BandLab For Teachers

This video provides a clear example of song structure, demonstrating the different sections (intro, verse, chorus, etc.) within a finished song to help students understand how songs are organized.

This diagram provides a visual representation of song structure, clearly labelling the different sections (intro, verse, chorus, etc.) to help students understand how songs are organized and how different sections relate to each other.

This downloadable resource provides a collection of various song structures, showcasing different arrangements and combinations of sections (intro, verse, chorus, etc.) to help students explore and understand the diverse possibilities of song organization.

This handy resource provides a comprehensive list of keyboard shortcuts for both PC and Mac, allowing you to navigate and utilize BandLab for Education efficiently and speed up your workflow.

This section covers essential skills for navigating and using BandLab for Education, including transport controls, recording, editing, mixing, and organizing your music projects. You'll learn about key features like tempo and key controls, metronome use, track manipulation, and more.

This lesson plan introduces students to the BandLab for Education platform. They'll learn to navigate the interface, use essential tools, and master basic editing techniques, building a foundation for music creation.

Skills covered in this video

1. Transport Controls

2. Audio Recording

3. Time Display

4. Changing Key

5. Tempo/Speed/BPM

Skills covered in this video

1. The metronome

   A metronome is a tool that provides a steady, audible beat to help musicians maintain consistent timing during practice or recording. In a DAW (Digital Audio Workstation), a metronome is crucial for ensuring that tracks are recorded in sync, which is essential for aligning multiple instruments or layers in a project. By keeping all parts rhythmically tight, it improves the overall clarity and professional quality of the final mix.

   
   

2. Recording Count-in

   A count-in is a short sequence of beats played before recording or performing to establish the tempo and rhythm. It acts as a preparatory cue, ensuring that musicians or vocalists start in sync with the correct timing. In a DAW, a count-in is particularly important as it allows performers to mentally prepare, position themselves correctly within the rhythm, and align their performance with the metronome or existing tracks. This reduces timing errors and helps maintain consistency across recordings, resulting in a polished and cohesive final project.

In this video, you'll master essential BandLab skills:

• Shorten a Loop: Adjust loop lengths to fit your track.

• Copy & Paste a Loop: Duplicate loops for seamless repetition.

• Solo a Track: Isolate tracks to focus on specific sounds.

• Record a Vocal: Add your voice directly to your project.

• Slice a Loop: Split loops for precise editing.

• Move & Re-order Loops: Rearrange loops to craft the perfect sequence.

These skills will enhance your creativity and give you greater control over your music projects!

In this video, you'll learn the basic skills needed to move and arrange loops in BandLab for Education so that we can hear them clearly and they sound good together. This is one of the fundamental skills of creating the music you love in BandLab, helping you bring your musical ideas to life with ease.

These are all fundamental controls found in most DAWs (Digital Audio Workstations) used for music production. Here's a breakdown of what each does:

• Cycle: This defines a specific section of your project that will loop repeatedly. It's incredibly useful for composing and arranging, allowing you to focus on a specific part of your song and experiment with different ideas without having to constantly restart playback.

• Solo: When you solo a track, all other tracks are muted, allowing you to hear only the soloed track. This is essential for isolating individual instruments or sounds to make detailed adjustments or check for problems.

• Mute: Muting a track silences it completely. This is helpful for temporarily removing a track from the mix while you work on other elements, or for creating quick on/off effects during playback.

• Volume: This controls the loudness of a track. You can adjust the volume of individual tracks to balance the overall mix and create a sense of depth and dynamics in your music.

• Pan: Panning determines the position of a track in the stereo field. Panning a track to the left will make it louder in the left speaker and quieter in the right, and vice versa. This allows you to create a wider, more immersive soundscape.

Mastering these basic controls is crucial for anyone learning to use a DAW. They provide the foundation for building, arranging, and mixing your music effectively.

