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Threads

Why this why now

This unit extends pupils’ understanding of pop drum grooves and bass patterns, while further developing confidence and creativity when working with a DAW. Pupils focus on drum grooves, particularly four-on-the-floor, and on composing syncopated basslines, widening their understanding of key pop music features. They explore arranging techniques and learn to use DAW tools such as risers, EQ and volume automation to create effective build-ups, contrast and climactic moments in their music.

Prior knowledge requirements

  • Pupils know how to use the kick, snare and hi-hat to create and quantise a drum groove using crotchets and quavers
  • Pupils know that silence in music is represented by rests
  • Pupils know how to find and play triad chords on a keyboard
  • Pupils understand the meaning of the word timbre
  • Pupils have used a DAW before and are competent with the basic functions (record, play, delete, copy, cut etc.)

Threads

Why this why now

This unit extends pupils’ understanding of pop drum grooves and bass patterns, while further developing confidence and creativity when working with a DAW. Pupils focus on drum grooves, particularly four-on-the-floor, and on composing syncopated basslines, widening their understanding of key pop music features. They explore arranging techniques and learn to use DAW tools such as risers, EQ and volume automation to create effective build-ups, contrast and climactic moments in their music.

Prior knowledge requirements

  • Pupils know how to use the kick, snare and hi-hat to create and quantise a drum groove using crotchets and quavers
  • Pupils know that silence in music is represented by rests
  • Pupils know how to find and play triad chords on a keyboard
  • Pupils understand the meaning of the word timbre
  • Pupils have used a DAW before and are competent with the basic functions (record, play, delete, copy, cut etc.)