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MUSIC SCHEME OF WORK 2010/2011 SPRING TERM / YR 8

BLUES MUSIC

SPRING TERMYR 8

Blues MusicMISSION STATEMENT

This Unit of Work is to allow pupils to develop knowledge, skills and understanding through the integration of performing, composing and listening (1.1a). Pupils will participate as individuals and collaborate with others working as musicians, adapting to different musical roles and respecting the values and benefits others bring to musical learning (1.1b). It will contribute to pupils understanding of musical traditions and the part music plays in national and global culture and in personal identity (1.2a) and allow pupils to explore how ideas, experiences and emotions are conveyed in a range of music from different times and cultures (1.2b). Pupils will develop their critical understanding by allowing pupils to demonstrate their ability to engage in and analyse music, developing views and justifying their opinions (1.3a), drawing on experience of a wide range of musical contexts and styles to inform judgements (1.3b). Pupils will use existing musical knowledge, skills and understanding for new purposes and in new contexts (1.4a), exploring ways music can be combined with other art forms and other subject disciplines (1.4b). Finally pupils will explore how thoughts, feelings, ideas and emotions can be expressed through music (1.5a)

7 LESSONS P a g e | 1


BLUES MUSIC

UNIT - LEARNING OUTCOMES

Composing

By the end of the unit:All pupils will have learned:

To demonstrate understanding of combining the 12 bar blues chord structure, a walking bass line, improvisation and a vocal melody to create a piece of blues music

To demonstrate understanding of how to compose a vocal melody using the AAB structure To demonstrate understanding of how to improvise by composing a short fill, focussed primarily on rhythm. To demonstrate understanding of how to improvise using two notes from the blues scale

Most pupils will have learned: To demonstrate understanding of combine the 12 bar blues structure, a walking bass line, improvisation, and a vocal

melody to create a piece of blues music which has a clear sense of pulse and structure To demonstrate understanding of how to compose a suitably sung melody in keeping with the traits of the genre To demonstrate understanding of how to improvise by composing a short fill, using more than one note. To demonstrate understanding of how to add stylistic improvisation in the correct places using 2 or more notes from

the blues scaleSome pupils will have learned:

To demonstrate understanding of developing a more complex song structure including several verses, an instrumental break, introduction and ending based on the 12 bar blues structure

To demonstrate understanding of how to experiment with texture – leaving gaps within the 12 bar blues for the lyrics or improvisation

To demonstrate understanding of how to improvise by composing a short fill, using more than one note in a stylistically accurate rhythm

To demonstrate understanding of how add an improvised musical break in to the structure of their song To demonstrate understanding of how to incorporate different timbres and instruments into their composition



BLUES MUSIC

Performing


To demonstrate understanding of performing the 12 bar blues chord structure To demonstrate understanding of performing the walking bass line To demonstrate understanding of performing C, F and G triad chords To demonstrate understanding of performing a riff To demonstrate understanding of performing a fill To demonstrate understanding of performing an improvisation using two notes from the blues scale

Most pupils will have learned: To demonstrate understanding of performing using repetition of the 12 bar blues chord structure To demonstrate understanding of performing a stylistically accurate walking bass line by introducing a simple

rhythm To demonstrate understanding of performing a stylistically accurate triad chords by introducing a simple rhythm To demonstrate understanding of performing a stylistically accurate riff To demonstrate understanding of a performing a stylistically accurate fill To demonstrate understanding of performing a stylistically accurate improvisation in the correct places using 2 or

more notes from the blues scaleSome pupils will have learned:

To demonstrate understanding of how to structure a piece using the 12 bar blues chord structure by repeating all and part of to create a complex structure

To demonstrate understanding of performing a stylistically accurate walking bass line by introducing a more complex rhythm

To demonstrate understanding of performing a stylistically accurate triad chords by introducing a more complex rhythm

To demonstrate understanding of performing stylistically accurate chords by adding in 7th chords To demonstrate understanding of performing a stylistically accurate walking bass line and chords on their instrument

specialism To demonstrate understanding of performing a stylistically accurate riff exploiting the range of their instrument To demonstrate understanding of performing a stylistically accurate fill on their instrumental specialism To demonstrate understanding of performing a stylistically accurate improvisation in the correct places in the correct

mood using two or more notes from the blues scale



BLUES MUSIC

Appraising


To demonstrate understanding of commenting on performances or extracts from recorded music using some musical vocabulary

