Year 7 Music

Hampstead School

Name: ………………….…………………..……… Form: ……………

Key Assessment Tracker

You will be formally assessed at the end of every topic and will be given two grades – one for
attainment and one for effort.

Attainment Effort
Elements of Music

Attainment Effort
Pulse and Rhythm

Attainment Effort
Keyboard Skills

Attainment Effort
Melody Writing

Attainment Effort
African Music

Music Rules

1. Please arrive to lessons on time with correct uniform and ready to learn.

2. Always bring the correct equipment:

Music book – Planner – pen, pencil, rubber & ruler, headphones – instrument (if you
have been asked to bring one).

3. Always listen carefully to your teacher’s instructions.

4. Respect other peoples’ ideas and belongings and their right to learn in a safe and
friendly environment.

5. Never touch equipment that you have not been given permission to do so.

6. Treat instruments with respect – if you do not you will be asked to pay for any
damage.

7. No calling out.

8. No eating or drinking.
 The Elements of Music

WALT:
★ To identify the elements of music.
★ To examine the meaning of programme music.
★ To creatively compose & perform a piece of programme music.

Task 1: Complete the following

The main elements of sound are:

……………………………… - ……………………………………………………………………………………………

……………………………… - ……………………………………………………………………………………………

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Task 2: Complete the following

Programme Music is ………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………….......
 Task: Complete the following
Date: ..../...../.....
!
! • Listen to the extract. It will be played two times.
• Answer all the questions below in full sentences.

1. Describe the pitch at the beginning of the piece: …………………………………………………

!
……………………………………………………………………………………………………………………………… / 2

2. Describe the dynamics: …………………………………………………………………………………………………

!
……………………………………………………………………………………………………………………………… / 2

! to your answer.
3. Which scene would suit the music best? Tick the box next

A hopping race !

Exploring a giant’s dungeon !

A merry-go-round !

4. Suggest one way the composer creates suspense and tension in the piece?

………………………………………………………………………………………………………………………………………………
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……………………………………………………………………………………………………………………………… / 2
5. Describe the tempo of the piece. Does it change at any point?
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6. Can you name any of the instruments used in this piece?
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Total Marks: !
/ 10

! Complete the following

Task:
!
Match the word with the correct elements of music:
!
…………………………… ! thin ……………………………
!
dull soft high
long
! rest! slow bright
…………………………… thick ……………………………
loud no sound fast
! low!
…………………………… ! short ! ……………………………

……………………………!
!
!
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Task: Complete the following
!
Listen to the following extracts.
! • What story or picture does this music represent to make you think of?
• How does the composer use the elements of sound to achieve this?

Extract 1: Title ………………………………………………………… Composer ……………………………………..

The story or picture this music makes me think of is ……………………………………………………

…………………………………………………………………………………………………………………………………………………….
Key Assessment Level Tracker

The elements
You of sound
will be formally the composer
assessed at the enduses are topic
of every ………………………………………………………………..
and will be given two grades – one
for attainment and one for effort.
……………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………..

Extract 2: Title ………………………………………………………… Composer ……………………………………..

The story or picture this music makes me think of is ……………………………………………………

…………………………………………………………………………………………………………………………………………………….

The elements of sound the composer uses are ………………………………………………………………..

……………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………..

Today I worked on: Next lesson I

______________________ need to:
______________________ ______________________
______________________ ______________________

Date: ..../...../.....

Today I worked on: Next lesson I need to:

______________________ ______________________
______________________ ______________________
______________________ ______________________
 !

Bumps and Crashes Composition Plan

In groups, compose a piece of music for one of the following stories:

1. You are traveling through thick fog. You begin to bump into things. At last the fog clears and
you can move freely.

2. Wearing your ice skates you walk clumsily to the edge of the lake. You skate like a bird over
the frozen surface before crashing through a patch of thin ice.

