Year 9 Unit 5
Music for special occasions
Unit summary
Title
Music for special occasions
Key objective
Learning how music can enhance an event, and about the challenge of
composing music to a brief or commission for a particular event, occasion or
audience.
Musical
ingredients
This unit explores: the musical language, features and processes used by
composers to create appropriate effects, moods and atmospheres.
Features of
musical
elements
The main focus of this unit is dynamics and timbre: their use to create
atmospheres appropriate to a given occasion. Pupils will also explore rhythm
(triplets, dotted rhythms), pitch (harmonic series, major and minor modes) and
structure (imitation, ternary form).
Development
of skills
Listening: a range of pieces composed for special occasions.
Performing: a simple fanfare, a funeral march, and part of a wedding march.
Composing: composing a fanfare, adding a new section to a funeral march and
composing their own piece of music for a special occasion of their choice.
Outcomes
Most pupils will demonstrate their knowledge and understanding by:
• describing how the elements of music are used in music composed for
different special occasions
• composing a special occasion piece with a sense of style and purpose
• performing melodic parts in music used for funerals and weddings
• comparing and contrasting features found in music for different
special occasions.
Some pupils will not have made as much progress and will demonstrate
their knowledge and understanding by:
• correctly matching music with different special occasions
• composing a simple special occasion piece that creates a suitable
mood
• performing chords and simpler melodic parts in music used for
funerals and weddings
• describing the features found in music for different special occasions.
Some pupils will have progressed further and will demonstrate their
knowledge and understanding by:
• describing how composers have used different musical devices in
music for different special occasions
• composing their own special event piece showing awareness of style,
purpose, audience, venue and event
• taking a lead role in performances of music used for funerals and
weddings
• describing how the elements of music are used in special occasion
music from different times and places.
Activities summary
Pupils will learn:
Activities
Learning outcomes
• to understand how
• Listening to pieces of music that
music is associated
describe different special occasions
with different special
and events and correctly matching
occasions. summary
them to different occasions based on
Activities
to
recognise
that
their understanding of musical
•
different musical
features and style.
features are
appropriate on
different occasions.
• Understand which
musical features are
appropriate to which
occasion.
• Make appropriate
choices in their own
compositions.
to recognise the key
features of fanfares.
• Performing notes of the harmonic
• Apply their
series in a simple fanfare based on the
understanding
chord of C.
successfully to their
own compositions.
• Listening to and appraising ‘Fanfare
for the Common Man’
• Composing their own short fanfare.
• to recognise the key
musical features of
music for funerals.
• Performing ‘Funeral March’ as part of a • Perform accurately from
group and composing an additional
notation.
‘B’ section using notes of the minor
• Make appropriate
scale and minor chords.
choices in their
compositions.
• to recognise the key
features of music
composed for
weddings.
• Listening to ‘Bridal March’ by Wagner • Perform accurately from
and ‘Wedding March’ by Mendelssohn. notation.
• Performing in an arrangement of
• Develop ensemble
‘Bridal March’
skills.
• to apply their
understanding of
music for special
occasions.
• Composing as a group a piece of
music for a special occasion of their
choice.
• to understand more
about the process of
composition.
• Reading about how Purcell was
• Understand about
commissioned to write music for the
commissions and how
funeral of Queen Mary, and how
composers respond to
Copland was commissioned to write a
them.
new fanfare.
• Compose a piece of
music that effectively
relates to the intended
special occasion.
• to rehearse, refine and • Composing, rehearsing and
• Evaluate music
evaluate their own and
performing a range of music for
according to given
others’ work.
special occasions and appraising their
criteria.
effectiveness.
Lesson Plan 1
Music for an occasion
Resources
Information sheet 1; Worksheet 1; CD tracks 21: ‘I was Glad’; 22: ‘Willow Tree’; 23: ‘Vorrei
spiegorvi il Giubilo’ from La cambiale di matrimonio; 24: ‘Wedding March’.
Other: keyboards.