To demonstrate understanding of the context out of which blues music was created To aurally recognise and practically demonstrate the main elements that creates a piece of blues music, including

instrumentationMost pupils will have learned:

To demonstrate understanding of commenting on performances or extracts from recorded music using musical vocabulary

To demonstrate understanding of the historical and social context out of which blues music was created To aurally recognise and practically demonstrate the main elements that creates a piece of blues music, including

instrumentation and comment on their integration suggesting some improvementsSome pupils will have learned:

To demonstrate understanding of commenting on performances or extracts from recorded music consistently using genre specific musical vocabulary

To demonstrate understanding of the historical and social context out of which blues music was created and apply it to a more contemporary basis

To aurally recognise and practically demonstrate the main elements that creates a piece of blues music, including instrumentation and comment on their integration suggesting improvements

Students will work to deadlines, persevere, try new ideas out, think creatively and develop their own musicianship



BLUES MUSIC

Stages of Learning

Stage Summary of Activities1. Simpsons introduction Video

Pupils generate Spider Diagrams showing features of Blues Simple Riff AAB Piece

Introduction

2. History of Blues Music 12 Bar Blues First Line of Walking Bass Line

12 Bar BluesWBL 1

3. Second line of Walking Bass Lines Third line of Walking Bass Lines Rhythmic performance of Walking Bass Line C, F and G Major Block Chords with Walking Bass Line Rhythmic Chords Playing chords with different instruments/timbres

WBL 2 + Chords

4. Introduce Riff Introduce one note rhythmical Fill Two + note fills

Riff/Fill

5. Introduce Blues Scale Practice with one/two notes first Introduce structuring Blues piece with different textures blues elements. Pupils form bands and plan their structure

Improvisation/ Bands + Structure

6. Pupils work on instrumental roles, structure and texture of pieces Specific Teacher focus on playing in time

Rehearsals for Blues Gig

7. Pupils rehearse Final Performances Pupils write feedback for each other ready for next lesson

Blues gig - Final

Performances



BLUES MUSIC

Lesson by Lesson Scheme of Work

Each Lesson contains:

Learning Outcomes

Assessment Criteria

A Lesson Outline

Language for Learning

Copies of Resources e.g. PowerPoints



BLUES MUSIC

LESSON 1 – Introduction To Blues

Learning Outcomes

Composing

All To demonstrate understanding of composing lyrics to a modelled melodyMost To demonstrate understanding of composing lyrics in keeping with the blues style to a composed melodySome To demonstrate understanding of composing lyrics and composing a melody in keeping with the blues style.

Performing

All To demonstrate understanding of performing a riffMost To demonstrate understanding of performing a riff with an appropriate timbreSome To demonstrate understanding of performing a stylistically accurate riff with an appropriate timbre

Appraising

All To aurally recognise and practically demonstrate the main elements that creates a piece of blues music, including instrumentation

Most To demonstrate understanding of the emotional context out of which blues music is composedSome To demonstrate understanding of the emotional context out of which blues music is composed and apply it to

themselves in a more contemporary basis



BLUES MUSIC

Level Descriptors

Level 3 C You have experimented with sounds to make your own music expressiveYou can sing in tune and with expression

P You can perform simple parts with the correct rhythm

A You can describe how different sounds have been used to give the music expression

Level 4 C You can compose music that matches a specific briefYou can improvise (make up on the spot) rhythms and tunes as part of a groupYou can use a musical structure (e.g. AABA) when you compose and can develop your ideas

P You can perform a tune by ear or from simple notation You can perform as part of a group, showing that you are listening to others and know how your part fits

A You can say whether you met the brief and can think of ways to improve your work You can use the correct musical words to describe music

Level 5 C You can try out musical devices such as ostinato, riff, pedal note and sequence You can make up tunes or rhythms on the spot that fit within a given structure You can use melody, rhythm, chords and structure

P You can perform in a group and understand your roleA You can name musical devices such as ostinato, riff, pedal note and sequence

You can recognise when a piece of music was written or where it comes from

Language For Learning Slow Sad Blues Drums Saxophone Guitar Keys Vocals Riff Structure AAB Backing Track Instrumental 12 Bar Blues Melody Singing

Resources ChecklistDry Wipe Pen Lisa Simpson Video

Mini White Boards and Dry Wipe Pens for Pupils Recording Equipment

Lesson Outline



BLUES MUSIC

Starter As class enter PP shows Hangman of the word BLUES. (Hence why L/O is hidden) After register the game is played enthusiastically by Teacher who pretends they really want to win!

