DURHAM JOHNSTON SCHOOL MUSIC DEPARTMENT

KS3 SCHEME OF WORK

Year 9

Title Understanding the Conventions of Music used in Advertising

Stage and Identify and Integrate (Level 6)

Objective of  Learn how details of musical conventions can be developed to express individual ideas,
Understanding while staying integrated within a given style, genre or tradition; by
 Learning how to explore within a range of idiomatic musical styles, genres or traditions,
integrating their own ideas into stylistically consistent outcomes.

Context Learning how a range of styles of music are used in advertising, according to the product being
promoted and the target audience, their age, gender and social group.

Convention, Learning how music in advertising features;

Processes and  Minor, major, chromatic and atonal music appropriate to the desired effect
Procedures  A variety of musical styles from all periods of music history and all around the world
 Short extracts of music, matched to visuals and with voice-over
 Either pre-existing music, sometimes edited, modified or even parodied/pastiche
 Specifically composed music or ‘jingles’

Focus of Composition: producing and extending musical ideas

Practical
Experience

Features of Tonality/Tempo/Timbre: Knowledge and understanding of the effects of major, minor and
Musical chromatic tonality, tempo and timbre upon mood and atmosphere in music for advertising.
Elements

Development of Composition: to compose music for a radio advert, to a given brief, tailoring the music to the
Skills intended target audience and reflecting the product.

Expected Pupils will show their understanding of music used in advertising by analysing the different styles
Outcome of of music used. The will identify how different styles and sub-styles of music create different effects
Understanding that are appropriate to advertise different products for different target audiences. They then try this
out in their own practical work, showing an awareness of the contextual implications and
controlling the conventions. All pupils will be starting to develop these skills, some will be secure
in their understanding; and a few will be starting to move beyond this understanding.

Expected Elements
Outcome of  All pupils will know how altering the tonality, tempo and timbre of a given sound can
Knowledge and change its expressive impact
Skills  Some pupils will be able to articulate the difference between different uses of these
elements.
 A few pupils will understand how different combinations of elements are combined to
produce an effect upon the listener.

Skills
 All pupils will be able to create a short extract that represents their given idea.
 Some pupils will extend this short extract in a specific musical style to create a defined
sense of mood.
 A few pupils will be able to effectively combine tonality, timbres and tempo in a specific
musical style to demonstrate a clearly defined mood or idea.

SEQUENCE OF LEARNING OVERVIEW

Learning Objective Core Activity(s) Learning Outcome National
Curriculum
PLTS
Pupils will develop their: Analysing Adverts Pupils will understand how IE CT RL TW SM EP

music for adverts is chosen Key Concepts

Knowledge of the different
types/styles of music used
in advertising on radio and
Using the given template, pupils watch
a number of adverts and record the
product being advertised and the type
according to the product being
marketed, the target audience
for that product and certain
Integration of Practice
Cultural Understanding
Critical Understanding
Creativity
Communication

television.
Understanding of the
reasons particular
types/styles are chosen
of music used in the advert. musical features which have Cross-Curricular
Identity/Diversity
an expressive effect. Health
Community
Class discussion about each advert Enterprise
Sustainability
focusing on the product, target Technology/Media
audience and how the type of music Creativity/Critical Thinking

because of the effect of used related to this.

certain musical features.
PLTS
Pupils will develop their; Analysing ‘Jingles’ Pupils will understand how IE CT RL TW SM EP

strategies for adverts Key Concepts

Understanding of the
reasons particular
types/styles are chosen
Quiz on advertising jingles. Pupils
match-up the company/product with
their jingle/slogan
(including jingles and music)
are chosen according to the
product being marketed, the
Integration of Practice
Cultural Understanding
Critical Understanding
Creativity
Communication

because of the effect of target audience for that Cross-Curricular

certain musical features.
Identity/Diversity
Class discussion on how the jingle product. Health
Community
reflects the target audience/marketing Enterprise
Sustainability
strategy. Link this to possible Technology/Media
styles/types of music chosen to Creativity/Critical Thinking

accompany this process.

