Canary Wharf College Lesson Plan.docx

Mark Smith Canary Wharf College Thursday 24 January 2019

LESSON PLAN Year 9; mixed ability group of 19 students

OBJECTIVE To analyse and perform the chords in ‘Paint it Black’ by The Rolling Stones The group have been working on an analysis and realisation of ‘Paint it Black’ in D minor. They have thus far analysed the structure of the song. Students have a basic knowledge of reading music in treble clef, basic keyboard skills (with one student of Grade 4 level) and a limited understanding of chords.

To prepare an acapella performance of a section of the song. TASKS Understand the meaning of ‘tonality’ and the difference between major and minor scales Using key of D, display semibreves of each pitch in the scale. Using the pattern of tones and semitones required for major and HARMONIC minor scales, work out both the major and harmonic minor versions of the scale. Focussing on the minor scale, give each note a number from 1 (low D) to 8 (high D) to be referred to in the next task.

Understand how chords are made up of two or more notes and the very slight difference between major and minor chords Explain that functional harmony chords are made up for the first (tonic), third (mediant) and fifth (dominant) notes of each key. The only difference between a major and a minor chord is the mediant is higher (sharpened) in a major key. After a few short singing exercises, split the group into three smaller groups and have them each sing a pitch of the chord of D minor. Start from the lowest note up and encourage the children to listen carefully to each other to ensure the chord is in tune at all times. Use the middle group (inc. HA child/ren) as the mediant group and have them alternate between the major and minor third to demonstrate how the small change alters the harmony.

Begin to work out and perform the chords from the song ‘Paint it Black’ Dm, A, C, F and G (note added/open chords such as D5, A7 and Dm9, approach this later if there is time/it is appropriate). The class should work as two (mixed) groups – higher and lower parts - and sing the chords as notated. Emphasise the usefulness of making notes on music for things like movement of pitch and taking breaths. Teach each part using the piano and remind the children about listening to each other to ensure secure intonation. Work one four bar phrases at a time paying particular attention to the switch between G and A chords with their slight chromaticism. Encourage the children to really enjoy this shift! Once this is covered and mostly secure, take some children from each group to become the tune and thus a three-part arrangement.

Possible extension activities Discuss altering the rhythm of the accompanying vocals to alter the mood/genre of the piece. Perhaps adding vocal percussion may also add to the arrangement?