Gobby Kiwi



Langdon Park School

Music Key Stage 3

Year 8

Four Chord Song

UNIT OVERVIEW

UNIT AIMS AND OVERVIEW

Students will work independently and collaboratively to explore a I, vi, IV, V chord sequence. They learn about harmony, and how it influences the melody of a song, texture, timbre, dynamics, and structure by re-creating songs from the 1950’s to present day and participating in discussion about these elements. They will draw on their own experiences of playing I, vi, IV, V songs and their environment to create their own music.

KEY STAGE 3 NATIONAL CURRICULUM

This unit supports the new key stage 3 national curriculum. It provides specific opportunities for students to:

Play and perform … in …ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression.

Improvise and compose; and extend and develop musical ideas by drawing on … musical structures, styles, genres and traditions.

Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions.

Identify and use (some of) the inter-related dimensions of music expressively … including use of … musical devices.

Listen … to a wide range of music from … musicians

Develop a deepening understanding of the music that they perform and to which they listen.

MUSICAL FUTURES

This unit supports Musical Futures pedogogies by:

Incorporating non-formal and informal teaching and learning

Allowing students to choose who they work with

Using current music that is relevant to the students

Drawing on students musical and life experiences

Making use of aural learning

UNIT CONTEXT

AXIS OF AWESOME

‘Four Chords’ is one of the Australian musical comedy act Axis of Awesome’s best known songs. It is a medley of songs set to the popular chord sequence I, V, vi, IV. Not all of the songs selected follow this chord progression exactly and many of them only follow it for a short time and others use the progression iv, IV, I V. The song was first played in the UK in 2008 at the Edinburgh Fringe Festival after which it received airplay on BBC Radio 1. The song became a viral sensation receiving millions of hits of YouTube.

THE FOUR CHORD SEQUENCE

There are literally hundreds if not thousands of songs that use the chord I, IV, V and vi. The I, vi, IV, V chord progression is known as the ‘50’s Progression’ as it was popular in the 50’s and 60’s and is commonly associated with doo-wop. Some songs of the era that use this chord progression are Earth Angel, Stand By Me, Lollipop and Blue Moon. This chord progression continued to be popular and is still used today. Recent artists to use this progression include Justin Bieber, Rebecca Black and Sean Kingston.

A common variation of this progression is known as the pop-punk progression – I, V, vi, V.

Yet another variation of this progression that is extremely popular is vi, IV, I, V.

Lists of songs that use the above chord progressions can easily be found on the internet.

KEY LANGUAGE

Work should be discussed with students using the following terms where possible. Students need to understand what each term means.

• Chord two or more notes played together at the same time

• Pulse number of beats and speed

• Harmony chords

• Chord sequence series of chords arranged in a particular order

• Timing rhythmic accuracy

• Texture number of parts being played

• Timbre quality of sound produced by instruments

• Dynamics volume

LESSON 1

SONGS FROM THE 2010’S

BIG IDEA

This lesson focuses on students exploring the chords I, IV, V and vi through performing (sections of) current songs

LESSON OBJECTIVES

To work independently and collaboratively

To perform a (section of a) song that uses the chords I, IV, V and iv

To work from notations

To compose a ‘song’ using the chords I, IV, V and iv

YOU WILL NEED

Range of instruments – ideally a typical ‘band’ set up (drums, guitar, bass, keyboards, microphones) and/or acoustic instruments, classroom percussion, technology (tablets/smart phones/computers, with appropriate software)

Recordings of the songs

Notations for students to use

LESSON 1

SONGS OF THE 2010’S

LEARNING INTENTION

To explore the use of a I, vi, IV, V chord sequence (and/or variations)

CONTEXT

Students always want to know how to play the songs that they currently listen to. The following is a list of songs the students at Langdon Park School are likely to consider ‘cool’ and enjoy listening to in their own time. These songs are to be used for this first lesson. They have been selected as they will inspire and engage the students.

All of Me John Legend vi, IV, I, V 2013

All of the Stars Ed Sheeran IV, I, vi, C 2014

Demons Imagine Dragons I, vi, IV, V 2012

Hall of Fame The Script feat. Will.I.Am vi, IV, I, V 2012

Hey Brother Avicci vi, IV, I, V 2013

Counting Stars One Republic vi, I, V, IV 2013

Written in the Stars Tinie Tempah vi, IV, I, V 2010

Say Something A Great Big World vi, IV, I, V 2013

Walks Like Rhianna The Wanted I, V, vi, IV 2013

LESSON 1: SONGS OF THE 2010’S

PROGRESS INDICATORS

Working Towards Working At Working Beyond

• Play as a member of an ensemble

• Read and interpret notations

• Sing or play with accuracy, confidence and musicality

• Aurally identify changes in harmony, texture, timbre and dynamics

• Accurately identify the structure of a piece of music

Example of student response

I am working towards being able to play as a member of an ensemble because I can’t play my part in time with everybody else