PLTS
Pupils will develop their; Suggesting musical types/styles Pupils will understand how IE CT RL TW SM EP

music for adverts is chosen Key Concepts

Understanding of the
reasons particular
types/styles are chosen
Working through the 9 suggested
products for a radio advert, pupils
suggest 3 musical features for each one.
according to the product being
marketed, the target audience
for that product and certain
Integration of Practice
Cultural Understanding
Critical Understanding
Creativity
Communication

because of the effect of musical features which have Cross-Curricular

certain musical features.
Identity/Diversity
Class discussion on the suitability of an expressive effect. Health
Community
musical types/styles/features for Enterprise
Sustainability
marketing each product. Technology/Media
Creativity/Critical Thinking

PLTS
Pupils will develop their; Creating/Composing a Radio Advert Pupils will explore timbres, IE CT RL TW SM EP

tonality, tempi and dynamics Key Concepts

Skills by employing the
techniques previously
analysed, pupils will learn
Pupils choose a ‘product’ from a given
list. They brainstorm the main features
that music to advertise this product
in devising a radio advert to a
given brief. They will
understand the expressive
Integration of Practice
Cultural Understanding
Critical Understanding
Creativity
Communication

how to select timbres, should contain. effects of certain musical Cross-Curricular

tonality, tempi and
dynamics appropriate to
achieve the desired effect.
Identity/Diversity
features and make their Health
Community
Using the planning template, in groups, selections accordingly. Enterprise
Sustainability
pupils plan and develop a radio advert. Technology/Media
Creativity/Critical Thinking

This is an assessment task.

PLTS
Pupils will develop their: Analysing Musical Extracts Pupils will understand how IE CT RL TW SM EP

music for adverts is chosen Key Concepts

Knowledge of the different
types/styles of music used
in advertising on radio and
Pupils answer question on a number of
musical extracts, recognising musical
devices/styles/types used and
according to the product being
marketed, the target audience
for that product and certain
Integration of Practice
Cultural Understanding
Critical Understanding
Creativity
Communication

television.
Understanding of the
reasons particular
types/styles are chosen
analysing their expressive effect. musical features which have Cross-Curricular
Identity/Diversity
an expressive effect. Health
Community
This is an assessment task. Enterprise
Sustainability
Technology/Media
Creativity/Critical Thinking

because of the effect of

certain musical features.
Name………………………………………….….. Music Group………………..

YEAR 9 MUSIC: MUSIC & ADVERTISING

Last half-term we studied how different types and styles of music

can create certain moods or atmospheres. Musical features and
techniques are used deliberately by composers to do this. In this
unit we are going to see how these techniques are put to use in the
world of advertising.

Analysing Adverts
Product Instruments/Sounds Mood Created Notes
 Creating your Radio Advert At this point you
could start thinking
about a script.

1. PRODUCT
2. DESCRIPTION
Write the name of your product
What is your
here.
product? Who is it
marketed at?

One person could take

responsibility for
setting up and playing
the keyboard.
4. AT THE Think about the
‘elements of music’!
KEYBOARD
Choose your ‘style’ and
‘voice’. What chords
will you play? 3. MUSIC
What will the general features of
your music be?

Use the
‘acmp’
control.

6. JINGLE
Set your slogan to a catchy tune, fitting it with the
5. SLOGAN backing beat and timing it with the ‘ending’.
Come up with a
memorable
slogan – it could
rhyme?

You don’t have to

sing – you could
chant/speak in
rhythm!
 RADIO ADVERT COMPOSITION BRIEFS

Product Name Description Key Musical Features

‘ZINGER’ A sweet chewy bar which comes in
three flavours; lemon, lime and sour
cherry. Marketed at children.

‘ACTIVE KIDS’ A company selling adventure

holidays for children; canoeing,
hiking, rock-climbing. The advert
must appeal to children and their
parents.