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BandLab is constantly improving, which is of course, a great thing, as it gets better and better. However, the downside is that sometimes they change the user interface. This means that some of the earlier videos represent that earlier iteration. So you will notice the reference to BandLab Updates in this video which is our way of drawing your attention to some of these changes that have occurred over time.

Check below to see the changes you may notice in this video.

Please note: Updates to the BandLab For Education Platform have resulted in slight changes to the screen layout. Let your students know things have changed and then let them explore the new layout and feedback their discoveries to you and their peers.

For example:

"Browse" "Packs" and "Loops" have been replaced by

"Packs" "Loops" and "One-Shots"

This video covers essential DAW navigation and track management skills. Learn how to:

• Search: Quickly find any Loop within "BandLab Sounds".

• Zoom: Easily navigate through your project, from a bird's-eye view to fine-grained detail.

• Undo/Redo: Correct mistakes and experiment freely without fear.

• Duplicate Tracks: Quickly create copies of tracks for layering or variations.

• Move Tracks: Organize your project by rearranging tracks in the order you want.

• Change Track Colours: Visually categorize and identify tracks at a glance.

• Rename Tracks: Keep your project organized with clear and descriptive track names.

Mastering these basic functions will streamline your workflow and make music production smoother and more efficient!

BandLab offers easy ways to use MIDI chords:

• Presets: Drag and drop ready-made chord progressions into your song.

• Customize: Use the Chord Editor to tweak or build your own chords.

• Layer: Combine multiple chord progressions for a richer sound.

• Arpeggiate: Transform chords into melodies with the Arpeggiator.

• Invert: Change the order of notes in a chord for variation.

  
  

Experiment and have fun creating your own unique sounds with MIDI chords!

Look below to find 7000 chords to download.

A simple graphic to demonstrate how an introduction might be constructed

This lesson plan guides students in composing a 16-bar song introduction using BandLab for Education. Students practice previously learned skills, explore song construction, and develop their ability to create a gradual crescendo while reflecting on their creative process.

This section acknowledges the vast number of Loop Packs available in BandLab and provides curated recommendations that are particularly suitable for songwriting activities within the course. It encourages teachers to explore and find packs that resonate with them and their students' interests, promoting a balance between guided instruction and personalized exploration.

This cheat sheet provides a visual, step-by-step guide to creating an introduction to a song within BandLab for Education, using clear graphics and minimal text to aid comprehension and quick reference.

This diagram provides a visual representation of song structure, clearly labelling the different sections (intro, verse, chorus, etc.) to help students understand how songs are organized and how different sections relate to each other.

Listen to the example of an Introduction which runs from 0:00 - to 0:43 seconds.

Summary

16 bars long (Bars 1-17)

Your aim is to create an exciting Introduction incorporating a build-up (Crescendo)

Lesson Plan

Length of time:

1-2 hours

Resources needed:

Headphones & Splitters

Summary - The Introduction

Video - Example of an Introduction (Only play 0 - 43 seconds)

Video - The Introduction - Part 1, 1A, 1B

Quiz - The Introduction - Part 1, 1A, 1B

Self Appraisal - The Introduction

PDF - “How to Write Song Lyrics” (optional)

Aim:

For students to construct a 16-bar Introduction to a song, practice the Basic Skills learned in the first chapter (if appropriate) and produce a gradual build-up (Crescendo).

Learning Objectives:

Students should learn how:

• a song is constructed

• to compose music within set constraints

• to compose an effective Introduction

• to discuss & communicate their musical thoughts, feelings and ideas

• to appraise their work and the work of others

Student Assessment:

• Listen to songs they like and attempt to fill in the “Student Song Structure Template”

Extension Exercise:

Quiz - The Introduction - Part 1, 1A, 1B

PDF - “How to Write Song Lyrics”

This video helps you structure your song by suggesting 5 categories to organize your sounds:

• Beats: This is where your rhythm foundation lies! Think drum loops, percussion samples, and anything that makes you want to tap your feet. It's the backbone of your song, providing the groove and energy.

