Music From the 19th Century

Ode To Joy – Ludwig Van Beethoven. Youtube link to song (piano version easy)
https://www.youtube.com/watch?v=yEKDTqDM8v8
The theme song for Everybody Loves Raymond -
https://www.youtube.com/watch?v=uWPv_jSkoNs
Context
This song is ideal for students in stage 4, preferably a mandatory unit in year 7. These activities
should focus on the concept of pitch, with a specific focus on scale and melody.
Composition
Attached to this document is a version of Ode to Joy that just uses the treble clef. On the same
page, I have included a diagram of the C major scale and a photo of my hand with a number
for each finger. As a compositional exercise, student’s will write the name of each note and the
number for what finger to play in Ode to Joy (The first bar has already been done). For more
advanced students, I have included blank sheet music. Advanced students can write their own
melody for Ode to Joy using the information on the sheet.
Performance
Students will learn the song as an individual and then play together on keyboards. Advanced
students can learn to play the melody in both hands 1 octave apart.
Listening.
After having the students complete the sheet by adding musical notes. Play the song Ode To
Joy on piano and have them follow the music on the page. Pause at random moments and ask
the students what bar you are at and what note you are on. If the exercise is too easy, make it a
competitive game by taking away the sheet music. Explain that there are 4 beats to every bar.
It’s the student’s job to work out which bar they are at by counting the beats within each bar.
If the students get the answer right they progress to the next round. If they get the answer wrong
they get disqualified.
Music From the 19th Century
The Can-Can (The Main Theme) – Jacques Offenbach
This is the complete version - https://www.youtube.com/watch?v=4Diu2N8TGKA
The main theme starts at 00:41 seconds.
Context
This lesson is designed for students of stage 4 music, preferably a mandatory year 8 class.
These activities will focus on 2 musical concepts, harmony and the use of rests within a
composition.
Listening
I have added a sheet to this document, this version of the song uses a variety of different note
types and rests. As an exercise have on a whiteboard different clapping exercises, some of the
exercises should include bars from The Can-Can. Clap the different exercises at random and
have the students tell you which exercise you are clapping. If the exercise is too easy, make a
competitive clapping game. If the students get the answer right they progress to the next round.
If they get the answer wrong they get disqualified.
Performance
For students who are beginners, have them provide the harmonic accompaniment, they can
hold each chord for 4 beats. For the intermediate student, they can learn the melody. For the
advanced students, they can begin working on using the two hands together as written on the
sheet. If they struggle, have them play the melody and hold each chord for 4 beats.
Compositional
As a compositional exercise have the students work in groups. Divide the groups so there is a
balance between beginner, intermediate and advanced students. This version of the song uses
the chords G and D7. Have the students write a melody using the two chords. They can use the
melody from The Can-Can as a guidance and re-assort notes from the sheet music. Beginner
students might just provide harmonic accompaniment, whilst intermediate and advanced
students provide melody and chordal rhythm.
Music From The 19th Century
Raisins and Almonds - Abraham Goldfaden
Easy piano version -https://www.youtube.com/watch?v=8GexQGeH29M
Violin Version (main theme starts at 00:52) -
https://www.youtube.com/watch?v=rAwyZOHutrA
Context
This song is suitable for a stage 5 elective unit. These activities will focus on scales and playing
melody in a harmonic minor progression.
Performance
This song can be divided into intermediate and advanced groups. Intermediate guitar and piano
players can just learn the melody. While for advanced students they can play the harmonic and
melodic part. This would mean 2 hands for piano or fingerstyle picking for guitar.
Listening
Have the students play a game where they must recognise the harmonic minor scale, the natural
minor and the major scale. Have the students compete with one another by playing one scale
and then having them tell you what scale it is. If the students get the answer right they progress
to the next round. If they get the answer wrong they get disqualified.
Composition
Have students improvise over this songs chord progression using the D harmonic minor scale.
For some students who might feel uncomfortable with improvising, have them play an isolated
version of the scale. Beginner guitar players might just play the scale using the top 3 stings of
the guitar (G B E) and Piano players might just play the first 5 notes of the D harmonic minor
scale. Advanced students can play the scale in more than one octave.
Popular Music (Australian Song)