‘GLOSS & SHINE’ A lip gloss with special light

reflecting particles. Marketed
towards young women.

‘IT’S A TAKE’ A new magazine for film lovers

with details of new releases and
celebrity gossip. Marketed at the 18-
30 age group.

‘A LISTENING EAR’ A help-line for children who are

being bullied at school and who
need someone to talk to. Marketed
at school-age children in distress.

‘FEELING GOOD’ A range of healthy foods which are

organic and free from artificial
colours and preservatives. Marketed
at adults aged 20-50 who are
interested in a healthy lifestyle.

‘CARRY ALL’ A shop selling bags and suitcases.

The company use only the finest
leather and other materials. This is
marketed at wealthy business men
and women.

‘DEVERILL HALL’ A luxury hotel and spa complex

offering weekend breaks in the
country side. Marketed at wealthy
adults who are stressed!
 Advertising Slogans
 Advertising slogans are a key marketing device.
 They are often thought of as the most effective way of drawing attention to a product.
 They are very memorable.
 They are often set to music – this is called a ‘jingle’.

Can you match up the companies with their slogans?

“Connecting people” Nike

“Hello Moto” Honda
“Buy it, sell it, love it” Nokia
“It’s in the game” EA Sports
“Just do it” eBay
“It’s because I’m worth it” BT
“What’s in your wallet?” Capital One
“Where the magic never ends” Easyjet
“Come on, let’s fly” Motorola
“The power of dreams” Loreal
“It’s good to talk” Alton Towers

RADIO ADVERT ASSESSMENT LEVELS

This is the last assessment of the year. What are you aiming for? What do you need to do to get there?

NC Levels Teacher
Level The advert has some successful elements which appeal to the target
4 audience and promote the product. However, it does not have an
appropriate beat/style and would benefit from better chosen and timed
chords. The script/dialogue is limited. There is a jingle but this is not
necessarily synchronised with the beat. The advert suffers from a lack of
teamwork.
Level The advert is mainly successful in appealing to the target audience and
5 promoting the product. It does this by using a satisfactory backing
beat/style with a few chords. The script/dialogue is appropriate. There is
a catchy jingle. The group is generally organised and has demonstrated
some teamwork.
Level The advert is successful in appealing to the target audience and
6 promoting the product. It does this by using a good backing beat/style
with suitable chords. The script/dialogue is appropriate and well timed.
There is a catchy jingle which is synchronised with the backing and the
ending. The group is well organised and works as a team.
ADVERT 1 Product__________________________________________________________________

What does the advert aim to do? _______________________________________________________________

Who are the target audience?__________________________________________________________________

How does the music help the advert to attract the audience?_______________________________________

How effective is the music for this audience? ( Circle your answer 5 being the best. )
1 2 3 4 5

Would the advert be as effective without the music? __________

If so explain how._____________________________________________________________________________

Why do you think this music has been chosen for this advert?
____________________________________________________________________________________________

ADVERT 2 Product__________________________________________________________________

What does the advert aim to do? _______________________________________________________________

Who are the target audience?__________________________________________________________________

How does the music help the advert to attract the audience?_______________________________________

How effective is the music for this audience? ( Circle your answer 5 being the best. )
1 2 3 4 5

Would the advert be as effective without the music? __________

If so explain how._____________________________________________________________________________

Why do you think this music has been chosen for this advert?
____________________________________________________________________________________________

ADVERT 3 Product__________________________________________________________________

What does the advert aim to do? _______________________________________________________________

Who are the target audience?__________________________________________________________________

How does the music help the advert to attract the audience?_______________________________________

How effective is the music for this audience? ( Circle your answer 5 being the best. )
1 2 3 4 5

Would the advert be as effective without the music? __________

If so explain how._____________________________________________________________________________

Why do you think this music has been chosen for this advert?
____________________________________________________________________________________________