• Bass: The low-end powerhouse! Bass lines add depth and weight to your music, often working in tandem with the drums to create a solid rhythmic foundation. This could be a funky bass guitar, a deep synth bass, or even a low vocal line.

• Keyboards, Synths & Guitar: This category covers the harmonic and melodic elements that add colour and texture to your track. Sparkling piano chords, soaring synth leads, rhythmic guitar riffs – they all find their home here.

• Melodies & Tunes: This is where the main melodies and vocal lines shine. Catchy hooks, memorable verses, and soulful vocals bring your song to life and connect with the listener on an emotional level.

• FX: These are the special effects that add atmosphere and interest to your music. Think swirling pads, atmospheric soundscapes, risers, sweeps, and unique textures that enhance the overall mood and create sonic surprises.

By organizing your song into these categories, you can create a clear and balanced structure, ensuring each element has its space to shine and contribute to the overall composition.

This video guides you through building a song from scratch using a structured approach. You'll learn how to:

• Explore and select sounds: Discover different "families" of samples (like drums, bass, melodies) and choose the ones that inspire you.

• Develop your arrangement: Add new instruments every four bars, gradually building up the complexity and texture of your song.

• Audition effectively: Learn to listen critically and decide which new sounds work well with the existing elements.

• Use copying techniques: Duplicate samples to create repeating patterns or variations, saving time and effort.

• Build excitement: Create a crescendo by gradually increasing the intensity of the music, hinting at something exciting to come.

• Stay organized: Rename your song and tracks to keep your project tidy and easy to navigate.

This video provides a practical framework for creating a well-structured and engaging song, even if you're a beginner!

This self-appraisal worksheet is designed to help students reflect on their songwriting process, specifically focusing on the introduction of their song. It encourages them to actively listen to their own work and analyze it critically.

Here's a breakdown for teachers:

Purpose:

• Develop critical listening skills: Students learn to identify what they like and what can be improved in their own music.

• Encourage self-reflection: Prompts guide students to think about their creative choices and intentions.

• Foster a growth mindset: By identifying areas for improvement, students are encouraged to see their work as a process of continuous development.

• Structure peer feedback: Provides a framework for students to give and receive constructive feedback on each other's work.

How to use it:

• Introduce the worksheet after students have created their song intros.

• Explain the purpose and importance of self-appraisal.

• Have students listen to their intros multiple times and answer the questions thoughtfully.

• Facilitate a class discussion or peer feedback session based on the worksheet.

• Use the responses to guide further instruction and individual support.

Benefits:

• Increased student engagement and ownership of their work.

• Improved critical thinking and analytical skills.

• Enhanced collaboration and communication through peer feedback.

• Deeper understanding of musical elements and songwriting techniques.

This worksheet is a valuable tool for promoting metacognition and self-directed learning in music composition. It empowers students to take ownership of their creative process and develop a deeper understanding of their own musical choices.

Learn how to write amazing song lyrics! Whether you're a beginner or want to improve your skills, this guide will help you craft words that perfectly complement your music.

We'll cover song structures, tips for writing lyrics that flow with the melody, and techniques to find the perfect words for your song.

This chapter teaches students how to organize music projects by categorizing sounds into five groups: Beat, Guitar/Synth/Keys, Bass, Melody/Tune, and FX. They'll identify sounds, rename tracks, and use the Notes feature to maintain a tidy workflow.

This lesson focuses on organizing music projects in BandLab for Education. Students will learn to identify and categorize sounds, rename tracks, and use the Notes feature to maintain a tidy and efficient workflow.

Summary - Getting Organised

Listen carefully and identify the sounds, Loops and samples you’ve chosen. Rename the tracks into the 5 groups:

Beat Guitar, Synth or Keys Bass Melody or Tune FX

Group instruments and sounds into five groups:

Beat

Guitar, Synth or Keys

Bass

Melody or Tune

FX

You don’t have to use all the categories and they can appear in any order.

