Red Hot Chili Peppers

Can't Stop

Now that you have your own site, it's time to get started! Open this page during every lesson. Follow the steps and videos while considering your own song choice. You may progress at your own pace or come back to steps later on. Ensure that the level of challenge is appropriate when choosing your music and your instrument. Copy the sections in white to your own project page, then use the examples in the dark sections to guide your answers to each step. Can you answer questions such as "What are you learning?", "Why are you learning this?", "How do you know that you are improving?" and "What step are you on?" You may change your musical choice at any step but remember that the more steps you complete, the stronger your grade will be!

Step 1 - Research and Find Resources

  • Can you memorise facts about the piece of music that you have chosen? Can you reference reliable resources that suit how you learn?

  • Year 7 - Insert a minimum of 2 facts, 1 external resource and 1 video of you demonstrating a relevant skill from a 60 Second Essentials video.

  • Year 8 - Insert a minimum of 3 facts, 1 external resource and 1 video of you demonstrating a relevant skill from a 60 Second Essentials video.

  • Year 9 - Insert a minimum of 4 facts, 1 external resource and 1 video of you demonstrating a relevant skill from a 60 Second Essentials video.

Now read and watch my examples for Step 1

Facts about 'Can't Stop'

  • 'Can't Stop' featured on the Red Hot Chili Pepper's album 'By the Way'.

  • It was released on January the 24th, 2003.

  • The video was inspired by the artist Erwin Wurm and his 'One Minute Sculptures'.

Reliable Resources

I will use the tab found at:

https://www.songsterr.com/a/wsa/red-hot-chili-peppers-cant-stop-bass-tab-s12

I will also use this YouTube video. It is reliable because of the quality, the amount of likes versus dislikes, and the amount of channel subscribers. The video also combines a demo, score and tab.

Step 2 - Deconstruct and Rehearse

  • Can you explain and demonstrate how you have broken down and practised the music? Maybe you slowed down the tempo or focused on the harder parts.

  • Year 7 - Insert 1 video in which you explain and demonstrate this step, and 1 video of you demonstrating a relevant skill from a 60 Second Essentials video.

  • Year 8 - Insert 2 videos in which you explain and demonstrate 2 different approaches to this step, and 1 video of you demonstrating a relevant skill from a 60 Second Essentials video.

  • Year 9 - Insert 3 videos in which you explain and demonstrate 3 different approaches to this step, and 1 video of you demonstrating a relevant skill from a 60 Second Essentials video.

Now watch my examples for Step 2

Step 3 - Perform

  • Can you perform your chosen piece of music to a level that challenges your musical ability? This may be achieved via real instruments or a software re-creation.

  • Year 7 - Insert 1 video of your performance that is at least 01:00 long, and 1 video of you demonstrating a relevant skill from a 60 Second Essentials video.

  • Year 8 - Insert 1 video of your performance that is at least 01:30 long, and 1 video of you demonstrating a relevant skill from a 60 Second Essentials video.

  • Year 9 - Insert 1 video of your performance that is at least 02:00 long, and 1 video of you demonstrating a relevant skill from a 60 Second Essentials video.

Now watch my examples for Step 3

Step 4 - Analyse

  • Can you research, discuss and demonstrate how musical elements are used in your chosen piece of music?

  • Year 7 - Insert 1 video in which you analyse 1 of the elements below, and 1 video of you demonstrating a relevant skill from a 60 Second Essentials video.

  • Year 8 - Insert 2 videos in which you analyse 2 of the elements below, and 1 video of you demonstrating a relevant skill from a 60 Second Essentials video.

  • Year 9 - Insert 3 videos in which you analyse 3 of the elements below, and 1 video of you demonstrating a relevant skill from a 60 Second Essentials video.

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 examples 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 that you identified in step 4.

  • Year 7 - Insert 1 video of your evolution that is at least 00:30 long. You may also insert scores, chord charts, tabs etc. Insert 1 video of you demonstrating a relevant skill from a 60 Second Essentials video.

  • Year 8 - Insert 1 video of your evolution that is at least 01:00 long. You may also insert scores, chord charts, tabs etc. Insert 1 video of you demonstrating a relevant skill from a 60 Second Essentials video.

  • Year 9 - Insert 1 video of your evolution that is at least 01:30 long. You may also insert scores, chord charts, tabs etc. Insert 1 video of you demonstrating a relevant skill from a 60 Second Essentials video.

Now watch my examples for Step 5

Step 6 - Compose

  • Can you create an original piece of music drawing upon everything you have explored so far? To compose, we must first improvise! Create random melodies, chords or rhythms and save your favorite ones.

  • Year 7 - Insert 2 videos that are both 00:45 long. 1 discussing/showing your ideas and 1 of your final composition. You may also insert scores, tabs etc. Insert 1 video of you demonstrating a relevant skill from a 60 Second Essentials video.

  • Year 8 - Insert 2 videos that are both 01:15 long. 1 discussing/showing your ideas and 1 of your final composition. You may also insert scores, tabs etc. Insert 1 video of you demonstrating a relevant skill from a 60 Second Essentials video.

  • Year 9 - Insert 2 videos that are both 01:45 long. 1 discussing/showing your ideas and 1 of your final composition. You may also insert scores, tabs etc. Insert 1 video of you demonstrating a relevant skill from a 60 Second Essentials video.

Now watch my examples 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 (perhaps a digital one!) or working as part of a team if you haven't already.