1. Know: What a ‘hook’ is. Be able to: Decode the main hook from Kids by MGMT. Starter: Work out the riff by ear. Understand: How to play and record into Cubase. Stage 1

2. The tonality of the hook is A major: A B C # D E F # G # The hook begins on A. Which note from above is NOT used in the hook? PRIZE FOR THE FIRST PERSON TO WORK OUT THE HOOK CORRECTLY BY EAR Starter: Work out the riff by ear. What is a hook?

3. Tempo: This tells us that the tempo is 122 beats per minute. We will need to set the tempo on Cubase to match this. ?# ? ??A? Task 1 : Decode the main hook Key signature: The sharps F, C and G. So every time we see F, C or G we play F#, C# and G# instead. WB PG1

4. 1. Push the function button 2. Push the down category button 16 times until PC Mode appears on screen 3. Move the black wheel so the screen says PC2 CUBASE - SETUP HEADPHONES: Unplug the splitter from the back of the keyboard and put into the white ‘Guitar link’ in the headphone slot. YOU WILL NEED TO REPLACE THESE AT THE END OF THE LESSON!

5. 4.Open Cubase: Cubase 6 shortcut on desktop 5.Wait (it takes time to load) 6.Open a new File: Click on the ‘More’ tab and select ‘MGMT template’. Make sure the ‘prompt for project location’ is selected before clicking continue. 7.Create project folder: –Select Music –Select My Music –Create a new folder : give it your name and class eg. Sam and Billy 8g1

6. 8.Set up the click: Click Transport, Metronome Setup. Deselect ‘Activate Midi Click’. 9.This is the transport bar. Make sure ‘Auto Q’, ‘precount’ and ‘Click’ are selected (white).

7. 1.Ensure ‘Snap’ is white. 2.Select the quantize box. 3.Select 1/8: By selecting 1/8 you are dividing each bar in eight, therefore into quaver beats. Quantize: 1.Corrects timing mistakes. 2.Input notes with precise timing. 1 2 3 4 5 6 7 8 8 blocks 1 blocks 2 blocks 4 blocks

8. MELODY - RECORDING 1.Select the Melody track so that the track is light grey and the record symbol is red. 2.Press the ‘Beginning’ button to make sure the play bar is at the start of your track. 3.Press the record button on the transport bar. Wait for the 8 clicks and then play in your melody line. 4.Press the stop button when you are finished. If it is too long move your pointer to the end of the part and click and drag to make it shorter. If you don’t think it is correct, click on it with the pointer and press ‘delete’ and try again.

9. MELODY - RECORDING AT THE END OF THE LESSON 1. Save your work (first save will need you and your partner’s name for a file name). 2. Complete your self assessment. 3. Follow the instructions on the yellow sticker on your computer. EXTENTION If you finish all this, ask me for the extension work to achieve above expectations.

10. - -=++ Pitch Some semblance of correct notes, infrequent and random Hook and bass line pitches correct, perhaps too high. Hook, bass, and countermelody in correctly. Vocal line present and in tune/ melodic variation of hook or bass line. Additional variations of hook, bass or countermelody with harmonic merit. Rhythm Infrequent notes are the correct length but perhaps in the wrong space. Hook and bass line rhythms are mostly correct. The drum beat is in time. The drum line is accurate with the original track. The countermelody notes and rests are correct. A drum fill has been added and is rhythmically sensible. A drum fill has been added with interesting features; syncopation, dotted notes and good choice of timbres. Ensemble Skills Not much time spent on the project due to poor behaviour. Some effort given to the project but too dependent on partner. An even amount of work done with partner to complete work at a reasonable pace. An effort made to help their partner, work ahead of the class schedule and look of opportunities to push themselves. Complete independent work completed in a fast time frame. Contrast No knowledge of dynamics. All dynamics are at the same level and all tracks are balanced. Dynamics are present in loud and soft form. Dynamics are used sensitively with crescendo and diminuendo. Dynamics are used in specific places to show contrast, direction and structure. Style The hook, and bass line are completed. The hook, countermelody, bass and drum line are completed. The tracks structured to closely resemble the original song including extra features. Some attempt at extra special effects may have been made. The tracks structured to closely resemble the original song including extra features. Effects are used accurately. Effects are used to greatly enhance the musicality of the song.

11. Know: What a bass clef is. Be able to: Decode the bass line from Kids by MGMT. Starter: Work out the bass line by ear. Understand: How to play and record into Cubase. Stage 2

12. The tonality of the song is A major: A B C # D E F # G # The first bar of the bass line is an F# and another F#. Have a listen to the hook and work out the following Bars. F# & F# Starter: Work out the bass line by ear. (10 mins) _ & _ Bar 1. Bar 2. Bar 3. Bar 4. What are octaves? http://www.youtube.com/watch?v=vtrq4FVkLUg What are octaves?