Learning objectives
Pupils will be able to:
• learn how music is associated with different special occasions, events and ceremonies
• recognise musical features that are common and unique in different pieces of music for
special occasions
• learn about fanfares.
Pupils will learn by:
• listening to different examples of music for special occasions
• listening to a fanfare and discussing its features
• performing a short fanfare and exploring some ideas for their own compositions.
Why? So that they can:
• learn more about the functions of music
• make appropriate decisions about their own compositions in the future.
Learning outcomes
Pupils should be able to:
• listen and match a variety of music to special occasions where it would be used
• appraise music in terms of musical elements and instrumentation to describe how it fits a
special occasion
• perform the opening fanfare from Mendelssohn’s ‘Wedding March’ using the notes of the
harmonic series.
Key words
Fanfare; bugle; pitch; harmonic series; major; minor.
Starter
• Introduce the unit by asking pupils to work in pairs to produce an ideas storm on the title of
the unit – ‘Music for special occasions’. Encourage pupils to think carefully of any special
occasion where they would hear music or where music would be used to enhance the
ceremony or occasion.
• Allow pupils suitable time to discuss ideas and share responses as a class. For each special
occasion, event or ceremony identified, encourage pupils to describe, using musical
vocabulary, the type and style of the music they would expect to hear and how this adds to
the mood of each occasion and event.
Development
Listening:
• For tasks 1 and 2, ask pupils to listen to three pieces of music and match these to a special
occasion, location, event or ceremony they think the music is most likely connected with.
Worksheet 1 can be used to support pupils’ responses. Encourage pupils to give reasons for
their selections. The answers are: 1. a cathedral service (‘I Was Glad’); 2. folk dancing (‘Willow
Tree’); 3. an opera house (‘Vorrei spiegorvi il Giubilo’).
Reading:
• For task 3, read from the Information sheet to introduce pupils to fanfares, the occasions
when they are used, and their use of the harmonic series.
Listening and performing:
• For task 3, ask pupils to listen to Track 24, which begins with a short fanfare based on the
notes of the harmonic series. Ask pupils what effect they think this has on the music.
• For task 4, ask pupils to perform the opening fanfare of this piece, using the score on page
47 of the Pupil Book. Pupils should work in groups of two or three to perform this simple
opening fanfare. This short activity is designed to give experience of using the notes of the
harmonic series.
Composing/improvising:
• For task 5, explain to pupils that in this and the next lesson they will develop ideas for their
own fanfare composition. In this lesson, they will learn about two additional features of
fanfares: passing notes and imitation. In the next lesson, they will listen to another fanfare
before completing and performing their own fanfares.
• To introduce pupils to passing notes, first demonstrate a short fanfare using notes from the
harmonic series. Then add in some passing notes. Explain to pupils that these are notes that
go between the notes of the harmonic series.
• To demonstrate imitation, teach the class a short fanfare phrase (you could use the
Mendelssohn if you prefer) and then divide them into two groups and conduct a phased
performance that achieves an ‘echo’ effect. Alternatively, you could demonstrate this with
two pupils.
• Give pupils some time to work in pairs or small groups to develop some fanfare ideas using
passing notes and/or imitation. Explain that they will build on these ideas in the next lesson
Review/plenary
Invite some pupils to share their ideas for using passing notes and imitation. Discuss with the
rest of the class what effect passing notes and imitation have on the effect of the music.
Lesson Plan 2
Fanfares!
Resources
Information sheet 2; Worksheets 2a-c; CD tracks 25: ‘Fanfare for the Common Man’; 26:
‘Olympic Fanfare’.
Other: keyboards set to a brass or trumpet timbre and/or brass instruments.
Learning objectives
Pupils will be able to:
• understand about the key features of a fanfare
• learn about the demands on composers who are commissioned to write music for a special
occasion
• compose their own fanfare for a special occasion.
Pupils will learn by
• listening to Copland’s ‘Fanfare for the Common Man’
• completing their own group fanfare compositions.
Why? So that they can:
• apply the techniques they have learnt
• understand more about how the character of a piece of music can match an occasion.