Pete Murray – Opportunity

Link to YouTube - https://www.youtube.com/watch?v=u9TlDXSQfs0
Context
This song is ideal for students in stage 4 as a mandatory unit. These activities should focus on
on major and minor triads and the pentatonic scale.
Listening
Play a game focusing on major and minor chords. Have students stand in a line, play either a
major chord or minor chord. If they get the answer right they take a step forward, if they get an
answer wrong the take a step backwards. Game finishes when a student crosses the finish line.
Performance
Have students learn the song. The song can be broken into beginner, intermediate and
advanced. The beginners can just play the root note of each chord. Intermediate can just hold
each chord for 4 beats. Advanced students can play the strumming pattern.
Composition
Students will improvise over the verse using the F minor pentatonic scale. For beginners they
can use a smaller version of the pentatonic. For guitar players, this means using the top 3 strings
G B and E. For a beginner piano player, they can use 3 – 4 notes. Advanced students can use
other pentatonic shapes across the keyboard and/or fretboard.
Jazz
Autumn Leaves – Joseph Kosma
IMPORTANT! There are many different versions of this song in many different keys. Here is
audio that matches the Real Book version of the song;
https://www.songsterr.com/a/wsa/real-book-of-jazz-autumn-leaves-tab-s394314t1
Miles Davis’s Autumn Leaves The main theme stats at 00:52
https://www.youtube.com/watch?v=rsz6TE6t7-A
Context
This song is suitable for students in stage 5 as an elective. These exercises should focus on
playing through key changes. These exercises should also focus on melody and phrasing.
Performance
This song can be divided into beginner, intermediate and advanced. For the beginner students,
they can learn and perform the melody of the song. For intermediate and advanced students,
they can learn the chord progression of the song. If they are struggling to play the chords take
away the sevenths and extensions.
Listening
A comparative listening exercise between;
Eric Clapton’s Autumn Leaves - https://www.youtube.com/watch?v=UQlFOX0YKlQ
And the Miles Davis version.
Some focus questions should include; How are these 2 pieces similar? How are these 2 pieces
different? Are the melodies different within these two pieces? If so, what have the composers
done to change the melody?
Composition
Have students write their own melody over the chord progression of this song. The song is
predominantly in the key of G. However, there is a key change when the song goes to B7.
When the song goes to B7 advanced students can play a melody that incorporates a B
mixolydian. For intermediate students, have them improvise using a B major triad when the
song goes to the B7.
Popular music (Australian Song)

Here is the link to my website

https://howtplayzebra.weebly.com/
Zebra – John Butler Trio
Link to YouTube - https://www.youtube.com/watch?v=PO2b3cggqs0
Context – This song is suitable for students in a stage 4 mandatory unit. These lessons should
focus on the musical concepts of syncopation and pentatonic scales.

Performance
Divide the students into beginner, intermediate and advanced. For the beginner students, have
them learn a simplified bass version of the song. For the intermediate students have them learn
the chords of the song. For the advanced students have them learn the guitar riffs.

Composition
Students will improvise a guitar solo using a B minor pentatonic over the chords in the verse.
For beginners, they can use a smaller version of the pentatonic. For guitar players, this means
using the first 3 strings G B E. Intermediate guitar players can use all 6 strings within one
position. Advanced students can use pentatonic shapes across the guitar fretboard.

