1. Guess who!

2. Name the decade.

3. The Beatles Wednesday 13th January Learning Objective:
To know and understand some of the history
behind the Beatles.

4. The Beatles
Paul McCartney
George Harrison
Ringo Starr
John Lennon

5. The Beatles Key facts 1: A famous pop group from Liverpool
The Beatles were made up of 4 players.
They were - Paul McCartney, John Lennon,
Ringo Starr and George Harrison.

6. The Beatles The songwriters were John Lennon
and Paul McCartney although
McCartney was also the bands
guitarist.
The next member to join was George
Harrison who was also a guitarist.
In 1960 the band got its Bass
Guitarist – Sutcliffe, they also got
their name: The Beatles.

7. The Beatles The next member was Pete Best but you will
all probably know the drummer as Ringo
Starr who replaced Best.
Sutcliffe also left and McCartney moved from
rhythm guitar to bass guitar.

8. The Beatles 1 2 3 Their first hit was with ‘Love me do’
which hit number 17 in the UK charts. 1
Their second hit was with ‘Please,
Please Me’ which reached number 2. 2
Although McCartney and Lennon were
the songwriters of the band some of
the other members had a go, you will
all of heard of ‘Yellow Submarine’ the
only song written by Ringo Starr! 3

9. The Beatles Key facts 2: bands in the history of popular music.
They were one of the most successful
bands in the history of popular music.
The lyrics were about working class people issues
They were influenced by many types of music
(electronic, Classical, Indian)

10. 4 Hey Jude listening exercise: 1. Which instruments can you hear?
2. What are the words from the first
line of the first verse?
3. Is the tempo fast or slow?
4. Is the texture thick or thin?

11. 4 Hey Jude listening exercise: 1. Which instruments can you hear?
Vocals, Piano, Guitar, Bass Guitar,
Tambourine, Drum kit
2. What are the words from the first line of
the first verse?
Hey Jude don’t make it bad
3. Is the tempo fast or slow?
Slow
4. Is the texture thick or thin?
Thin at first and then gets thicker

12. Hey Jude Friday 15th January Learning Objectives:
To begin your performance task on the Beatles.
To play the melody of Hey Jude.

13. Help listening exercise:
1. Which instruments can you hear?
2. Does the song start with the verse
or the chorus?
3. What are the words from the first
line of the first verse?
4. Is the tempo fast or slow?

14. Help listening exercise:
1. Which instruments can you hear?
Vocals, Guitar, Bass Guitar, Drum kit,
tambourine
2. Does the song start with the verse or the
chorus?
The chorus
3. What are the words from the first line of
the first verse?
When I was younger so much younger than
today.
4. Is the tempo fast or slow?
Fast

15. Your task is to play 'Hey Jude' on the keyboard.
Performance Task
Your task is to play 'Hey Jude' on the keyboard.
1. Play the melody (L3a performance skill - I can play a
rhythmical simple part that uses a small range of notes.)

16. Then you can start, to make it better
Hey Jude
Hey Jude, Don't make it bad
Take a sad song, And make it better
Remember, To let her into your heart
Then you can start, to make it better

17. Hey Jude, Don't make it bad G E E G A D
Hey Jude Melody B C D E F G A B C D
Hey Jude, Don't make it bad
G E E G A D
Take a sad song, And make it be-t t-er
D E F C C B G A-G-F-E
Re-mem-ber, To let her in-to your heart
G - A - A A D C B-C A G
Then you can sta-rt, to make it bet-ter
C D E A - G G F E B - C

18. Performance Task and assessment criteria
Your task is to play 'Hey Jude' on the keyboard.
Which assessment criteria did you meet today?
C: Play the melody following the correct rhythm and notes.
L4c performance skill - I can use simple notation.
D: Only play the melody but it does not follow the correct rhythm.
L3a performance skill - I can play a rhythmical simple part that uses a small
range of notes.

19. Hey Jude Thursday 16th March Learning Objectives:
To continue with your performance task on the
Beatles.
To play the melody and bassline of Hey Jude.

20. What have you learnt about The Beatles so far?
Complete a spider diagram in your books that includes any information
you have learnt about The Beatles.