Learning outcomes
Pupils should be able to:
• listen to and appraise musical features in ‘Fanfare for the Common Man’ by Aaron Copland
• understand why composers are commissioned to write music to enhance a special event
• compose their own fanfare using musical features and appropriate notation
• perform and appraise their own and others’ work
• evaluate their composition against the given success criteria.
Key words
Fanfare; harmonic series; passing notes; imitation; ostinato; drone; commission; notation.
Starter
• Copy, cut out and shuffle the graphic score cards on Worksheet 2a – enough for one
between each pair of pupils. Play the first 45 seconds of Track 25 only – the opening of
‘Fanfare for the Common Man’ by Aaron Copland. Explain to pupils that as they listen to this
fanfare, they should sort the graphics on the cards into the order the sounds occur. The
cards in Worksheet 2a are arranged in the correct order to start with.
• Invite pupils to give their answers to questions a–g, listed on the information sheet. Discuss
responses as a class and share ideas. Encourage pupils to use correct musical vocabulary
when referring to elements of the fanfare. Answers:
a. Timpani, bass drum and tam-tam or gong percussion.
b. Trumpet.
c. Higher.
d. Horns, trombone and tuba.
e. They gradually get louder.
f. The texture is homophonic and uses block chords.
g. Encourage pupils to justify any special occasions they think suitable by using musical
vocabulary and referring to
specific features in the fanfare.
• If time, you could also play pupils Track 26, which was used to open the 1984 Olympic
Games, and ask them to think about the following questions.
– What special occasion do you think this fanfare was written for?
– What aspects of the music led you to this decision?
Composing:
• Before pupils begin task 2, as a class read through the various elements listed on the
information sheet. Alternatively, or additionally, use Worksheet 2b.
• Ask pupils to begin task 2, the fanfare composition. Remind them that these compositions
need to be completed, rehearsed, performed and assessed before the end of the lesson, so
they will need to work quite quickly.
• Encourage pupils to notate their ideas and fanfares in a suitable form – graphic or notated.
Performing and assessment:
• For task 3, ask each group to perform their composition to the rest of the class.
• You may like to record these performances and use for assessment, or you may like to ask
pupils to assess the performances as they are listening ‘live’.
• Worksheet 2c can be used support this task to note the extent to which the assessment
criteria have been achieved.
• Provide feedback on pupils’ comments and add your own comments, too.
Review/plenary:
• For task 4, ask pupils to reflect on and think about their own work. Which two features did
they like about their group’s fanfare, and which two things would they do differently in a
similar composition in the future?
• Worksheet 2c allows pupils to jot down some notes on their own work. You can then ask for
volunteers to read their self-assessment to the rest of the class.
Lesson Plan 3
Music for funerals
Resources
Information sheet 3; Worksheets 3a–b; CD tracks 27: ‘March’ from ‘Funeral Music for Queen
Mary’; 28: ‘Canzona’ from ‘Funeral Music for Queen Mary’.
Other: keyboards and pitched instruments and/or pupils’ own instruments.
Learning objectives
Pupils will be able to:
• learn how a baroque composer was commissioned to write music for the funeral of Queen
Mary
• understand the features of music composed for funerals.
Pupils will learn by:
• listening to two pieces of funeral music
• performing a funeral march
• composing their own section to the march.
Why? So that they can:
• understand more about how music can match a mood or an occasion
• gain more experience of composing in different contexts.
Learning outcomes
Pupils should be able to:
• listen to two pieces of music – ‘March’ and ‘Canzona’ from ‘Funeral Music for Queen Mary’ by
Purcell
• perform a part in ‘Funeral March’ in a minor key and composing a contrasting second
section.
Key words
Commission; minor; brass; homophonic texture; march; ternary.
Starter
• For task 1, explain that pupils are about to hear two excerpt of music. (Don’t tell them what
the music is at this point.)
• Play Tracks 27 and 28. Ask pupils what sort of special occasion they think the music would be
played at. Ask them to justify comments using musical vocabulary. Ensure they understand
the music is in a minor key.