Development L/O – What mood is blues music? (Hidden) Lisa Simpson is introduced as the artist as PP shows Lisa Simpson. Task get into groups of 4 and on mini whiteboard write down what the song is

about, what instruments they can hear etc. Darkened room as ‘Moaning Lisa Blues’ plays. Class Listen. Each group suggest items to create class spider diagram which is copied into

Journals. Mistakes and omissions are left as this spider diagram will be a reflection tool throughout the scheme enabling pupils to add and remove items they later learn through doing the unit aren’t present or accurate.

Hit on overall theme. Sad Model 12 bar piece with a Simple Riff and allow Kid’s to practice each line

separately Model writing lyrics with an AAB structure. Pupils use teacher given tune. In groups practise singing with teacher given melody (Extention - any melody they

want – they can make it up). Most may copy modelled example so push more able to come up with their own.

Rehearsal performances throughoutPlenary PLENARY Recap L/O. How can we prove it? 2 ways – Either Can perform our song, or

describe blues music. Performances of all groups recorded and uploaded to NUMU.

LESSON 2 – The 12 Bar Blues / Walking Bass Line 1 & 2



BLUES MUSIC

Learning Outcomes

Composing

All Most Some

Performing

All To demonstrate understanding of performing the walking bass lineMost To demonstrate understanding of performing a stylistically accurate walking bass line by introducing a simple

rhythm Some To demonstrate understanding of performing a stylistically accurate walking bass line by introducing a more

complex rhythm To demonstrate understanding of performing a stylistically accurate walking bass line on their instrument

specialism

Appraising

All To demonstrate understanding of commenting on performances or extracts from recorded music using some musical vocabulary

Most To demonstrate understanding of commenting on performances or extracts from recorded music using musical vocabulary

Some To demonstrate understanding of commenting on performances or extracts from recorded music consistently using genre specific musical vocabulary

Level Descriptors

Level 3 C You have experimented with sounds to make your expressive music.



BLUES MUSIC


A You can think of some ways to improve your work

Level 4 C You can come up with lots of ideas for rhythms

P You can perform as part of a group, showing that you are listening to others and know how your part fits

A You can use the correct musical words to describe the music you hearYou can say whether you met the brief and can think of ways to improve your work.

Level 5 C You can use melody, rhythm, chords and structure

P You can perform longer tunes from memory and can play music that is written down in different ways

A You can recognise when a piece of music was written or where it comes fromYou can improve your work over time

Level 6 C You can change musical ideas to make them interestingP You can use tempo, dynamics, phrasing and timbre to make your performance successfulA You can improve your own work and the work of others

Language For Learning Bass Riff AAB Blues Sad 12 Bar Blues Common Walking Bass Line

Chord

Resources ChecklistLaptop (PowerPoint) Projector

Screen KeyboardsMicrophone Amp

Lesson OutlineStarter Word game utilising language from lesson oneDevelopment L/O - Do I understand the history of Blues Music and do I know the



BLUES MUSIC

most common form of Blues? Teacher performs a Blues song outlining the history of blues music. The

song is to the bass riff used last lesson with an AAB structure. What do we know about this song? It is blues, because it is sad.

Same as last lesson one pupils listen again to the music and this time write down the information that the song contains in its words on Small Whiteboards.

Discuss findings in groups to enable no hands questioning. Class collate information on board and write down class mind map Add a section after the mind map. “The most common form of Blues is

the 12 bar blues.” Pupils asked what the 12 bar blues is and lead to arrive at the conclusion

they need the teacher to teach it. Outline progression – This is what the pupils will learn so they can write

their own songs and form their own bands. Model Line One of the Walking Bass Line in the Key of C. Pupils rehearse Rehearsal performances at suitable intervals Show notation on screen with video underneath. Point out the notation is

there to help and shows what they’ve just learnt, can either look at the note names written on and match them to the keyboard, Use it as a graphic score, play a note- miss a note- play a note. Or learn it from the video which will keep playing.