You may want to use two loops that are in the same category.

So you could have, for example, a guitar on Track 1 and name the track “Guitar, Synth or Keys 1”, and a Synth on Track 2 and name the track “Guitar, Synth or Keys 2”.

Lesson Plan: Getting Organised

Length of time: 30 minutes

Resources needed:

PDF - Summary - Getting Organised

Video - Getting Organised

Aim:

For students to listen carefully and identify the sounds, Loops and samples they’ve chosen and to get organised by renaming the tracks accordingly.

1. Beat 2. Guitar, Synth or Keys 3. Bass, 4. Melody or Tune 5. FX

Learning Objectives:

Students should learn how:

• Listen carefully and identify instruments and sounds

• Use the solo button

• Make decisions as to which category the sounds fit into

• Rename tracks

• Use Notes to keep a record of the Loop Bank used

• Name their song

Student Assessment:

• Get the pupils to work in pairs to check that they have identified the correct name of the sounds that they’ve used on each track

• In pairs, discuss the name that they’ve given their song

• In pairs, check that they have recorded the name of the Loop Pack (Style) that they have used in the Notes/Lyrics tab

This chapter explores the chorus, a song's most important part. You'll learn how to craft a catchy, memorable 8-bar chorus (bars 17-25) with a strong melody and lyrics that people will sing and remember.

This lesson guides students in composing an 8-bar chorus that seamlessly follows their song introduction. They'll analyze existing songs, identify essential chorus elements, and practice constructing their own catchy and memorable chorus.

This diagram provides a visual representation of song structure, clearly labelling the different sections (intro, verse, chorus, etc.) to help students understand how songs are organized and how different sections relate to each other.

Here is the entire Demo Song but if you wish you can forward straight to the Chorus (0:43 - 1:04)

Summary - The Chorus

8 bars long - (Bars 17-25)

The Chorus is the most important part of the song.

• It should be catchy, so you can’t get it out of your head

• It should contain the main vocal, melody or tune

• It’s the part you want people to sing or hum

• It’s the part you want people to remember

Lesson Plan: The Chorus

Length of time: 1-2 hours

Resources needed:

Headphones & splitters

PDF - BandLab Various Song Structures (download or online)

PDF - Keyboard Shortcuts (download or online)

Video - Example of a Chorus (0:43 - 1:04)

Video - The Chorus 3, 3A, 3B

Quiz - The Chorus 3, 3A, 3B

PDF - Summary - The Chorus

PDF - “Self-Appraisal - Chorus”

PDF - “My Favourite Songs”

PDF - “How to Write Song Lyrics” (optional)

Aim:

For students to create an 8-bar Chorus to a song which seamlessly follows the Introduction, practice the Basic Skills where appropriate and produce a catchy, memorable section of music.

Learning Objectives:

Students should learn how to:

• Identify the essential elements of a Chorus

• Analyse their favourite songs

• Listen carefully and choose Loops with discrimination

• Find variations or complementary rhythms

• Develop an understanding of chord progressions and harmony

• Construct a Chorus

Student Assessment:

• Create and save an 8-bar Chorus

• Place different instruments on the correct track

• Introduce new instruments that work well together

• Create an effective catchy Chorus

• Use the “Lyrics” Tab to record pupils’ notes

• Complete “Self-Appraisal - The Chorus”

Learning Activities:

10 mins

Explore with students the importance of the Chorus. Explore students’ prior knowledge. Explore vital ingredients of a Chorus. Play examples. “By the end of the lesson, you will have created a catchy Chorus”.

15mins

Either: Students explore and follow the videos themselves

Or: You demonstrate the tasks and or play the video to the whole class pausing and playing as appropriate

5 mins

Demonstrate how to save work. Students follow step-by-step.

20 mins

Students continue instructions from the video.