Development
Reading:
• Link the starter to the development of the lesson by reading the information sheet, which
gives information on how Purcell was given the commission to write music for the funeral of
Queen Mary.
• After reading this text, listen again to Track 27 followed by Track 28 so that pupils can
identify the features described on the information sheet.
Performing:
• Before starting task 2 ensure all pupils are able to perform the chords of D and G minor and
the D minor scale ascending and descending. There are notated versions of these on the
information sheet and on Worksheet 3a.
• Introduce pupils to ‘Funeral March’ by clapping the rhythm of the piece before playing it on
a pitched instrument. Demonstrate how the piece sounds by adding chords. The score for
this is included in Worksheet 3a.
• For task 2, ask pupils to work in pairs to perform ‘Funeral March’ – one playing the chords
while the other plays the melody. Encourage pupils to choose a suitable tempo and, if
playing a keyboard, an appropriate timbre.
Composing:
• Explain to pupils that those who are confident playing the ‘Funeral March’ can move on to task
3: composing an additional section.
• Worksheet 3a supports this task.
Review/plenary
Pupils perform their ‘Funeral March’ performances/compositions to the rest of the class, who are
given a copy of the cards on Worksheet 3b. The rest of the class listens to each pair perform and
decides which card they think best matches the performance.
Points to note
• Less able pupils can perform the chords using the ‘Single Finger’ function on keyboards.
Alternatively, they can be paired with more able pupils who can play the melody on keyboards
or their own instruments.
• ICT could be used to record the chord pattern for the ‘Funeral March’ and pupils perform the
melody over the top.
• If time is short, instead of composing a B section pupils could improvise one using the scale of
D minor while the rest of the class performs a drone on the note D.
• The ‘Funeral March’ has been kept deliberately simple so that it can be performed/composed in
one lesson. However, you may want to spend more time on it depending on the time available.
• If there is time, you could ask pupils what they know about Remembrance Day and what they
can tell you about the sort of music that is played there.
• Other music composed for funerals and suitable for listening includes:
– ‘Funeral for a Friend’ (Elton John)
– ‘Candle in the Wind’ (Elton John)
– ‘Song for Athene’ (John Tavener)
– various requiems including those by Mozart, Verdi, Fauré
– ‘Siegfried’s Death and Funeral March’ (Wagner)
– ‘Dead Man Blues’ (Jelly Roll Morton).
Lesson Plan 4
Music for weddings
Resources
Information sheet 4; Worksheets 4a–b; CD tracks 24: ‘Wedding March’; 29: ‘Bridal March’; 30:
‘Norwegian Bridal Procession’.
Other: classroom instruments and pupils’ own instruments.
Learning objectives
Pupils will be able to:
• explore how composers have used the elements of music and devices in pieces of music
used at weddings
• learn how different parts fit together to form a piece of wedding music
• to reflect on their performance as a class.
Pupils will learn by:
• listening to different examples of wedding music
• performing an arrangement of Wagner’s ‘Bridal March’.
Why? So that they can:
• learn more about music for different occasions
• develop their ensemble skills.
Learning outcomes
Pupils should be able to:
• listen to and appraise two pieces of wedding music in order to identify the expressive use of
the musical elements
• perform a part in a class performance of ‘Bridal March’ by Wagner
• record and appraise their class performance of ‘Bridal March’.
Key words
March; major; minor; fanfare
Starter
• Ask pupils to think about any weddings they have been to or have seen on television. These
could be Christian weddings or weddings from any other cultures or religions.
• As a class, discuss the following questions.
- What type of music did they hear at the weddings they attended?
- Was it suitable for the occasion?
- How did the music add to the atmosphere of the occasion?
- Have any of the pupils been to a wedding where a popular song was played? What effect
did this have on the occasion?
- What music would pupils choose for their own wedding?
Development Listening:
• Link the starter to task 1 by asking pupils to listen to Tracks 24, 29 and 30.
• Using Worksheet 4a, copy, cut and distribute the cards to each pair of pupils. Alternatively,
use the list on the Information sheet.