Plenary Answer Lesson Objective. Prove it. Power of the Pen performance. Teacher runs a pen up and down register picks a child to say stop,

LESSON 3 – Walking Bass Line 2 and Chords

Learning Outcomes

Composing

All To demonstrate understanding of combining the 12 bar blues chord structure, a walking bass line and chords to



BLUES MUSIC

create a piece of blues musicMost To demonstrate understanding of combining the 12 bar blues chord structure, a walking bass line and chords

to create a piece of blues music which has a clear sense of pulse and structureSome To demonstrate understanding of combining the 12 bar blues chord structure, a walking bass line and chords

to create a piece of blues music which has a clear sense of pulse and structure and an introduction and ending

Performing

All To demonstrate understanding of performing the walking bass line To demonstrate understanding of performing C, F and G triad chords

Most To demonstrate understanding of performing a stylistically accurate walking bass line by introducing a simple rhythm

To demonstrate understanding of performing a stylistically accurate triad chords by introducing a simple rhythm

Some To demonstrate understanding of performing a stylistically accurate walking bass line by introducing a more complex rhythm

To demonstrate understanding of performing a stylistically accurate triad chords by introducing a more complex rhythm

To demonstrate understanding of performing stylistically accurate chords by adding in 7th chords

Appraising

All To demonstrate understanding of commenting on performances or extracts from recorded music using some musical vocabulary

To aurally recognise and practically demonstrate the main elements that creates a piece of blues music, including instrumentation

Most To demonstrate understanding of commenting on performances or extracts from recorded music using musical vocabulary

To aurally recognise and practically demonstrate the main elements that creates a piece of blues music, including instrumentation and comment on their integration suggesting some improvements

Some To demonstrate understanding of commenting on performances or extracts from recorded music consistently using genre specific musical vocabulary

To aurally recognise and practically demonstrate the main elements that creates a piece of blues music, including instrumentation and comment on their integration suggesting improvements

Level Descriptors




Level 4 C You can come up with lots of ideas for rhythms





BLUES MUSIC

Level 5 C You can use melody, rhythm, chords and structure



Level 6 C You can change musical ideas to make them interesting You can use tempo, dynamics, phrasing and timbre to make your performance successful

P You can make changes to your performance so that it fits with what the group is doing

A You can improve your own work and the work of others

Level 7 C You can suggest what may have influenced different types and styles of musicYou can improvise, develop, change or reject musical ideas when you are composing music

P You can perform different styles of music confidently, helping to lead the group

A You can tell how successful your work is and can tell if you have used appropriate musical ideas

Language For Learning Walking Bass

Line Chord Practice Performance

Resources ChecklistLaptop (PowerPoint) Projector

Screen Keyboards

Lesson OutlineStarter Hands up Quiz. Hands flat on table quiz on previous learning, hand up first

answers.Development Can I perform the Walking Bass Line?

Recap first line. Re model. Practise. Model and Explain Second Line and how to link first and second line.

During practise ensure individuals are not moving on before they are ready.

Model and Explain Third Line. It is the hardest. Link it in with other two.



BLUES MUSIC

Can I play chords? Hangman for the word chord. Recap what is a chord from Year 8 Project. Model C chord. Model playing it as a Block chord 4 times for 4 beats.

Those advanced to help those around, until Teacher can progress them more quickly to a more stylised chord accompaniment.

Model F Chord. Model playing it twice for 4 beats then the C chord twice for 4 beats.

Link Together. Model G chord (4 beats), F (4 beats), C (8 lots of 4 beats). Link together.

Plenary Performances. Power of the Pen.