13. Task 1: Decode the Bassline C is to the left - http://www.youtube.com/watch?v=zR_cwELdtHkhttp://www.youtube.com/watch?v=zR_cwELdtHk Virtual Keyboard - http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/music/piano/http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/music/piano/ F# ?# ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Key signature: The sharps F, C and G. So every time we see F, C or G we play F#, C# and G# instead. WB PG2

14. FINISH RECORDING THE MELODY LINE FIRST!

15. 1. Push the function button 2. Push the down category button 16 times until PC Mode appears on screen 3. Move the black wheel so the screen says PC2 Don’t forget to plug in your headphones to the white ‘Guitar link’. Reopening Cubase

16. Two input options: OPTION 1: OPTION 2: Record the bass line Use this option if: You can play the bassline You want to push your playing You want a more realistic sound Follow the recording instructions from STAGE 1 Draw the bass line Use this option if: You struggle to play in time You want to move on quickly You took a lot of time completing the melody Follow the sequencing instructions which follow:

17. 2.Select ‘Draw’ from the tool bar 3.Draw across 4 bars (up to the 5) in BASS, creating a box. 4.Select the arrow from the tool bar and then double click in the box you have just created. 1.Here is the zoom control. Zoom in so you can see bars 1-8 along the top of the screen. BASS LINE – SEQUENCING Open Cubase and open your work from last lesson - It should be on the ‘Recent’ tab.

18. Drawing in Cubase 1.Select the Draw function (pencil) 2.Click in the columns to get a note – one note per column. 3.Use the zoom feature to zoom in so you can see an octave. (C0- C1) 4.Utilise the piano on the left as a note guide. Get back to the main screen Click the small grey x in the top right hand corner

19. BASS AT THE END OF THE LESSON 1. Save your work (first save will need you and your partner’s name for a file name). 2. Complete your self assessment. 3. Follow the instructions on the yellow sticker on your computer. EXTENTION If you finish all this, ask me for the extension work to achieve above expectations.

20. - -=++ Pitch Some semblance of correct notes, infrequent and random Hook and bass line pitches correct, perhaps too high. Hook, bass, and countermelody in correctly. Vocal line present and in tune/ melodic variation of hook or bass line. Additional variations of hook, bass or countermelody with harmonic merit. Rhythm Infrequent notes are the correct length but perhaps in the wrong space. Hook and bass line rhythms are mostly correct. The drum beat is in time. The drum line is accurate with the original track. The countermelody notes and rests are correct. A drum fill has been added and is rhythmically sensible. A drum fill has been added with interesting features; syncopation, dotted notes and good choice of timbres. Ensembl e Skills Not much time spent on the project due to poor behaviour. Some effort given to the project but too dependent on partner. An even amount of work done with partner to complete work at a reasonable pace. An effort made to help their partner, work ahead of the class schedule and look of opportunities to push themselves. Complete independent work completed in a fast time frame. Contrast No knowledge of dynamics. All dynamics are at the same level and all tracks are balanced. Dynamics are present in loud and soft form. Dynamics are used sensitively with crescendo and diminuendo. Dynamics are used in specific places to show contrast, direction and structure. Style The hook, and bass line are completed. The hook, countermelody, bass and drum line are completed. The tracks structured to closely resemble the original song including extra features. Some attempt at extra special effects may have been made. The tracks structured to closely resemble the original song including extra features. Effects are used accurately. Effects are used to greatly enhance the musicality of the song.

21. Know: How a drum kit works. Be able to: Perform the drum pattern from Kids by MGMT. Starter: Work out the drum pattern by ear. Understand: Music technology can aid composition. Stage 3

22. Snare DrumBass Drum THE DRUM KIT How the drums work: Basic 12341234 Count Beat http://www.drumnuts.com/GAMES/Virtual-Drums-Buckle.php Starter: build a beat How can you build a beat?

23. 1. Push the function button 2. Push the down category button 16 times until PC Mode appears on screen 3. Move the black wheel so the screen says PC2 Don’t forget to plug in your headphones to the white ‘Guitar link’.

24. FINISH RECORDING THE MELODY and BASS LINE FIRST!

25. DRUMS 2.Select ‘Draw’ from the tool bar 3.Draw across 4 bars (up to the 5) in DRUM track, creating a box. 4.Select the arrow from the tool bar and then double click in the box you have just created. 1.This is the zoom control in the bottom right hand corner. Zoom in so you can see all the numbers 1-8 clearly. Open Cubase and open your work from last lesson - It should be on the ‘Recent’ tab.