• As they listen to each excerpt, ask pupils to sort the cards into two columns: features they
strongly agree with and can hear in the music; and those they strongly disagree with and
can’t hear in the music. Alternatively, they can identify the features listed on the information
sheet.
• After each excerpt, invite pupils to discuss their choices. As a class, make a list of those they
strongly agree with.
• By way of review, ask the class the following questions to close the activity.
– Were there any cards they were undecided about?
– What conclusions can they make about music suitable for weddings?
• As a class, talk about how these tracks fit in with the discussion and conclusions from the
starter.
Performing:
• Introduce task 2 by reading through the section on the information sheet. Explain to pupils
that they are about to learn and perform Wagner’s ‘Bridal March’. Check which individual
instruments pupils can play. This may determine the part they play. More able pupils can
play one of the additional parts outlined below.
• Notated versions of parts 1 and 2 plus further parts and extension material (additional
harmony parts) have been provided on Worksheet 4b.
• Allow suitable time for pupils to rehearse their parts before bringing the class together in a
performance. Perform and record the performance.
Review/plenary
• Discuss the class performance of ‘Bridal March’. What was good/could be improved? Was the
performance suitable for a wedding?
Points to note
• Other pieces of music suitable for listening to and often used at weddings include: –
‘Hornpipe’ from ‘Water Music’ (Handel)
‘Arrival of the Queen of Sheba’ (Handel)
‘Trumpet Voluntary’ (Jeremiah Clarke)
Lesson Plan 5 & 6
Composing your own special occasion music
Resources
Information sheet 5; Worksheets 5 and 6.
Other: classroom instruments and pupils’ own instruments.
Learning objectives
Pupils will be able to:
• use their learning so far to compose their own piece of music for a special occasion of their
choice
• rehearse, refine and perform their special occasion composition to the rest of the class.
Pupils will learn by:
• revising the techniques they have learnt during the unit
• applying them to their own compositions.
Why? So that they can:
• make appropriate decisions about the character of their compositions
• further extend their experience of composing.
Learning outcomes
Pupils should be able to:
• draw on skills, knowledge and understanding of how composers have responded to the
demands of writing music
for special occasions
• compose their own piece of special occasion music with a sense of style, purpose, audience
and venue.
Key words
All key words used so far in this unit.
Starter
Lesson 5: For lesson 5, as a way of preparing pupils for the composing task, divide pupils into
groups of four. Give each group a special occasion – e.g. opening ceremony of a sporting
event, birthday, anniversary, wedding, funeral, military event. Tell group members they have
30 seconds to select sound sources and instruments to prepare for a 30-second improvisation
suited to the event. They should then perform their piece. Discuss with the rest of the class
how suitable the choices and improvisations were in relation to the event.
Lesson 5.6: Outline the composing task again and review the progress made in lesson 5.
Development
• Link the starter to the composing task by referring back to the ideas storm pupils completed
during the starter for lesson 1 along with the different types and styles of music that pupils
have listened to during this unit.
• Ask pupils to form groups of four and decide on a special occasion. Tell them not to reveal
this information to other groups. Give the groups time to work on the composition task.
Remind them that the type and style of music should reflect their choice of special occasion.
There is guidance on how to go about this composition task on the information sheet and
on Worksheet 5.
As this is a two-lesson task, you will need to decide on an appropriate point at which to end
lesson 5.
• Allow suitable time for pupils to rehearse, refine and then perform their special occasion
compositions to the rest of the class. Can those listening identify the occasion? Do they
think the piece is suitable for the occasion?
Review/plenary
Lesson 5: Ask one or two groups to demonstrate their work so far. Encourage them to
perform their composition in progress and explain how they have been working and what
they will be doing next lesson. The rest of the class can offer constructive feedback on the
piece so far.
Lesson 6: Ask pupils to complete the evaluation for this composition and performance on
Worksheet 6.
Points to note
This composing task is deliberately open-ended to allow pupils space to develop their own
ideas. Some teachers may want to spend as much time as possible on this composing activity,
while others may want to devote only one lesson to the task.