Listening

Play a game that incorporates syncopation. Divide the class into groups of 4 – 6. Have the
students stand in lines, facing the back of each other. The student at the back of the line will be
given a rhythm. That student must relay that rhythm to his/her teammates (like Chinese
whispers) by tapping the rhythm onto the other students’ shoulder. The rhythm travels through
the line and the student at the front then notates what has been relayed to them. Incorporate
rhythms from Zebra.
Swallow tail jig – Traditional Irish Folk Song.
The Violin version by Kary Adelson -
https://www.youtube.com/watch?v=2ZxAVUsuE4Y

Context
This song is suitable for stage 5 as an elective. These exercises will focus on time signatures
and the use of modes in jigs.

Listening
Students will listen to different time signatures synonymous with Celtic music.
Jig – 6 8 Time Signature
Reel – 4 4 Time Signature. 2 4 Time Signature.
Slip jig – 9 8 Time Signature.
As a game, the teacher will clap rhythms in different time signatures. The students must guess
what time signature the rhythms are in. For every answer they get right, they progress to the
next round. If they get an answer wrong, they get disqualified from the game. This continues
until there is a winner.

Performance
Rehearse the song Swallowtail Jig and perform song as a class. Divide students into
intermediate and advanced. For the students who are intermediate and might not feel
comfortable learning melody, have them provide a simple harmonic accompaniment to the
song. For the advanced students have them learn the melody.

Composition
Have students write their own jig based on Swallowtail Jig. This can be done as either
individual work or group work. Students should write a song that has a 6 8 Time signature.
Swallowtail Jig uses an E Dorian mode. The student’s composition should also incorporate a
Dorian mode.
Music of a culture (Australian)
Freedom Rides – Fingers Mitchel Cullen
Link to YouTube - https://www.youtube.com/watch?v=XukVQNLHayg
Context – This song is suitable for a stage 5 elective unit. These exercises will focus on the
use of drone and expressive techniques.
Listening
Students will listen to the song and answer questions focusing on the expressive techniques
within the piece. The questions should include, Does the didgeridoo use expressive techniques?
Students can talk about how the didgeridoo makes and changes tones throughout the piece.
Does the guitar use expressive techniques? Students can talk about the use of double stops,
slides, legato, pizzicato as well as the use of dynamics as an expressive technique.
Composition
This song uses a didgeridoo as a drone throughout the piece. As a composition exercise,
students will write a song using a drone. Students can work by themselves or in groups. Whist
a note is sustained it is up to the students to write a melody over the drone note. For piano
players they might want to use sustain pedals. Guitar players might want to explore using an
open tuning like D A D G A D or D G D G B D.
Performance
As a class, have the students decide which drone composition is the best. Students might even
decide to combine ideas. The class will then collaborate and perform song as a group. For some
students who might not be as advanced, they can provide the drone or play a simple bass part
or harmonic accompaniment.
Music of a Culture
Wagakki Band-Senbonzakura
Link to YouTube - https://www.youtube.com/watch?v=olXD8nrWNEQ
Context
This song is suitable for stage 5 music as an elective. The exercises should focus on scales and
the musical concept of tone colour.
Listening
Students will listen to the song and answer questions based on the tone colour of the piece.
Some questions can include; What instruments are being played? Teacher can mention;
Japanese flute (Shakuhari), Japanese Guitar (Shamisen), Japenese Drums (Kumi Daiko).
Teacher can mention the traditional rock band instruments. Teacher will also ask, how are these
instruments being played?
Composition
Using traditional Japanese scales, students are to write a riff or melody. This can be done as
either group work or individual work. Japanese scales include, Kumoi and Hirojoshi. Here are
the patterns for the scales.
Hirojoshi –1(root) 2(major 2nd) 3(Minor 3rd) 5(Perfect 5th) 6(flat 6th). Key of C – C D bE G
bA
Kumoi – 1(Root) 2(major 2nd) 3(Minor 3rd) 5 (Perfect 5th) 6. Key of C – C D bE G A.
Performance
As a class, have the students decide which riff, song or melody from the composition exercise
is the best. Students might even decide to combine ideas. The class will then collaborate and
perform song as a group. For some students who might not be as advanced, they can play a
simple bass part or simple chords, to provide harmonic and rhythmic accompaniment.