Compose and rehearse: creating and combining minimalist cells
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Threads
Why this why now
Prior knowledge requirements
- Classroom routines are established for using instruments.
- Pupils have had plenty of opportunities to develop their sense of pulse.
- Pupils have had plenty of opportunities to play a variety of tuned and untuned percussion.
- Pupils know that pitch is how high or low the note sounds.
- Pupils know that rhythm is the pattern of sounds and silences.
- Pupils know that structure is the way the music is organised.
- Pupils know that texture is the layering of sounds.
- Pupils have had many opportunities to practise layering musical sounds and have experience of what successful layering might sound like.
- Pupils know some strategies for effective group rehearsal.
Threads
Why this why now
Prior knowledge requirements
- Classroom routines are established for using instruments.
- Pupils have had plenty of opportunities to develop their sense of pulse.
- Pupils have had plenty of opportunities to play a variety of tuned and untuned percussion.
- Pupils know that pitch is how high or low the note sounds.
- Pupils know that rhythm is the pattern of sounds and silences.
- Pupils know that structure is the way the music is organised.
- Pupils know that texture is the layering of sounds.
- Pupils have had many opportunities to practise layering musical sounds and have experience of what successful layering might sound like.
- Pupils know some strategies for effective group rehearsal.
Compose and rehearse: creating and combining minimalist cells
This unit introduces minimalism with its repetitive, hypnotic, short musical cells. Pupils will use Terry Riley’s In C to inspire their compositions. Working in groups, pupils will create short musical cells and decide how to use these to create and rehearse a larger minimalist piece.
6 lessons in unit
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