People in my group:

First Ideas

Beginning

Middle

Ending

Teacher Comment

TTT
 Peer Assessment
Listen to one group perform.

Complete a peer assessment for one group by completing

the sentences in the box below:
The Elements of Music Peer Assessment:

I am assessing ______________

I gave them level _____ because ______________________________________

___________________________________________________________________

___________________________________________________________________

A target for their work would be:

___________________________________________________________________

___________________________________________________________________

Self Evaluation.
Date: ..../...../.....
The Elements of Music Self Assessment:

I worked with group ____ and the instrument I played was the_______________.

What worked well in your composition?

___________________________________________________________________

___________________________________________________________________

I give myself a level ______ because

___________________________________________________________________

___________________________________________________________________

Two targets for my work would be

1.___________________________________________________________________

2.___________________________________________________________________
 Teacher Assessment

Teacher Teacher
Assessment: Effort:

Targets

Teacher Comment
TTT

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Literacy Corrections
1. Check back on all your work from this topic.
2. Correct any spelling, punctuation and missing grammar using green pen.
3. Write out any spelling mistakes in the correction below correctly and repeat 3 times to help you
learn them for the future.

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 Rhythm & Pulse
WALT:
★Recall the concept of pulse and rhythm.
★Learn the names and values of basic notation.
★Learn to read and write basic notation.
★Compose a rhythmic piece using traditional notation.

Task: Complete the following

1. Pulse is:
______________________________________________________
______________________________________________________

2. Rhythm is:
______________________________________________________
______________________________________________________

A time signature tells us how many beats are in each bar

There are 2 numbers in a time signature and they are NOT written like fractions:

3.Circle the correct time signature below:

2 2

4 4

4.The top number tells us:

____________________________________________________

5.The bottom number tells us:

______________________________________________________
Assessment Task - Part 1: Rhythm Grid

Rhythm Grid

1 + 2 + 3 + 4 + TASK: To create your own rhythm grid

1 + for your groups composition.

A Work in your table groups.

You may use only crotchets quavers
and minims.
B
You may use rests.
Remember each box is worth 1 beat.
Do not make your rhythms too
complex as you have to play them!.
D
!
Ideas for how to play.
Play all the way
through altogether &
in time.
Play as a round.
Play at the same time
but different parts.
Back to front.

Task: Complete the following

Listen to the pieces
1. Christina Perri - A Thousand Years

2. John Williams Superman Write the correct

time signature
3. Yiruma - River Flows In You below in each of
4. Dee C. Lee - See The Day the boxes.
4
5. I Won't Give Up. 4
3
6. Pirates of the Caribbean 4

7. Gymnopédies
6
8
8. Hayley Westenra, The Raven Quartet
 Self Evaluation.
Class Performance:

What did you do well in your performance?

___________________________________________________________________

___________________________________________________________________

A target for my work would be

1.___________________________________________________________________

2.___________________________________________________________________

Task: Complete the following

Note symbol Name of note How many beats its

worth
Assessment Task - Part 2: A Food Rhythms

Create 4 bars of a rhythm piece using the words below.

e.g.

4
4

juice tea co-co-co-la co-co-co-la co-co-co-la cof-fee tea

black -curr-ant tea co-co-co-la tea lem-on-ade cof-fee juice

4
4

Resilient

Now get in to your groups and create a middle section for your rhythm
piece using different food rhythms.

Handy hints:
‣ Tap a pulse and say each sentence in time with the pulse.
‣ Underline the words or parts of words (syllables) that land on the pulse.

Today I worked on: Next lesson I need to:

________________ ________________
________________ ________________
________________ ________________
________________ ________________
Date: ..../...../.....
 Task: Complete the following

1. A rest is:_______________________________________________

2. Complete the table below.

Rest symbol Name of rest how many beats its worth

Can you work out these rhythms? Write them down as musical notes.