26. 5.Make sure the ‘Quantise’ level is set to 1/8. If not, click on it and chose this level. (At the top right of the screen.) 6.Select the drum stick from the tool bar. 7.Recreate my drum pattern as below: 8..You can hear your drum part by pressing play. Get back to the main screen Click the small grey X in the top right hand corner. DRUMS

27. BETTER DRUMS: EXTENSION At the beginning of the lesson I demonstrated how to make your drum track more interesting by adding fills, crashes and syncopated rhythms. Create extra drum parts and compose additional fills, crashes or even an entirely new beat to make your drum section more interesting. Don’t be afraid…

28. DRUMS AT THE END OF THE LESSON 1. Save your work (first save will need you and your partner’s name for a file name). 2. Complete your self assessment. 3. Follow the instructions on the yellow sticker on your computer. EXTENTION If you finish all this, ask me for the extension work to achieve above expectations.

29. - -=++ Pitch Some semblance of correct notes, infrequent and random Hook and bass line pitches correct, perhaps too high. Hook, bass, and countermelody in correctly. Vocal line present and in tune/ melodic variation of hook or bass line. Additional variations of hook, bass or countermelody with harmonic merit. Rhythm Infrequent notes are the correct length but perhaps in the wrong space. Hook and bass line rhythms are mostly correct. The drum beat is in time. The drum line is accurate with the original track. The countermelody notes and rests are correct. A drum fill has been added and is rhythmically sensible. A drum fill has been added with interesting features; syncopation, dotted notes and good choice of timbres. Ensembl e Skills Not much time spent on the project due to poor behaviour. Some effort given to the project but too dependent on partner. An even amount of work done with partner to complete work at a reasonable pace. An effort made to help their partner, work ahead of the class schedule and look of opportunities to push themselves. Complete independent work completed in a fast time frame. Contrast No knowledge of dynamics. All dynamics are at the same level and all tracks are balanced. Dynamics are present in loud and soft form. Dynamics are used sensitively with crescendo and diminuendo. Dynamics are used in specific places to show contrast, direction and structure. Style The hook, and bass line are completed. The hook, countermelody, bass and drum line are completed. The tracks structured to closely resemble the original song including extra features. Some attempt at extra special effects may have been made. The tracks structured to closely resemble the original song including extra features. Effects are used accurately. Effects are used to greatly enhance the musicality of the song.

30. Decode the counter melody C is to the left - http://www.youtube.com/watch?v=zR_cwELdtHkhttp://www.youtube.com/watch?v=zR_cwELdtHk Virtual Keyboard - http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/music/piano/http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/music/piano/ Key signature: The sharps F, C and G. So every time we see F, C or G we play F#, C# and G# instead. # # # #F# # # # # # # # # Stage 4 What’s a counter melody?

31. 1. Push the function button 2. Push the down category button 16 times until PC Mode appears on screen 3. Move the black wheel so the screen says PC2 Don’t forget to plug in your headphones to the white ‘Guitar link’.

32. 2.Select ‘Draw’ from the tool bar 3.Draw across 8 bars (up to the 9) in COUNTERMELODY, creating a box. 4.Select the arrow from the tool bar and then double click in the box you have just created. 1.Here is the zoom control. Zoom in so you can see bars 1-8 along the top of the screen. COUNTERMELODY Open Cubase and open your work from last lesson - It should be on the ‘Recent’ tab.

33. Two input options: OPTION 1: OPTION 2: Record the countermelody Use this option if: You can play the bassline You want to push your playing You want a more realistic sound Follow the recording instructions from STAGE 1 Draw the countermelody Use this option if: You struggle to play in time You want to move on quickly You took a lot of time completing the melody Follow the sequencing instructions which follow:

34. Drawing in Cubase 1.Select the ‘draw’ function - to draw notes into cubase. 3.Select the ‘pointer’ function - and you are able to lengthen and shorten notes.. COUNTERMELODY: Sequencing 2.Use the piano on the left hand side as a note guide. To get back to the main screen click the small grey x in the top right hand corner

35. COUNTERMELODY AT THE END OF THE LESSON 1. Save your work (first save will need you and your partner’s name for a file name). 2. Complete your self assessment. 3. Follow the instructions on the yellow sticker on your computer. EXTENTION If you finish all this, ask me for the extension work to achieve above expectations.

