook. melodic or lyrical hook.  Work with a partner to compose a short rhythmic. RHYTHMIC AND LYRICAL HOOKS LEARNING OBJECTIVE: YOU WILL COMPOSE YOUR OWN HOOK FOR A SONG AND IDENTIFY HOOKS IN SONGS IN A LISTENING ACTIVITY. the type of hook you want to create. will need to use your hook later.  You .MELODIC. so write it in your book.

bridge ( linking section) and sometimes a middle 8 (an instrumental section). verse has the same melody but different lyrics each time it is heard. Sometimes the melody is varied slightly to fit the different lyrics. A chorus has the same lyrics and melody each time it is heard. outro (or coda).POP SONG STRUCTURES  Most songs have verses and choruses. an intro. A .

C=Choruses. V=Verses. B=Bridge and O=Outro) .POP SONG STRUCTURES  Songs are structured in patterns like these:  I – V1 – V2 – C – V3 – C – V4 – C – B – O  I – V1 – C – V2 – C – B – V3 – C – O (I=Intro.

development and extension of ideas. 8: ideas have been shaped and musical resources exploited to create an extended piece with style and direction. 7: a coherent musical composition has been created through adaptation. sounds have been combined effectively by developing ideas within the structure. 6: ideas have been developed and refined to create a stylistic and effective groove form composition. . 5: appropriate melodies. EP: a coherent and musically effective composition with consistency of style and an individual musical flair.COMPOSITION ASSESSMENT LEVELS 3: 4: a simple but successful combination of sounds. rhythms and chords have been used to create an effective groove form composition.

SELF ASSESSMENT  What makes your hook succesful? What could you do to improve?   What instruments are you using to play it? What level are you aiming for and WHY?  .