Building with Riffs

🎵 Subject Area: Music

Year Level: Year 9
Lesson Duration: 82 minutes
Australian Curriculum Link:
The Arts – Music / Years 9 and 10

• ACAMUM093: Plan and record compositions applying techniques and processes to develop stylistic qualities, using music conventions.
• ACAMUM092: Structure compositions by combining and manipulating the elements of music using notation.
• ACAMUR090: Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music.

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🎯 Lesson Focus

Students will explore the musical function and impact of riffs in songwriting. They will learn about song structure, collaborate to design an original “riff-based” song framework, and develop critical listening and creative composition skills.

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✅ Learning Intentions

By the end of this lesson, students will:

• Understand what a riff is and identify its role in modern music.
• Analyse how riffs are used in different sections of a song.
• Identify common song structures (Intro-Verse-Chorus-Bridge).
• Collaboratively create a blueprint for an original song using a riff as a foundation.

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🎯 Success Criteria

Students will be able to:

• Identify the riff in selected songs and describe its function.
• Label and describe parts of a song’s structure.
• Design and present an original song layout that includes repeated or varied riffs.
• Use correct musical terminology when discussing structure and composition.

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🧠 Prior Knowledge

Students should have some familiarity with:

• Basic instrument use (guitar, bass, keyboard, etc.)
• The elements of music (pitch, rhythm, texture)

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🔀 Differentiation Strategies

To support diverse learners, the following strategies will be used:

• Provide visual aids and templates for sketching song structures.
• Use colour-coding for each song section.
• Offer dyslexia-friendly materials in OpenDyslexic or Arial fonts.
• Use visual and auditory cues during instruction.
• Group students in mixed-ability pairs for peer support.

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🌟 Extension Activities

For advanced learners:

• Compose a short (8-12 bar) riff using their instrument or digital music software.
• Explore non-traditional forms like AABA or through-composed pieces.
• Experiment with modifying existing riffs rhythmically or melodically to create variation.

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🧩 Materials Required

• Audio equipment (speakers, computer)
• Printed listening guides (dyslexia-friendly)
• Whiteboard and markers
• Riff Analysis worksheet
• Song Blueprint planning template
• Instruments (guitar, bass, keyboard optional)
• Coloured pens/pencils
• Music notation access (staff paper or digital notation software like Noteflight/Sibelius)

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🕒 Lesson Breakdown – 82 Minutes

1. Welcome & Warm-Up (10 mins)

• Greet students and outline the learning intentions.
• Quick whole-class brain warm-up:
  • Question: "What do you think a riff is?"
  • In small groups of 3, students write 2 ideas on mini-whiteboards.
  • Teacher gathers ideas and builds a working definition.

Define ‘riff’: A short, repeated musical phrase (often catchy) that forms a central part of the song, typically played on guitar, bass, or keys.

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2. Listening Activity (20 mins)

Focus Question: Where does the riff appear, and how does it shape the song?

Songs:

1. Smoke on the Water – Deep Purple
2. Seven Nation Army – The White Stripes

Steps:

• Provide students with Riff Listening Guide Worksheet
• Play each song (approx. 3 min per track).
• After each, allow 5–6 minutes for discussion. Students complete:
  • Where in the song does the riff play?
  • Does it repeat exactly or change?
  • How does the riff impact the feel/shape of the song?

Differentiation:

• Visual song maps for students who process information better visually.
• Optional guided listening with time stamps and cues.

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3. Explicit Teaching – Song Forms (12 mins)

Goal: Introduce and diagram common structures:

• Intro – Verse – Chorus – Bridge – Outro

Teacher Instruction:

• Use whiteboard visuals or projection to map standard forms.
• As a class, identify song forms in the two you'll just listened to.
  • Highlight where the riff sits in each.

Teacher Talk Tip: Relate song sections to storytelling: Verse = the chapter, Chorus = the moral, Bridge = the twist.

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4. Creative Brainstorm – Original Riff Song (10 mins)

Task:

• In pairs, brainstorm and jot ideas:
  • What mood do we want?
  • What instrument plays the riff?
  • Where will it appear in our song?

Provide a worksheet with prompt questions and sketch space. Encourage creativity: “Your riff could be upbeat funk, mysterious, or dystopian.”

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5. "Song Blueprint" Creation (20 mins)

In Pairs:

• Complete the Song Blueprint Template:
  • Draw their song structure.
  • Label each section.
  • Indicate where the riff appears.
  • Indicate whether riff repeats exactly or is varied (e.g., rhythm change or key modulation).

Support:

• Examples provided for visual learners.
• Use highlighters to colour-code song sections for clarity.

Advanced learners:

• Add a second riff to counterpoint the first one or explore tonal movement.

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6. Present & Reflect (10 mins)

Each pair presents their blueprint to the class.

• Discuss: What makes your riff the centrepiece?
• Peer feedback with Two Stars and a Wish (2 things they liked, 1 idea to improve)

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7. Wrap-Up Reflection (5 mins)

Recap as a class:

• What is a riff’s role in song structure?
• How can riffs be varied but still recognisable?
• What part of today challenged or excited you?

Exit Slip: Students quickly write or draw:

• “One cool thing about using riffs in songs is…”

Collected on the way out.

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📘 Assessment Opportunities

• Formative assessment during class discussions
• Observation of pair engagement during planning task
• Participation in reflection and oral presentation
• “Song Blueprint” template assessed for understanding of structure, riff placement, and variation

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🤝 Teacher Notes

• Create a safe space for musical opinions and creativity.
• Encourage risk-taking through supportive language: “There’s no wrong sound here.”
• Highlight riffs in students’ known songs (consider Aussie examples too: “My Happiness” by Powderfinger)

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✨ Optional Future Lessons

• Compose the riff using digital tools or collaborative instruments.
• Record a demo with loop software (GarageBand, Soundtrap).
• Analyse an Australian artist's use of riffs (e.g., AC/DC, Tame Impala).

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Prepared by:
Student Teacher — Master of Teaching (Music Specialist)
This lesson plan aims to inspire confidence, creativity, and critical listening in middle secondary students while addressing core outcomes of the Australian Curriculum.