Introduction to Pop Songwriting
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This document outlines a 7-week introduction to pop songwriting course. Each week focuses on different songwriting elements: week 1 covers chords, week 2 covers melody writing, week 3 covers song structure, week 4 covers text setting, and weeks 5-7 involve students finalizing and performing their original pop songs. The course teaches pop song fundamentals like chord progressions, hooks, verse/chorus structure, and gives students hands-on experience writing their own songs in small groups.
Introduction to Pop Songwriting
- 1. INTRODUCTION TO POP SONGWRITING WEEKS 1-7 Christopher Baker musicstudentinfo.com
- 2. SONGWRITING WEEK ONE Learning Objectives 1. Students will revise/learn the primary chords. 2. Students will learn about root chords, first and second inversions and why they are useful. 3. Students will practice chord progressions.
- 4. CHORD REVISION: ROOT POSITION C E G F A C C MAJOR - I F MAJOR - IV G B D G MAJOR - V A C E A Minor - vi
- 5. CHORD INVERSIONS C E G F A C C MAJOR – Ib – 1st Inversion F MAJOR – IVa – Root Position G B D G MAJOR – Vc – Second Inversion A C E A Minor – vic – Second Inversion
- 6. CHORD PROGRESSIONS A chord progression is just the order that you play chords in. A common chord progression is I-V-vi-IV. Try playing each chord 4 times before moving onto the next one. C MAJOR - I F MAJOR - IV G MAJOR - V A Minor - vi C E G F A C G B D A C E
- 7. POP-SONG STRUCTURE • Intro • Verse 1 • Pre-chorus/Bridge • Chorus • Verse 2 • Pre-chorus/Bridge • Chorus • Middle 8 • Chorus • Outro
- 8. CLASSWORK 1 Then, using all the information you’ve gathered, discuss which one of the two selected songs is better and why (you must give a musical reason using musical vocabulary). Then, select two songs by that artist and discuss the following for each: What is the structure of the song. How many different chords are used in the chorus? The lyric content, what are the themes within the song? Find out the following information: Band/Artist Name Years Active Genre Number of Records Sold History of Record Labels (are those labels independent or major labels) Choose a band/artist that you like to listen to. The band/artist’s name will be the title. (Date and title to be underlined)
- 9. SONGWRITING WEEK TWO Learning Objectives Students will learn about the melody of a pop song. Students will learn what a hook is. Students will try to write a melody over a chord progression.
- 10. MELODY WRITING Listen to the melody – particularly the chorus. Consider: • The range of notes used. • Do any melodic phrases repeat? • Are there any notes outside of the key?: Chromatic notes. • Are there any big leaps (is it easily sing-able)?: Conjunct/Disjunct When using the four- chord progression, each of the four chords (when played four times) is played per two lines of lyrics. Therefore, in a four-line chorus, the progression is repeated twice. Using the I-V-vi-IV chord progression, try to write a melody that would be suitable for a chorus. Hook: A musical phrase (often the name of the song, although it doesn’t have to be) that is designed to catch the listener's ear.
- 11. WRITING A CHORUS Use either the lyrics on the board or write your own. Create a melody, remember: 1. Pop songs are repetitive so use the same melodic phrases. 2. When using the 4-chord progression, stick to using the white notes on the keyboard. 3. When creating the melody use the next door note or leaps of a 3rd or 5th. 4. When leaping a 3rd or a 5th you count the note you are currently playing as one. 5. The melody must fit to the syllables of the lyrics. The chord progression occurs twice within a chorus (two chords per line) C MAJOR - I F MAJOR - IV G MAJOR - V A Minor - vi C E G F A C G B D A C E
- 12. SONGWRITING WEEK THREE Learning Objectives Students will learn to make effective group decisions about their song. Students will revise the key ingredients to creating a successful song. Students will begin work on their song.