10 mins

Save work. Conclusion – revisit key concepts.

“What have we learned this lesson?” Students use the Lyrics/notes area to record their learnings and make a note of the Loops they’ve used in the Chorus.

Extension Tasks:

“Self-Appraisal - The Chorus” This can be printed out or even better, ask your pupils to write the answers in their “Lyrics/Notes” tab in BandLab.

The Quizzes can also be used as extension exercises.

Encourage your students to start writing some lyrics for the Chorus in the Lyrics tab. Read the chapter- “How to Write Song Lyrics”

Notes and suggestions:

Ensure the students know where to find their saved Introduction.

Establish the importance of the Chorus in a song through discussion. This will provide the knowledge and understanding that needs to be in place before any practical work is started. Try and evoke from your students what makes the Chorus the focal point of a song.

• It’s catchy

• It has the main vocal – It’s the bit you sing/recite

• It’s the bit you remember

• It has the best tune/melody

• It probably incorporates the name of the song

• It’s the bit that you can’t get out of your head

• It gets repeated many times during the song

It is important that students make the connection between the songs that they know and love and what they are trying to create. By using and applying their knowledge they will better understand what makes a successful Chorus. They will also be more motivated.

Worksheet 3a is designed to get students thinking about their favourite songs and establish a link with the elements that they remember and the Chorus. It should also become apparent that the title of the song usually appears in the lyrics of the Chorus.

Encourage your students to express themselves using as much musical vocabulary and in as much detail as possible. When using BandLab this information will help your students find the appropriate samples.

The Chorus may well be spread over two lessons. If so repeat the basic lesson plan format above.

The chapter “How to Write Song Lyrics” is an extension option for any students who might enjoy writing their own lyrics but can also be taught as a lesson in itself.

What's covered...

The Chorus is the most important part of the song

• It should be catchy, so you can't get it out of your head

• It should contain the main vocal, melody or tune

• It's the part you want your audience to sing or hum

• It's the part you want them to remember

• It should fit with your introduction

If your students were happy with their Chorus, this video isn't strictly necessary and they can go straight on to the next Chapter - The Break.

However, in this video, I introduce the notion of Happy Accidents and demonstrate that when things wrong, as they did with my first attempt at a Chorus, it can actually work out for the best.

This video also introduces some creative ideas which can enhance any song.

This section encourages students to reflect on their songwriting process, specifically focusing on the chorus they have created. It prompts them to analyze their work critically and identify areas for improvement.

This section encourages students to analyze the choruses of their favourite songs, identifying the key elements that make them catchy, memorable, and effective. This analysis will help them understand how to create their own compelling choruses.

This article provides a comprehensive guide to writing song lyrics, covering various aspects such as song structures, melody considerations, and finding the right words to express your message effectively.

This chapter introduces the "Break" – a 4-bar section that provides contrast and a dynamic shift in your song. Learn how to use different instruments and textures to create a break that complements the overall flow and feel of your song.

This lesson guides students in composing a 4-bar "Break" section that provides contrast within their song. They'll explore minimalist composition techniques and develop their listening skills while practising previously learned basic skills.

This diagram provides a visual representation of song structure, clearly labelling the different sections (intro, verse, chorus, etc.) to help students understand how songs are organized and how different sections relate to each other.

To listen to the Break forward the video to (1:04 to 1:15)

Summary - The Break

4 bars long - (Bars 25 - 29)

The Break is a 4-bar section where we take umm... take a break from the Intro or the Chorus. We are aiming to create a contrast. We have put together a slow build-up (Intro), then a full-on Chorus. So we have reached a peak. We are now going to bring the song down before we start building it up again. That is the job of the break.

Lesson Plan: The Break

Length of time: 1 hour

Resources needed:

Video - Example of a Break (1:04 to 1:15)

Video - The Break 4, 4A

Quiz - The Break

PDF - Summary - The Break

PDF - Self-Appraisal - The Break

Aim:

For students to create a 4-bar Break to a song which creates a contrast, practice the Basic Skills and to further develop listening skills.

