Red Hot Chili Peppers

Can't Stop

  • Already have your own site? If so, Open this page during every lesson. It is your reference and guide!

  • Replicate the steps and videos below at your own pace while considering your song choice, which could be anything!

  • Your teacher will model every step for you as a class at certain points throughout the process.

  • Each new song should have it's own project page. If you are working in a group, you all need your own project page.

  • Ensure that the personal level of challenge is appropriate when choosing your music and your instrument.

  • Copy the sections in white to your own project page. Watch the examples in the dark sections to guide your answers to each step.

  • The standard of your videos needs to match the quality of the examples. You do not have to show your face in the videos.

  • To embed a video in your portfolio, upload it to Google Drive then click on Insert, followed by Drive. Remember to publish your site after every change!

  • You may change your musical choice at any time but remember that the more steps you complete, the stronger your grade will be!

Step 1 - Prepare

Can you present important information about your chosen piece of music in a professional manner? Try finding the release date, structure, genre, band members or interesting stories behind the music. Can you reference reliable resources that suit how you learn? Look for scores, YouTube videos or tabs that have strong reviews. You can also save and upload basic instrumental skills into your response to this step by clicking on this link.

  • All year groups - Insert enough material to help you on your journey!

Now read and watch my example for Step 1

'Can't Stop' featured on the album 'By the Way'.

It was released on January the 24th, 2003.

The video was inspired by the artist Erwin Wurm.

My Resources: The video above and this bass tab.


Step 2 - Deconstruct

  • Can you explain and demonstrate how you have broken down and practised the music? Did you slow down the tempo, focus on a difficult part, split your left and right hands, focus on a difficult section or practise the rhythm only?

  • Year 7 - Insert 1 video in which you explain and demonstrate this step.

  • Year 8 - Insert 2 videos in which you explain and demonstrate 2 different approaches to this step.

  • Year 9 - Insert 3 videos in which you explain and demonstrate 3 different approaches to this step.

Now watch my example for Step 2

Step 3 - Perform

  • Can you perform your chosen piece of music to a level that challenges your musical ability? Don't worry about making mistakes! If your piece is too short you can repeat it.

  • Year 7 - Insert 1 video of your performance that is at least 01:00 long.

  • Year 8 - Insert 1 video of your performance that is at least 01:30 long.

  • Year 9 - Insert 1 video of your performance that is at least 02:00 long.

Now watch my example for Step 3

Step 4 - Analyse

  • Can you research, discuss and demonstrate how musical elements are used in your chosen piece of music? Musical elements are the building blocks of music, research some of the vocabulary below before talking about and demonstrating your chosen elements.

  • Year 7 - Insert 2 videos in which you analyse 2 of the elements below.

  • Year 8 - Insert 3 videos in which you analyse 3 of the elements below.

  • Year 9 - Insert 4 videos in which you analyse 4 of the elements below.

Dynamic refers to how loud the music is. Research: Loud, soft, powerful, crescendo, diminuendo, dynamic range, forte, piano, sforzando.

Structure refers to how the music is put together. Research: Section, verse, chorus, bridge, ternary form, binary form, ABA, rondo, canon, sonata form.

Melody refers to a progression of single notes that form the tune. Research: Pitch, step, leap, range, chromatic, interval, imitation, sequence, riff, ostinato.

Instrumentation refers to the instruments/voices you can hear. Research: Strings, brass, percussion, woodwind, band, synthesiser, acoustic, electric, tuned.

Timbre refers to sound quality and emotion. Research: Bright, dark, compressed, mastering, reverb, harsh, resonant, clear, saturated, distorted, metallic.

Beat/Tempo/Rhythm refer to how time is organised. Research: Accent, stress, waltz, 4/4, 6/8, time signature, quavers, crotchets, pulse, triplets, BPM, syncopated.

Harmony refers to notes that are being heard at the same time. Research: Chords, arpeggios, 7th chords, major, minor, power chords, counterpoint, Pedal.

Tonality refers to the collection of notes that the music uses. Research: Scale, major, minor, modal, modulation, key, key change, pentatonic, diatonic.

Texture refers to the density/layers of sound. Research: Unison, monophonic, homophonic, polyphonic, thick, thin, accompaniment, solo, duet, ensemble.

Now watch my example for Step 4

Step 5 - Evolve

  • Can you alter your chosen music in a way that highlights your personal identity? You may alter any number of the elements from step 4. Maybe you will write down chords, tabs or a full score too. Remember that when you create music, you need to improvise and make a lot of mistakes before you discover something you like. Try using composition techniques from YouTube tutorials. You may embed them on your site as references.

  • Year 7 - Insert 1 video of your evolution that is at least 01:00 long.

  • Year 8 - Insert 1 video of your evolution that is at least 01:30 long.

  • Year 9 - Insert 1 video of your evolution that is at least 02:00 long.

Now watch my example for Step 5

Step 6 - Compose

  • Can you create an original piece of music drawing upon everything you have explored so far? Create melodies, chords or rhythms and save your favourite ones. Maybe you will write down chords, tabs or a full score too. Remember that when you create music, you need to improvise and make a lot of mistakes before you discover something you like. Try using composition techniques from YouTube tutorials. You may embed them on your site as references.

  • Year 7 - Insert 2 videos that are both 01:00 long. 1 discussing/showing your ideas and 1 of your final composition.

  • Year 8 - Insert 2 videos that are both 01:30 long. 1 discussing/showing your ideas and 1 of your final composition.

  • Year 9 - Insert 2 videos that are both 02:00 long. 1 discussing/showing your ideas and 1 of your final composition.

Now watch my example for Step 6

Congratulations! You have reached the end of your musical journey... You may now select a new piece of music that provides you with enough challenge to develop your musicality even further. Consider using a different instrument or working as part of a team if you haven't already.