36. - -=++ Pitch Some semblance of correct notes, infrequent and random Hook and bass line pitches correct, perhaps too high. Hook, bass, and countermelody in correctly. Vocal line present and in tune/ melodic variation of hook or bass line. Additional variations of hook, bass or countermelody with harmonic merit. Rhythm Infrequent notes are the correct length but perhaps in the wrong space. Hook and bass line rhythms are mostly correct. The drum beat is in time. The drum line is accurate with the original track. The countermelody notes and rests are correct. A drum fill has been added and is rhythmically sensible. A drum fill has been added with interesting features; syncopation, dotted notes and good choice of timbres. Ensembl e Skills Not much time spent on the project due to poor behaviour. Some effort given to the project but too dependent on partner. An even amount of work done with partner to complete work at a reasonable pace. An effort made to help their partner, work ahead of the class schedule and look of opportunities to push themselves. Complete independent work completed in a fast time frame. Contrast No knowledge of dynamics. All dynamics are at the same level and all tracks are balanced. Dynamics are present in loud and soft form. Dynamics are used sensitively with crescendo and diminuendo. Dynamics are used in specific places to show contrast, direction and structure. Style The hook, and bass line are completed. The hook, countermelody, bass and drum line are completed. The tracks structured to closely resemble the original song including extra features. Some attempt at extra special effects may have been made. The tracks structured to closely resemble the original song including extra features. Effects are used accurately. Effects are used to greatly enhance the musicality of the song.

37. Know: The Lyrics to Kids Be able to: Copy and paste Starter: Copy and paste Understand: Music technology can aid composition. Stage 5

38. 1. Push the function button 2. Push the down category button 16 times until PC Mode appears on screen 3. Move the black wheel so the screen says PC2 Don’t forget to plug in your headphones to the white ‘Guitar link’.

39. This is what your work should look like. (Your drums might look slightly different.) Open Cubase and open your work from last lesson - It should be on the ‘Recent’ tab. 1.COPYING: Press and hold ALT 2.Click and hold onto the part you want to copy –drag it to where you want it. Try to create this: Drums, Melody and Bass have been copied!

40. 3.Select the gluing tool. 4.Glue the parts for each instrument together so that you have four parts which last 8 bars each (up to 9) 5.Go back to the pointer tool. STRUCTURE

41. 6.Here is the structure for the first 32 bars. Use ALT to copy the parts to makes yours look like this: 7.Listen to the original MGMT track to work out what the structure of the bars up to bar 65 should be. Try singing along to help you. STRUCTURE

42. What yours will look like… Don’t worry if you don’t have the counter melody

43. Kids: Lyrics You were a child crawling on your knees toward him Making momma so proud But your voice is too loud We like to watch you laughing Picking insects off of plants No time to think of consequences (Chorus) Control yourself, Take only what you need from him A family of trees wanting to be haunted Control yourself, Take only what you need from him

44. COUNTERMELODY AT THE END OF THE LESSON 1. Save your work (first save will need you and your partner’s name for a file name). 2. Complete your self assessment. 3. Follow the instructions on the yellow sticker on your computer. EXTENTION If you finish all this, ask me for the extension work to achieve above expectations.

45. - -=++ Pitch Some semblance of correct notes, infrequent and random Hook and bass line pitches correct, perhaps too high. Hook, bass, and countermelody in correctly. Vocal line present and in tune/ melodic variation of hook or bass line. Additional variations of hook, bass or countermelody with harmonic merit. Rhythm Infrequent notes are the correct length but perhaps in the wrong space. Hook and bass line rhythms are mostly correct. The drum beat is in time. The drum line is accurate with the original track. The countermelody notes and rests are correct. A drum fill has been added and is rhythmically sensible. A drum fill has been added with interesting features; syncopation, dotted notes and good choice of timbres. Ensembl e Skills Not much time spent on the project due to poor behaviour. Some effort given to the project but too dependent on partner. An even amount of work done with partner to complete work at a reasonable pace. An effort made to help their partner, work ahead of the class schedule and look of opportunities to push themselves. Complete independent work completed in a fast time frame. Contrast No knowledge of dynamics. All dynamics are at the same level and all tracks are balanced. Dynamics are present in loud and soft form. Dynamics are used sensitively with crescendo and diminuendo. Dynamics are used in specific places to show contrast, direction and structure. Style The hook, and bass line are completed. The hook, countermelody, bass and drum line are completed. The tracks structured to closely resemble the original song including extra features. Some attempt at extra special effects may have been made. The tracks structured to closely resemble the original song including extra features. Effects are used accurately. Effects are used to greatly enhance the musicality of the song.