Learning Objectives:

Students should learn:

• What a Break is and how it is constructed

• How to create a contrast

• To compose music within set constraints

• How to use a minimalist approach

• To discuss & communicate their musical thoughts, feelings and ideas

• To appraise their work and the work of others

Student Assessment:

• Create and save a 4-bar Break

• Place different instruments on the correct track

• Introduce new instruments that work well together

• Use the Lyrics Tab to record their notes

• Complete worksheet “Self-Appraisal - Break”

Learning Activities:

5 mins

Explore the concept of a Break with your students. Explore students’ prior knowledge. “By the end of the lesson, you will have created a Break”.

5 mins

Watch part of the “Video - “Example of a Break (1:04 to 1:15)

10 mins

Watch the “Video - The Break - Part 4”

5 mins

Explore the “Search” function

10 mins

Add up to 4 Loops to keep the Break minimal

10 mins

Watch the “Video - The Break - Part 4A”

10 mins

Load up and play the Intro, Chorus or Break (individual’s choice) of the students who would like to play their work. The rest of the class should be encouraged to make positive critical comments.

5 mins

Save work. Conclusion – revisit key concepts. “What have we learned this lesson?” Update their notes in the Lyrics/Notes tab.

Write down what Loops have been used in the Break.

Extension Tasks:

“Self-Appraisal - The Break” This can be printed out or even better ask your pupils to write the answers in their “Lyrics/Notes” tab in BandLab.

Take the Quiz

Notes and suggestions:

Discuss the notion of a song’s pace. The ability to take it up and down thereby creating contrast and interest.

Discuss the reasons why this might be desirable.

Encourage students to find interesting and original samples that no one else has discovered by using the scroll bar to reveal more samples.

What's covered...

• Search function

• Loop/Sample families - sharing the same name

  
  

The Break

4 bars long

From Bars 25-29

Quieter and less exciting than the Chorus

3 or 4 Loops/Samples only

Can sound a little different from the Intro or Chorus

This video gets hands-on with editing your song's "Break" section. You'll learn to:

• Fine-tune your loops: Shorten and adjust loops/samples for precise timing.

• Shape the dynamics: Control loudness with volume automation for a smooth flow.

• Widen the soundscape: Use panning automation to move sounds between left and right speakers, creating depth and interest.

Get ready to add a professional touch to your Break!

This worksheet helps students reflect on their creative process in composing the "Break" section of their song, encouraging critical listening and analysis of their work.

This article provides a comprehensive guide to writing song lyrics, covering various aspects such as song structures, melody considerations, and finding the right words to express your message effectively.

This section introduces the "Verse," an 8-bar section with a minimal arrangement. It emphasizes creating space for vocals and ensuring the verse complements the overall song's flow and sound, rather than sounding like a separate piece.

This lesson guides students in composing an 8-bar verse for their song using a minimalist approach. They'll explore the purpose and structure of a verse, practice building intensity gradually, and learn to blend the verse seamlessly with the rest of the song.

This diagram provides a visual representation of song structure, clearly labelling the different sections (intro, verse, chorus, etc.) to help students understand how songs are organized and how different sections relate to each other.

If you want to go straight to the Verse fast forward to (1:15 to 1: 36)

Summary - The Verse

8 bars long - (Bars 29-37)

The Verse is minimal. It does not have too many instruments.

• It should be less catchy than the Chorus.

• It should contain space for the Verse vocal.

• It should fit in with both the Intro and the Chorus and must not sound like an entirely different song.

Demo Song Structure With Sections

Lesson Plan: The Verse

Length of time: 1 hour

Resources needed:

Video - Example of a Verse (1:15 to 1: 36)

Video - The Verse 4A & 4B

Quiz - The Verse

PDF - Summary - The Verse

PDF - “Self-Appraisal - The Verse ”

PDF “How to Write Song Lyrics” (optional)

Aim:

For students to construct an 8-bar Verse using a minimalist approach. To ensure that it builds up over time.

