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By Music ChakraPublished date: Monday 04 October, 2010

  • Duration

    45 minutes

  • Teacher Type

    Secondary Age Teacher, Home Educator

  • Age Group

    11 - 14 years

  • Genre

    Reggae

  • Theme

    Project Work

  • Ethnicity

    West Indian

  • Curriculum Graded

    UK Key Stage 3

Learning Objectives 

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Learning Objectives Description

The educational purpose and goal behind the lesson plan

1

Music of the West Indies

  • To become aware of the connections between religion and music.
  • To become aware of the different instruments of India.
  • To become aware of the different components of a Raga.
  • To become aware of the notation of Indian music.
  • To compose and perform a Raga.

Lesson Outcomes 

 -

Lesson Outcomes Description

The music lesson achievements All, Most and Some students should achieve.

1

The Music of the West Indies

 

  • All pupils will join in with the rehearsal and performance of songs and develop an understanding of the music of the West Indies.
  • Most pupils will produce a well presented project and show an understanding of the context of folk music in the West Indies and perform an acceptable practical exercise.
  • Some pupils will show excellent understanding of the historical and social setting and use the keywords in the correct context and perform the Reggae and Calypso rhythm with ease.

Point of Study (UK) 

 -

Point of Study (UK) Description

A reference to the UK national curriculum points covered by the lesson.

1

Cultural Understanding 1.2b 

Point of Study (UK) : Cultural Understanding 1.2b Description

 

  • Exploring how ideas, experiences and emotions are conveyed in a range of music from different times and cultures.
2

Critical Understanding 1.3a 

Point of Study (UK) : Critical Understanding 1.3a Description

 

  • Engaging with and analysing music, developing views and justifying opinions.
  • This includes engaging with music through performance and listening.
  • Appraising music that covers a range of styles, genres and traditions.
3

Critical Understanding 1.3b 

Point of Study (UK) : Critical Understanding 1.3b Description

 

  • Drawing on experience of a wide range of musical contexts and styles to inform judgements.
  • Pupils’ awareness and experience of a wide range of music.
  • Broadening through the key processes of performing, composing and listening.
4

Performing, Composing and Listening 2.1g 

Point of Study (UK) : Performing, Composing and Listening 2.1g Description

 

These are the essential skills and processes in music that pupils need to learn to make progress.

  • Pupils should be able to identify the expressive use of musical elements, devices, tonalities and structures.
  • Pupils should be able to identify musical elements including pitch, duration, dynamics, tempo, timbre, texture and silence.
  • Pupils should be able to identify musical devices including repetition, riff, ostinato, call and response, canon, sequence, inversion, cyclic patterns and ornamentation.
  • Pupils should be able to identify musical tonalities including major and minor keys, atonality, modulation and different types of scales.
5

Reviewing and Evaluating 2.2b 

Point of Study (UK) : Reviewing and Evaluating 2.2b Description

 

These are the essential skills and processes in music that pupils need to learn to make progress.

  • Pupils should be able to identify conventions and contextual influences in music of different styles, genres and traditions
6

Reviewing and Evaluating 2.2c 

Point of Study (UK) : Reviewing and Evaluating 2.2c Description

 

These are the essential skills and processes in music that pupils need to learn to make progress.

  • Pupils should be able to communicate ideas and feelings about music, using expressive language and musical vocabulary to justify their opinions
7

Range and Content 3b 

Point of Study (UK) : Range and Content 3b Description

 

This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes.

  • The study of music should include a range of live and recorded music from different times and cultures.
8

Range and Content 3c 

Point of Study (UK) : Range and Content 3c Description

 

This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes.

  • The study of music should include a range of classical and popular traditions and current trends in music that reflect cultural diversity and a global dimension.
  • A range of classical and popular traditions including music from different national and cultural traditions, including the western classical tradition and, for example, folk, jazz, contemporary and 20th century popular music and music for film, television and the stage.
9

Range and Content 3e 

Point of Study (UK) : Range and Content 3e Description

 

This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes.

  • The study of music should include consideration of contextual influences that affect the way music is created, performed and heard.
  • Contextual influences include historical, social, national or political contexts; the purpose of different types of music; the roles of performers, composers and audiences; and the influence of developments in technology.
10

Curriculum Opportunities 4b 

Point of Study (UK) : Curriculum Opportunities 4b Description

 

During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject. The curriculum should provide opportunities for pupils to develop listening and aural perception skills in practical activities, including composing and performing.

Activity Plan 

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1

Board Work - Calypso, Mento and Ska are all dance styles of the Caribbean that have influenced Reggae

Activity Plan Description

The guidance and content to deliver the lesson plan divided in set of activities. Each activity has three elements: Activity Work, Activity Discussion and Activity Tip. Activity Work is the core of an activity and is divided into four types;

Board Work:Actual instructions and content for music teacher to teach and instruct the class.
Practical work: Practical activity to be taught in the class. Each practical work has one or more of the 7 practical music elements of duration, dynamics, pitch, structure, tempo, texture, timbre.
Class Work: Activity Work that needs doing by the students in the class. Can be theory or practical.
Home Work: Activity Work that needs doing by the students at home. Can be theory or practical.
Activity Discussion are content or instructions for teachers to discuss during or after the activity work in the class. Activity Tip are ideas or help to deliver the specific activity in a best effective way. Each activity work element can have resources for further references and help to the teacher.

How to view: To view each activity, click on each of the activity. To view the resources, click on each resource type.

