Planning for aural feedback opportunities

A Year 9 mixed-ability class are creating a backing track to accompany a melodic line. They have been studying the main characteristics of reggae music and have been asked to let the stylistic features of reggae influence them in their work. They are using a sequencer program attached to a GM keyboard and are working in pairs.

The first level of challenge is to organise an appropriate chord sequence to suit the pre-recorded melody and bass line. Pupils have been given a chord template with diagrammatic support to help them find the chords on the keyboard. Initially, the teacher suggests that they use a very simplistic chord structure that focuses on the primary triads.

The teacher has identified where pupils will need further support as they work. She has therefore prepared before the lesson for a variety of aural feedback opportunities (including some that require visual demonstration at the same time). These include:

• a sequencer file that can be displayed on the interactive whiteboard demonstrating a possible solution to the task;
• a variety of questions, linked to musical examples, that could promote deeper thinking (for example: 'How do you think this sounds, with the F chord changed to A minor in bar 6?');
• a simple performance of the chordal accompaniment that she will play on the keyboard demonstrating the use of inversions – what it will sound like and showing what keyboard techniques are needed to achieve it;
• a simple exercise using clapping or non-pitched percussion instruments to demonstrate the rhythmic emphasis and style of the accompaniment.