- 13. I N G R E D I E N T S F O R A S U C C E S S F U L S O N G • C, G, Am, F (I, V, vi, IV) • Lyrics featuring rhyming couplets. CHORD PROGRESSION: • Intro • Verse • Chorus • Middle 8 • Outro STRUCTURE: • Small range • Repetitive lines • Conjunct MELODY HOOK A riff in the bass. • A vocalist (singing or rap) • Someone to play the chords (choice of instrument) • Someone to play the melody/countermelody/riffs • Percussion (optional) BAND MEMBERS (MAX 4): • Get into groups and assign roles for each member. • Decide on the theme for your song. • Begin work on your riff and instrumental intro and outro. TODAY:
- 14. HOMEWORK • Write song lyrics for your chosen topic. • Every band member must write song lyrics. At the start of next lesson, you will select your favourite within the group. • You need to write two (four line) verses, a two-line bridge and a four-line chorus. • You need to identify which line will be the hook. • This needs to be done in your book, if you are handwriting you may wish to use scrap paper first to keep your books neat. • Due next lesson.
- 15. SONGWRITING WEEK FOUR Learning Objectives Students will learn to make effective group decisions about their song. Students will revise the key ingredients to creating a successful song. Students will learn the importance of text setting and meaning within songs.
- 17. It’s time that I was leaving this city This old town don’t smell so pretty I can see the warning signs Running around my mind And if I could leave this island Book myself into a soul asylum But I can see the warning signs Running around my mind Here I go – scratching around in the same old hole My mind is still young but my body feels old So what do you say? – You cant get to the dreams that are mine anyway But it’s half the world away – half the world away – half the world away And I've lost and I've found in this cold grey town HALF THE WORLD AWAY I would like to leave this city Oh this old town don’t smell to pretty and I can see the warning signs Running around my mind I would like to leave this island And book myself into a soul asylum I can see the warning signs Running around my mind Here we go – scratching around in the same old hole My body is young but my mind is very old So what do you say – you cant get to the dreams that are mine anyway I’m half the world away – half the world away – half the world away I’ve lost and I've found in this cold grey town
- 18. TASK: SONGWRITING • Finalise your melody – make sure you’ve made a note of it. • Remember that the melody should be repetitive. • The tune for each verse should be the same, as should the tune for the chorus. • Use this structure: Intro, Verse, Bridge, Chorus, Verse 2, Bridge, Chorus, Instrumental Middle 8, Chorus, Outro. • Make sure you have a riff! C MAJOR - I F MAJOR - IV G MAJOR - V A Minor - vi C E G F A C G B D A C E
- 19. SONGWRITING WEEK FIVE Learning Objectives Students will learn to make effective group decisions about their song. Students will revise the key ingredients to creating a successful song. Students will learn the importance of text setting and meaning within songs.
- 20. TASK: SONGWRITING • Finalise your melody, make sure you’ve made a note of it. • Remember that the melody should be repetitive. • The tune for each verse should be the same, as should the tune for the chorus. • Use this structure: Intro, Verse, Bridge, Chorus, Verse 2, Bridge, Chorus, Instrumental Middle 8, Chorus, Outro. • Make sure you have a riff! C MAJOR - I F MAJOR - IV G MAJOR - V A Minor - vi C E G F A C G B D A C E
- 21. SONGWRITING WEEK SIX Learning Objectives Students will learn to make effective group decisions about their song. Students will revise the key ingredients to creating a successful song. Students will learn the importance of text setting and meaning within songs.
- 22. TASK: SONGWRITING • Finalise your melody, make sure you’ve made a note of it. • Remember that the melody should be repetitive. • The tune for each verse should be the same, as should the tune for the chorus. • Use this structure: Intro, Verse, Bridge, Chorus, Verse 2, Bridge, Chorus, Instrumental Middle 8, Chorus, Outro. • Make sure you have a riff! C MAJOR - I F MAJOR - IV G MAJOR - V A Minor - vi C E G F A C G B D A C E
- 23. SONGWRITING WEEK SEVEN Learning Objectives Students will learn to make effective group decisions about their song. Students will enhance their performance experience. Students will give critical feedback about peer performances.
- 24. TASK: SONGWRITING • Finalise your melody, make sure you’ve made a note of it. • Remember that the melody should be repetitive. • The tune for each verse should be the same, as should the tune for the chorus. • Use this structure: Intro, Verse, Bridge, Chorus, Verse 2, Bridge, Chorus, Instrumental Middle 8, Chorus, Outro. • Make sure you have a riff! C MAJOR - I F MAJOR - IV G MAJOR - V A Minor - vi C E G F A C G B D A C E