Learning Objectives:

Students should learn:

• What the purpose of a Verse is

• How a Verse is constructed

• How to blend the Verse in with the rest of the song

• How to compose with a limited range of instruments

• The value of a minimalist approach - Less is more!

Student Assessment:

• Create and save an 8-bar Verse

• Place different instruments on the correct track

• Introduce new instruments that work well together

• Use the Lyrics Tab to record their notes

• Complete - “Self-Appraisal - The Verse”

Learning Activities:

5 mins

Explore the concept of a Verse with your students. Explore

students’ prior knowledge. “By the end of the lesson you will have created a Verse”.

5 mins

Watch part of the “Video - “BandLab Demo Song”

(1:15 to 1: 36)

5 mins

Watch the “Video - The Verse - Part 5”

15 mins

Add up to 4 Loops to keep the Verse minimal

20 mins

Teacher - Load up and play the Intro, Chorus or Verse (individual’s choice) of the students who would like to play their work.

If students have written some lyrics give them the opportunity to read them or sing them with their song.

The rest of the class should be encouraged to make positive critical comments.

10 mins

Save work. Conclusion – revisit key concepts. “What have we

learned this lesson?” Update their notes in the Lyrics tab. Write down which Loop samples they have used in the Verse.

Extension Tasks:

Worksheet – “Self-Appraisal - The Verse” This can be printed out or even better, ask your students to write the answers in their “Lyrics/Notes” tab in BandLab.

Take the Quiz

The chapter “How to Write Song Lyrics” is an extension option for any students who might enjoy writing their own lyrics but could also be taught as a lesson in itself. Encourage students to write their lyrics.

Notes and suggestions:

Check periodically that students are saving their work in the correct place.

Stress the importance of the Verse blending in with both the Intro and the Chorus and not sounding like an entirely different song.

Allow opportunities for students to discuss what works and what does not.

Allow opportunities for students to listen to each other’s work.

Allow opportunities for students to play their work to the class.

This section focuses on building the "Verse," an 8-bar section that complements your intro and chorus. You'll learn to create a minimal arrangement, leaving space for vocals while maintaining a cohesive sound that fits the overall song.

This worksheet encourages students to reflect on their songwriting process, specifically focusing on the verse they have created. It prompts them to analyze their work critically and consider how effectively it fulfils the purpose and characteristics of a verse.

This section introduces the "Bridge," a short 4-bar section that connects the verse and chorus. It functions as a transition, building excitement and anticipation for the chorus through a crescendo.

This lesson guides students in composing a 4-bar "Bridge" for their song. They will learn to identify the key elements of a bridge and develop skills to create a crescendo, building anticipation for the chorus.

This diagram provides a visual representation of song structure, clearly labelling the different sections (intro, verse, chorus, etc.) to help students understand how songs are organized and how different sections relate to each other.

Video - Example of a Bridge (1:36 - 1:47)

Here are 10 points to consider when learning about creating a Bridge in music:

General characteristics:

• Transition: Does the bridge smoothly connect the verse and chorus?

• Contrast: Does it offer a change in mood, melody, or harmony compared to the surrounding sections?

• Build-up: Does it create a sense of anticipation or excitement leading into the chorus?

• Length: Is it typically shorter than the verse and chorus?

Musical elements:

• Melody: Does the melody differ significantly from the verse and chorus?

• Harmony: Are there any chord changes or key changes that create a sense of movement?

• Rhythm: Does the rhythm change to create a different feel?

• Dynamics: Is there a crescendo or other dynamic variation that builds intensity?

• Instrumentation: Are there any new instruments or textures introduced in the bridge?