1.
4
4

2.
4
4

Final Assessment
Resilient

In your groups arrange all the sections of music you have created and put all
together in to a final composition. You can add more structure to your piece by
repeating a section again.
Rhythm
e.g.
Rhythm Food Grid using Ostinato Rhythm
Grid using composition Grid using
body
clapping clapping
percussion

A B A* C A
 Teacher Assessment

Teacher Teacher
Assessment: Effort:

Targets

Teacher Comment
TTT

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Literacy Corrections
1. Check back on all your work from this topic.
2. Correct any spelling, punctuation and missing grammar using green pen.
3. Write out any spelling mistakes in the correction below correctly and repeat 3 times to help you
learn them for the future.

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 African Music
WALT:
★ To identify the key features and history of African music.
★ To creatively compose using traditional elements of African music.
★To remix an African Song

Task:
Explain the typical features of African Drumming

• Master
Drummer:_______________________________________________________
_________________________________________________

• Polyrhythms:_____________________________________________________
________________________________________________

• Call &
Response_______________________________________________________
________________________________________________

• Improvisation_____________________________________________________
_________________________________________________

Task: Complete the following

Explain the different colours and their meanings on the South African flag.

Black:
Yellow:
Red:
Green:
Blue:
White:
 Listen to the following 2 extracts of music and write your
answers in the boxes below.

Extract 1 Extract 2

Instruments

Tempo

Dynamics

Musical
Features

African instruments
Task: Name the instruments below.

Instrument:
Instrument: _____________________
_____________________

Instrument:
_____________________

Instrument: Instrument:
_____________________ Instrument: _____________________
_____________________
 Composition Task: Responsible

Composition brief:Working in groups of 5

Composition
Task To compose a piece of African music that has two different
sections.

‘A’ Section Section A: Vocal section.

vocal Remix Tina Singu using different techniques.

+ Section B
Use the different African instruments to create a rhythmic
‘B’ Section section that includes:

percussion • Master Drummer

• Call and Response
• Polyrhythms
• Improvisation

Extension:
Repeat the ‘A’ section to make a ternary form structure.
Develop more sections to make a rondo form structure.
Add an intro and an ending.

45-65 65-75 75-100

I can sing Tina Singu as I can sing Tina Singu as part I can also sing a solo part
part of my group. of my group using correct using correct rhythms and
rhythms and pitch. pitch.

I can also play a complex I can also play a complex

percussion part with using percussion part.
polyrhythms, call and
response.
I have used only 1 or 2 I have used a variety of
creative ideas in my creative ideas in my
composition. I have used several creative composition.
ideas in my composition.
I have several different,
I have different, developed developed sections in my
sections in my composition. composition.

I can refine and improve my I can refine and improve my I can refine and improve my
work. work. work.
 Peer Assessment
Listen to one group perform.

Complete a peer assessment for one group by completing

the sentences in the box below:

I am assessing ______________

I gave them level _____ because ______________________________________

___________________________________________________________________

___________________________________________________________________

A target for their work would be:

___________________________________________________________________

___________________________________________________________________

Self Evaluation.
Date: ..../...../.....

I worked with group ____ and the instrument I played was the_______________.

What worked well in your composition?

___________________________________________________________________

___________________________________________________________________

I give myself a level ______ because

___________________________________________________________________

___________________________________________________________________

Two targets for my work would be

1.___________________________________________________________________

2.___________________________________________________________________
 Teacher Assessment

Teacher Teacher
Assessment: Effort:

Targets

Teacher Comment
TTT

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Literacy Corrections
1. Check back on all your work from this topic.
2. Correct any spelling, punctuation and missing grammar using green pen.
3. Write out any spelling mistakes in the correction below correctly and repeat 3 times to help you
learn them for the future.

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 Keyboard Skills
WALT:
★Identify the 7 different notes on the keyboard.
★Play and identify different melodies on the keyboard.
★Identify musical terms.
★Identify different notes in the treble clef.
★Read and play simple pieces at the keyboard.
★Locate the flats and sharps on the keyboards.
★Identify different notes in the treble clef.
★Read treble clef accurately

Resourceful
Task: Complete the following

✦Label the notes on the keyboard.