LESSON 1: SONGS OF THE 2010’S

SUGGESTED LEARNING ACTIVITIES

STARTER

Play a piece of music and ask students to identify the structure and discuss changes in the texture and timbre of each section

Briefly classroom workshop the chords I, IV, V and vi

MAIN

Ask students to re-create a ‘current’ song that uses the chords I, IV, V and vi as a group

Encourage students to aurally recognise changes in texture and timbre in different sections

Encourage student to work from notations

LESSON TWO

SONGS OF THE 70’s, 80’S, 90’S & 00’S

BIG IDEA

As with lesson one this lesson focuses on students exploring the chords I, IV, V and vi through performing. This lesson moves students on from current songs so that most likely listen to for enjoyment to songs that they have possibly not heard before.

LESSON OBJECTIVES

To work independently and collaboratively

To perform a (section of a) song that uses the chords I, IV, V and iv

To work from notations

YOU WILL NEED

Range of instruments – ideally a typical ‘band’ set up (drums, guitar, bass, keyboards, microphones) and/or acoustic instruments, classroom percussion, tablets/smart phones (with appropriate software)

Recordings of the songs

Notations for students to use

Access to YouTube

LESSON 2:

SONGS OF THE70’s, 80’s, 90’s and 00’s

LEARNING INTENTION

To continue to explore the use of a I, vi, IV, V chord sequence (and/or variations)

CONTEXT

Students are now to use the same process used in lesson one to re-create songs that they are likely to have not heard before. Aural learning and the use of YouTube tutorials is to be encouraged. Some suggestions of songs are below.

1970’s

Always On My Mind Pet Shop Boys I, V, vi, IV 1972

No Woman, No Cry Bob Marley I, V, vi, IV 1974

Take Me Home, Country Roads John Denver I, V, vi, IV 1971

1980’s

Don’t Stop Believin’ Journey I, V, vi, IV 1981

Down Under Men at Work I, V, vi, IV 1981

Mad World Tears for Fears vi, IV, I, V 1982

1990’s

Can You Feel The Love Tonight Elton John I, V, vi, IV 1994

Save Tonight Eagle Eyed Cherry vi, VI, I V 1997

Zombie The Cranberries vi, IV, I, V 1994

2000’s

Apologize One Republic vi, IV, I, V 2006

Beautiful Akon feat. vi, IV, I, V 2009

If I Were A Boy Beyonce vi, IV, I, V 200

LESSON 2: SONGS OF THE 70’s, 80, 90’s and 00’s

PROGRESS INDICATORS

Working Towards Working At Working Beyond

• Play as a member of an ensemble

• Read and interpret notations

• Sing or play with accuracy, confidence and musicality

• Aurally identify changes in harmony, texture, timbre and dynamics

• Accurately identify the structure of a piece of music

Example of student response

I am working towards being able to play with accuracy because I don’t know this song. I knew the song I played last time so it was easier to get it right.

LESSON 2: SONGS OF THE 70’s, 80’s, 90’s and 00’s

SUGGESTED LEARNING ACTIVITIES

STARTER

Play an unknown piece of music and ask students to identify when the harmony changes

Ask students to discuss the timbre of a (section of a) piece of music

Ask students to discuss the difference between the verse and chorus of a song that doesn’t change the harmonic structure (eg Me and My Broken Heart by Rixton)

MAIN

Ask students to work in groups to re-create a song that they don’t know that uses the chord I, IV, V and vi

Encourage students to work from notations

Ask students to aurally identify changes in harmony, texture, timbre, structure and dynamics

LESSON THREE

UNDERSTANDING THE FOUR CHORD SEQUENCE

BIG IDEA

This lesson focuses on helping students to realise and understand that many songs use the same chords. This has been mentioned to students several times and they have experienced this concept in their own listening of ‘mash-ups’. The next step is to explain the theory behind the concept. Some students will grasp this idea quite quickly while others may never fully understand it. The important thing is to give all students the opportunity to access the theory.

LESSON OBJECTIVES

To understand why many different songs can be played together in a ‘mash-up’

To deepen understanding of harmony

To explore the chords I, IV, V and vi in different sequences and keys

To compose a four chord sequence using the chords I, IV, V and vi

YOU WILL NEED

Range of instruments – ideally a typical ‘band’ set up (drums, guitar, bass, keyboards, microphones) and/or acoustic instruments, classroom percussion, tablets/smart phones (with appropriate software)

Recordings of the songs

Notations of chords for students to use

LESSON 3:

UNDERSTANDING THE FOUR CHORD SEQUENCE

LEARNING INTENTION

To begin to understand the theory of chords, keys and scales in relation to a I, vi, IV, V chord sequence

CONTEXT

Students often use the internet to learn how to play songs by either searching for tutorials on YouTube or viewing the chords on wesites like . This can sometimes cause problems as often the music has been transposed. When students go to play the song they have just learned with the recording it doesn’t song right and they can’t understand why.

