Music

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Music
Key aspect of SOW Overview of learning
History and culture 1970s New York, African-American street culture of the time Influences of Jamaican culture (Reggae - scratching and toasting) Hip Hop Culture DJ-ing, MC-ing, beat-boxing, Development and mainstream popularity (MTV, cross-over/fusion broadening of genres utilized as breakbeats/samples) Citizenship lyrics pertaining to personal and/or social responsibility, racism, equal rights (dependant on issues raised by class, etc. - issues pertaining to negative citizenship raised within Gangsta rap violence, sexism, etc)
Listening Hip Hop - Breakbeats identifying samples and how they are sequenced to create a backing track DJ-ing How percussive sounds are created through scratching and how different samples/tracks can be mixed in Rap - MC-ing How rappers perform their lyrics in metre, using rhythm and rhyme, variations in dynamics and pitch, manipulate vocal timbre  Beat-boxing mimicking of drum machine sounds/patterns Listening to the pulse timing Listening for sound patterns - lyrics
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Composing 1 Individual work lyric writing intro-raps Minimum of 4 lines (max 8) per person Each line - between 10 and 14 syllables long Each line must fit to 2 bars/8beats of preset rhythm Rhyming couplets Lyric subject introduction to self/MC persona2 Ensemble work Hip Hop composition citizenship-raps Lyrics should be the equivalent of a 16 line verse per person plus a chorus (only structure in which piece may incorporate lyrical repetition) on a citizenship related theme bullying, supportive friendship, environmental issues, social responsibility, etc. Potential 2 or 4 bar breakbeat/sample to be identified from genre other than Hip Hop/Rap and which has not already been utilized in this way e.g. the bass line from White Stripes Seven Nation Army, first couple of lines of Twinkle, Twinkle Little Star, etc Notation of breakbeat/sample graphic/staff Work out how to play sample on keyboard, choosing appropriate timbre/tone Select appropriate rhythm/tempo Cooperative and supportive ensemble work Extension development of melodic chorus and/or use of more than one breakbeat to differentiate between sections
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Assessing   1 Whole class performance of intro-raps Single keyboard with rhythm going students practise in small groups getting words in time, aiming to flow smoothly from one person to next Whole class performance accuracy of rhythm and metre (movement can aid metric accuracy), developing a confident manner and self-assurance   2 Ensemble performances of citizenship-raps Positive understanding of chosen citizenship issue(s) demonstrated Students engaged in communicating and persuading Effective use of timbre/tone, dynamics, rhythm, texture, structure/form Metric and rhythmic accuracy Utilization of pitch intonation, riff, melody Effective ensemble skills Effective development of piece for performance balancing volumes, positioning, choreography/movement, expression, etc