Homework:
✦Learn the notes on the keyboard for next lesson.
 Resilient
!
Work out what these well known tunes are by playing them at the keyboard

Mystery Piece 1
!

Mystery Piece 2
!

Mystery Piece 3
!

Mystery Piece 4
! !

Mystery Piece 5
!
C D E F G A B

Resourceful
! Remember to :
1. Work out the rhythms first !
2. Use your Right hand to play
3. Keep your thumb on C and try to use all of your fingers

! Extension Tasks
1. Put the notes in the boxes in your LEFT hand while you
play the tune in your RIGHT hand (LEVEL 5)
2. For those of you who know your chords, make each of
the notes in boxes into a MAJOR CHORD and put this !
in your LEFT hand (LEVEL 5/6)
 Target Setting
As you have now started on the keyboard course, you will need to keep a diary of the pieces that you
work on each lesson.You can also write about the musical techniques you need to work on in your next
lesson. This will help you to remember and progress further to the next certificate.

Remember, when you are ready to complete bronze, silver or gold you need to perform 3 pieces
accurately (using the correct notes, timing and fingers). Your teacher will then tell you to advance to the
next level and you will receive a certificate for your achievement.

Today the pieces I Today the techniques Next lesson I need to:
worked on were: I worked on were: ________________
________________ ________________ ________________
________________ ________________
They were from level: ________________
Bronze ________________ ________________
Silver ________________
Gold

Today the pieces I Today the techniques Next lesson I need to:
worked on were: I worked on were: ________________
________________ ________________ ________________
________________ ________________
They were from level: ________________
Bronze ________________ ________________
Silver ________________
Gold

Today the pieces I Today the techniques Next lesson I need to:
worked on were: I worked on were: ________________
________________ ________________ ________________
________________ ________________
They were from level: ________________
Bronze ________________ ________________
Silver ________________
Gold
Teacher Comment

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Learning the notes on the Treble Clef Stave

V O O E O
E O O S O
R O E T
Y R B
V A
E L
S L

HW: Learn the notes ready for a test next lesson.

 YEAR 7 PITCH TEST 1

1.Draw a treble clef in the space below (1)

_______________________
_______________________

_______________________
_______________________

_______________________

2.What does the word treble mean in music? (1)

______________________________

3.What RHYME helps you to remember the LINE notes? (1)

_____________________________________________________________

4.What WORD helps you to remember the SPACE notes? (1)

_____________________________________________________________

5.How can you remember the notes BELOW the lines?

(1)

_____________________________________________________________

6.How can you to remember the notes ABOVE the lines?

_____________________________________________________________

7.Name the following notes

8. Write the following notes on the stave in the correct place (there is more
than (1 correct answer for each one)

_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________

FADED BAGGAGE CAGE

 Peer Assessment
Listen to one group perform.

Complete a peer assessment for one group by completing

the sentences in the box below:

I am assessing ______________

I gave them level _____ because ______________________________________

___________________________________________________________________

___________________________________________________________________

A target for their work would be:

___________________________________________________________________

___________________________________________________________________

Self Evaluation.
Date: ..../...../.....

I worked with group ____ and the instrument I played was the_______________.

What worked well in your composition?

___________________________________________________________________

___________________________________________________________________

I give myself a level ______ because

___________________________________________________________________

___________________________________________________________________

Two targets for my work would be

1.___________________________________________________________________

2.___________________________________________________________________
 Teacher Assessment

Teacher Teacher
Assessment: Effort:

Targets

Teacher Comment
TTT

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Literacy Corrections
1. Check back on all your work from this topic.
2. Correct any spelling, punctuation and missing grammar using green pen.
3. Write out any spelling mistakes in the correction below correctly and repeat 3 times to help you
learn them for the future.

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