Reggae Influences

Calypso

Calypso music originated in Trinidad and Tobago. The official start is in 1912 however it spread in popularity from 1930. Many calypso songs were banned because the lyrics contained veiled political messages and opinions about the establishment. .... continued on the worksheet

Mento

Mento music had its beginnings in Jamaica in the 19th century, and was uniquely Jamaican fusion of African and European musical traditions. But it wasn't until the early 1950s that true Mento recordings first began to appear on 78 RPM discs. Although it was informed by a world of music, Mento is clearly, uniquely Jamaican. And as Jamaica's original music, all other Jamaican music can trace its roots to Mento..... continued on the worksheet

Ska

Ska originated in Jamaica in the 1950’s. Ska combined elements of Mento and Calypso and was a fore-runner of Reggae. Ska has 3 periods of popularity. Initially the Jamaican scene of the 1960s, the English 2 Tone ska revival of the late 1970s, the third wave started in the 1980s and rose to popularity in the US in the 1990s...... continued on the worksheet

Resources

Reggae Influences

Calypso, Mento and Ska are all dance styles of the Caribbean that have influenced Reggae.

Resource Type is File and format is PDF

  
  • Lesson Type

    Board Work

  • Duration

    45 minutes

  • Music Keyword

    Reggae, Calypso, Mento, Ska, 2 Tone, Riff, Rastafari

Reggae Influences - Video Presentation

A video presentation of the main points from the weeks module.

 

Resources

Reggae Influences Introduction

A video presentation on the main influences of Reggae music.

A Power Point Presentation 2007, PDF and Video File to use.

Resource Type is File and format is PDF

Resource Type is Video and format is Local

Resource Type is File and format is Powerpoint

2

Class Work - Listen to one song from each Genre then compare them using the chart below

Activity Plan Description

The guidance and content to deliver the lesson plan divided in set of activities. Each activity has three elements: Activity Work, Activity Discussion and Activity Tip. Activity Work is the core of an activity and is divided into four types;

Board Work:Actual instructions and content for music teacher to teach and instruct the class.
Practical work: Practical activity to be taught in the class. Each practical work has one or more of the 7 practical music elements of duration, dynamics, pitch, structure, tempo, texture, timbre.
Class Work: Activity Work that needs doing by the students in the class. Can be theory or practical.
Home Work: Activity Work that needs doing by the students at home. Can be theory or practical.
Activity Discussion are content or instructions for teachers to discuss during or after the activity work in the class. Activity Tip are ideas or help to deliver the specific activity in a best effective way. Each activity work element can have resources for further references and help to the teacher.

How to view: To view each activity, click on each of the activity. To view the resources, click on each resource type.

Comparrison Chart for Calypso, Mento, Ska and 2-tone

Initially listen to each song and gather the data in the chart for the feel of the music, the speed, the instrumentation, the sound and how it compares to Reggae. The notes can be made while listening and then discussed as a class. When all the data fields are complete summarise each line by answering the initial question.

Finally in two or three sentences state which is preferred and why. If someone says I did not like any of them, it would be advantageous to point out that like was not used, rather prefer.

Resources

Comparrison Chart for Reggae Influences

A chart to accumulate the data required to answer each question.

Resource Type is File and format is PDF

  
  • Lesson Type

    Theory Classwork

  • Duration

    15 minutes

  • Music Keyword

    Reggae, Calypso, Mento, Ska, 2 Tone, Skank, Riff

Discussion

Listen to an example of Calypso

Teacher Input

What instruments are used in the track?

 

Resources

Calypso - Lord Kitchener: Sugar Bum Bum

An example of Calypso Music

 

A link from Youtube for your reference

Resource Type is Video and format is YouTube

Discussion

Listen to an example of Mento

Teacher Input

What does the music make you think of?

 

Resources

Mento - Monty Reynolds: This Long Time Gal Mi Never See You

An example of Mento

 

A link from Youtube for your reference

Resource Type is Video and format is YouTube

Discussion

Listen to an example of Ska

Teacher Input

How does the sound compare to Reggae?

 

Resources

Ska - Derrick Morgan: Forward March

An example of Ska

 

A link from Youtube for your reference

Resource Type is Video and format is YouTube

Discussion

Listen to an example of 2-Tone

Teacher Input

How does this compare to Ska?

 

Resources

2-Tone - Maddness: Baggy Trousers

An example of 2-Tone

 

A link from Youtube for your reference

Resource Type is Video and format is YouTube

3

Homework - A comprehension question for information found online

Activity Plan Description

The guidance and content to deliver the lesson plan divided in set of activities. Each activity has three elements: Activity Work, Activity Discussion and Activity Tip. Activity Work is the core of an activity and is divided into four types;

Board Work:Actual instructions and content for music teacher to teach and instruct the class.
Practical work: Practical activity to be taught in the class. Each practical work has one or more of the 7 practical music elements of duration, dynamics, pitch, structure, tempo, texture, timbre.
Class Work: Activity Work that needs doing by the students in the class. Can be theory or practical.
Home Work: Activity Work that needs doing by the students at home. Can be theory or practical.
Activity Discussion are content or instructions for teachers to discuss during or after the activity work in the class. Activity Tip are ideas or help to deliver the specific activity in a best effective way. Each activity work element can have resources for further references and help to the teacher.

How to view: To view each activity, click on each of the activity. To view the resources, click on each resource type.

The Steel Pan Homework

Write a passage on the history and construction of the steel drum and the instrumentation of a modern Steel Pan Ensemble.

Resources

The Steel Pan Homework

A short homework to locate and paraphrase information found online.

Resource Type is File and format is PDF

  
  • Lesson Type

    Theory Homework

  • Duration

    15 minutes

  • Music Keyword

    Steel Drum or Steel Pan

Lesson Plan Comments

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