Lyrical content:

• Storytelling: Does the bridge provide a new perspective or development in the song's narrative?

The Bridge should prepare the listener for the Chorus

It should contain a "build-up" or "Crescendo"

It should be 4 bars long (Optional)

Bars 37-41

Any new instrument Loops/Samples used should be added to their corresponding tracks

Adding a "Riser" - a sound that rises in pitch or volume

Keep it minimal

Ensure the Verse, the Bridge and the Chorus sound like the same song.

This worksheet guides students to reflect on their songwriting process, specifically analyzing the bridge they created for their song. It encourages them to evaluate its effectiveness as a transition and its contribution to the overall song structure.

This section focuses on efficiently duplicating the first chorus to create a second chorus. It emphasizes careful selection, copying, and pasting of loops to ensure accurate reproduction. It also reassures students that mistakes can be easily corrected with the undo function.

This lesson focuses on developing students' proficiency in copying and pasting multiple loops within BandLab for Education. They will practice carefully selecting and duplicating sections of their song to create a second chorus.

This diagram provides a visual representation of song structure, clearly labelling the different sections (intro, verse, chorus, etc.) to help students understand how songs are organized and how different sections relate to each other.

To watch and listen to the example second Chorus, fast forward the video to 1:47 - 2:07

The Chorus (2) Summary - 8 bars long - (Bars 41-49)

This should be a very quick task. However, it is important to proceed carefully so as to ensure that every Loop in the chorus has been selected, copied and then pasted to the right place. If we manage to do this correctly it should only take a couple of minutes.

Don’t worry if students go wrong as they can just click on "Undo" and try again.

Lesson Plan: The Chorus (2)

Length of time: 25 mins

Resources needed:

Headphones & splitters

PDF - Summary - The Chorus (2)

PDF Lesson Plan - The Chorus (2)

Video - Example of the Chorus (2) (1:47 - 2:07)

Video - The Chorus (2)

Quiz - The Chorus (2)

Aim:

For students to copy the first Chorus and paste it after the Bridge at Bar 41.

Learning Objectives:

Students should learn how to:

• Carefully select multiple Loops

• Copy the selected Loops

• Paste the selected Loops to the correct part of the song - Bars 41-49

Student Assessment:

• Copy and Paste

• Create a copy of the first Chorus

• Use the “Lyrics” Tab to record pupils’ notes

Learning Activities:

Watch the video example of a Chorus (2) (1:47 - 2:07)

Watch “Video - The Chorus (2)”.

Either: Students explore and follow the videos themselves

Or: You demonstrate the tasks and or play the video to the whole class pausing and playing as appropriate.

Copy and Paste the first Chorus.

Teacher - Load up and play the students’ song so far or whichever section they want to play.

If students have written some lyrics allow them to read them or sing them with their song. The rest of the class should be encouraged to make positive critical comments.

Extension Tasks:

Add one other Loop so as to create a difference between the first and second Chorus.

Add it halfway in at Bar 45.

Make sure it’s on a new track or an appropriately named track.

The Quiz can also be used as an extension exercise.

Notes and suggestions:

The extension exercise Is an opportunity for the students to explore sounds and Loops that they may not have previously considered.

Encourage them to search for sounds using the search function as this way they will discover sounds from other genres of music.

Make them aware that if they choose sounds and Loops from other genres they may sound out of key, disharmonious, too slow or fast, with a strange stretched effect. Having said that, finding unusual sounding Loops may actually enhance the song and give it a certain originality.

Encourage the students to play their chorus to each other and discuss the sounds they find critically.

This video provides an updated guide to selecting samples in BandLab for Education, reflecting recent changes in the platform's user interface.

This lesson helps students master copying and pasting multiple loops in BandLab for Education. They'll practice carefully selecting and duplicating song sections to create a second chorus.

This article provides a comprehensive guide to writing song lyrics, covering various aspects such as song structures, melody considerations, and finding the right words to express your message effectively.