21. about the Beatles so far?
What have you learnt
about the Beatles so far?
Did you include these points:
* A famous pop group from Liverpool
* One of the most successful bands in the history
of popular music.
* Lyrics were about working class people issues
* They were influenced by many types of music
(electronic, Classical, Indian)
* The Beatles were made up of 4 players.
* They were - Paul McCartney, John Lennon,
Ringo Starr and George Harrison.

22. Your task is to play 'Hey Jude' on the keyboard.
Performance Task
Your task is to play 'Hey Jude' on the keyboard.
1. Play the melody (L3a/L4c performance skill - I can play a
rhythmical simple part that uses a small range of notes.)
2. Play the melody and the bassline in pairs.
(L4a performance skill - I can play my part with an awareness of how
it fits with others.)
3. Play the bass line and the melody by
myself (L5c performance skill - I can play solo and rhythmical
parts.)

23. Hey Jude, Don't make it bad G E E G A D
Hey Jude Melody B C D E F G A B C D
Hey Jude, Don't make it bad
G E E G A D
Take a sad song, And make it be-t t-er
D E F C C B G A-G-F-E
Re-mem-ber, To let her in-to your heart
G - A - A A D C B-C A G
Then you can sta-rt, to make it bet-ter
C D E A - G G F E B - C

24. Your task is to play 'Hey Jude' on the keyboard.
Performance Task and assessment criteria
Your task is to play 'Hey Jude' on the keyboard.
A: Play the melody and bass line on your own.
L5c performance skill - I can play solo and rhythmical parts.
B: Play the melody and bass line in time in pairs.
L4a performance skill - I can play my part with an awareness of how it fits
with others.
C: Play the melody following the correct rhythm and notes.
L4c performance skill - I can use simple notation.
D: Only play the melody but it does not follow the correct rhythm.
L3a performance skill - I can play a rhythmical simple part that uses a small
range of notes.

25. Your task is to play 'Hey Jude' on the keyboard.
Target for next lesson.
Your task is to play 'Hey Jude' on the keyboard.
I need to practice the melody and bass line on my own.
I need to practice the melody and bass line in time with my
group member.
I need to practice the melody.

26. Hey Jude Monday 8th Feb Learning Objectives:
To continue with your performance task on the
Beatles.
To put the different parts together ready for
assessment next lesson.

27. Hey Jude, Don't make it bad G E E G A D
Hey Jude Melody B C D E F G A B C D
Hey Jude, Don't make it bad
G E E G A D
Take a sad song, And make it be-t t-er
D E F C C B G A-G-F-E
Re-mem-ber, To let her in-to your heart
G - A - A A D C B-C A G
Then you can sta-rt, to make it bet-ter
C D E A - G G F E B - C

28. Your task is to play 'Hey Jude' on the keyboard.
Performance Task and assessment criteria
Your task is to play 'Hey Jude' on the keyboard.
A: Play the melody and bass line on your own.
L5c performance skill - I can play solo and rhythmical parts.
B: Play the melody and bass line in time in pairs.
L4a performance skill - I can play my part with an awareness of how it fits
with others.
C: Play the melody following the correct rhythm and notes.
L4c performance skill - I can use simple notation.
D: Only play the melody but it does not follow the correct rhythm.
L3a performance skill - I can play a rhythmical simple part that uses a small
range of notes.

29. Your task is to play 'Hey Jude' on the keyboard.
Target for next lesson.
Your task is to play 'Hey Jude' on the keyboard.
I need to practice the melody and bass line on my own.
I need to practice the melody and bass line in time with my
group member.
I need to practice the melody.

30. Hey Jude Thursday 16th March Learning Objectives:
To play the melody and bassline of Hey Jude.
To be assessed on your performance of 'Hey
Jude'.

31. Your task is to play 'Hey Jude' on the keyboard.
Performance Task and assessment criteria
Your task is to play 'Hey Jude' on the keyboard.
A: Play the melody and bass line on your own.
L5c performance skill - I can play solo and rhythmical parts.
B: Play the melody and bass line in time in pairs.
L4a performance skill - I can play my part with an awareness of how it fits
with others.
C: Play the melody following the correct rhythm and notes.
L4c performance skill - I can use simple notation.
D: Only play the melody but it does not follow the correct rhythm.
L3a performance skill - I can play a rhythmical simple part that uses a small
range of notes.