The theory of keys, scales chords needs to be explained.

LESSON 3: UNDERSTANDING THE FOUR CHORD SEQUENCE

PROGRESS INDICATORS

Working Towards Working At Working Beyond

• Play chords I, IV, V and vi in different keys

• Explain why songs can be played in different keys

• Transpose the chords of a (section of a) song into a different key

• Aurally identify when chords have been played incorrectly

Example of student response

I am working beyond being able to transpose the chords of a song into a different key as I can do it accurately and quickly the first time.

LESSON 3: UNDERSTANDING THE FOUR CHORD SEQUENCE

ACTIVITIES

STARTER

Play a piece of music in two different keys and lead a discussion (Four Chords by Axis of Awesome would be effective here)

Ask students to discuss the similarities between a chord sequence presented in two different keys

Ask students to identify chord IV of various keys

MAIN

Use a YouTube video to explain the theory

Split students into groups and ask them to transpose the chords I, IV, V and vi into different keys

LESSON FOUR

EXPLORING THE CHORD SEQUENCE

BIG IDEA

This lesson gives students the opportunity to explore the chords I, IV, V and vi in a range of keys and sequences.

LESSON OBJECTIVES

To compose a chord sequence using the chords I, IV, V and vi

YOU WILL NEED

Range of instruments – ideally a typical ‘band’ set up (drums, guitar, bass, keyboards, microphones) and/or acoustic instruments, classroom percussion, tablets/smart phones (with appropriate software)

Recordings of the songs

Notations of chords for students to use

LESSON 4

EXPLORING THE CHORD SEQUENCE

LEARNING INTENTION

To compose a chord sequence using the chords I, IV, V and vi

CONTEXT

Students are to work in groups to explore the chords I, IV, V and vi in different keys. They are to decide on a key and an order for their own sequence. They need to rehearse their sequence and prepare it for presentation.

LESSON 4: EXPLORING THE CHORD SEQUENCE

PROGRESS INDICATORS

Working Towards Working At Working Beyond

• Compose a chord sequence using the chords I, IV, V and vi

• Play a chord sequence that I have composed

• Play as a member of an ensemble

Example of student response

I am working at being able to play a chord sequence that I have composed because I can play the chord sequence I made up accurately.

LESSON 4: EXPLORING THE CHORD SEQUENCE

ACTIVITIES

STARTER

Split the class into groups and give each group a key to work out the chords I, IV, V and vi

Ask students to suggest an order for the chords I, IV, V and vi and discuss the effectiveness of each sequence

MAIN

Allow students time to explore different keys and different orders

Encourage them to aurally identify which orders sound ‘right’ and which ones don’t

POSSIBLE EXTENSION ACTIVITES

Explain perfect, plagal and imperfect cadences

Encourage students to structure their sequence into a piece using difference in texture and timbre

Write and set lyrics

LESSON FIVE

TEXTURE, TIMBRE & STRUCTURE

BIG IDEA

This lesson further develops students understanding of texture and timbre and how these elements can be used to create structure in a song.

LESSON OBJECTIVES

To develop a composed chord sequence into a piece with structure.

YOU WILL NEED

Range of instruments – ideally a typical ‘band’ set up (drums, guitar, bass, keyboards, microphones) and/or acoustic instruments, classroom percussion, tablets/smart phones (with appropriate software)

Recordings of the songs

Notations of chords for students to use

LESSON 5

TEXTURE, TIMBRE & STRUCTURE

LEARNING INTENTION

To develop a composed chord sequence into a piece with structure

CONTEXT

Most current pop songs alter the texture and timbre of different sections to provide structure to the piece. Often the harmony doesn’t change. Helping students to understand this will allow them to gain confidence in song writing and composition in general.

LESSON 5: TEXTURE, TIMBRE & STRUCTURE

PROGRESS INDICATORS

Working Towards Working At Working Beyond

• Compose a piece of music that has a clear structure

• Discussing texture and timbre and the effect they have in a piece of music

• Play as a member of an ensemble

Example of student response

I am working towards being able to compose a piece of music that has a clear structure as I haven’t yet worked out how my piece is going to end.

LESSON 4: EXPLORING THE CHORD SEQUENCE

ACTIVITIES

STARTER

Play a recording of a piece of music and ask students to describe and discuss the texture and timbre of different sections

Ask students to demonstrate how to play an instrument with different timbres and textures

MAIN

Allow students time to explore textures and timbres

Ask students to compare the way they have used texture and timbre to recording artists

Ask students to identify textures and timbres that work effectively for particular sections

POSSIBLE EXTENSION ACTIVITES

Write and set lyrics

ASSESSMENT OPPORTUNITIES

Assess student understanding through questioning and listening to performances or recordings. The students can evaluate both their own and each other’s compositions by listening to performances or recordings.

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