LESSON 4 - Riff & Fill

Learning Outcomes

Composing

All To demonstrate understanding of how to improvise by composing a short fill, focussed primarily on rhythm.Most To demonstrate understanding of how to improvise by composing a short fill, using more than one note.Some To demonstrate understanding of how to improvise by composing a short fill, using more than one note in a

stylistically accurate rhythm



BLUES MUSIC

Performing

All To demonstrate understanding of performing a riff To demonstrate understanding of performing a fill

Most To demonstrate understanding of performing a stylistically accurate riff To demonstrate understanding of a performing a stylistically accurate fill

Some To demonstrate understanding of performing a stylistically accurate riff exploiting the range of their instrument

To demonstrate understanding of performing a stylistically accurate fill on their instrumental specialism

Appraising


Most To aurally recognise and practically demonstrate the main elements that creates a piece of blues music, including instrumentation and comment on their integration suggesting some improvements

Some To aurally recognise and practically demonstrate the main elements that creates a piece of blues music, including instrumentation and comment on their integration suggesting improvements

Level Descriptors




Level 4 C You can come up with lots of ideas for rhythms and melodies when you compose



Level 5 C You can use melody, rhythm, chords and structure Can make up tunes or rhythms on the spot that fit within a given structure




BLUES MUSIC


Level 6 C You can change musical ideas to make them interesting Can improvise and compose in different musical stylesYou can use tempo, dynamics, phrasing and timbre to make your performance successfulCan write music down in the correct way to plan and improve your work






Language For Learning Riff Chord Walking Bass Line Practice Performance Rhythm Fill Improvise Make Up Riff Chord Walking Bass Line Practice Performance Rhythm

Resources Checklist

Lesson OutlineStarter Small White Boards. In pairs write down everything learnt in the Unit so far.

Go around the room and each time an answer on your board is given you rub it out. Every time someone reads out something you haven’t got you write it down.

Development L/O - Can I Play the Riff? Recap Walking Bass Line and Chords by modelling around the piano as a

refresher. Teacher pretends to be bossy one in the pair and firstly models a non example then fixing it.

Link to L/O asking class what their new learning is today, which they know from the visible L/O. For learning to learn ask questions such as “So what do I need to do today?”, and “How might we be able to prove it



BLUES MUSIC

later?”. Model Riff over Walking Bass Line. As with Walking Bass Line link to

notation as a graphic score, or as useful note names or as reading music if they can. Get class to clap riff so they know the exact rhythm.

In pairs practise swapping parts so they each get a turn at practising the riff. This also acts as useful practise for walking bass line which is integral for assessment.

Mini Plenary: Performances use beanie toy to throw randomly asking questions on Unit so far mixed in with the L/O question and “Prove It!”

L/O - Can I Play the Fill? Clapping Rhythms. A simple beat is tapped by the class(two fingers into

the palm of the opposing hand) and then a couple of rhythms that could be played over the top are clapped by the teacher.

Recap and audio example of the Riff. Practise. The Fill is introduced as a need to fill in the gap made by the riff’s long

note. This takes up the final two bars of each of the three lines. It is boring so needs to be made interesting. Fun part is you make it up as you play it. So you can do any rhythm. Stick to one note (C) at first.

Practise. Model a couple of notes and three notes. Differentiate: introduce more difficult fills to individuals if they are of a

high standard. Plenary One half of the class vs the other. What is a fill?, explain to me how to do

one – I’m the pupil you are the teacher. Can you do one? – yes. Prove it. Performances.

LESSON 5 – Improvisation and Structure

Learning Outcomes

Composing

All To demonstrate understanding of how to improvise using two notes from the blues scale To demonstrate understanding of how to structure a 12 bar blues piece by repeating the Walking Bass Line and

including different elements with itMost To demonstrate understanding of how to add stylistic improvisation in the correct places using 2 or more

notes from the blues scale To demonstrate understanding of how to structure a 12 bar blues piece by changing the texture by including

different elements at different timesSome To demonstrate understanding of how to improvise by composing a short fill, using more than one note in a



BLUES MUSIC

stylistically accurate rhythm To demonstrate understanding of how add an improvised musical break in to the structure of their song To demonstrate understanding of how to incorporate different timbres and instruments into their

composition To demonstrate understanding of how to structure a 12 bar blues piece by being creative with texture

Performing

All To demonstrate understanding of performing an improvisation using two notes from the blues scale To demonstrate understanding of performing simple parts with a larger group slowly and in time

Most To demonstrate understanding of performing a stylistically accurate improvisation in the correct places using 2 or more notes from the blues scale

To demonstrate understanding of performing individual parts with a larger group in timeSome To demonstrate understanding of performing a stylistically accurate improvisation in the correct places in the

correct mood using three or more notes from the blues scale To demonstrate understanding of performing individual parts while leading a larger group to play in time

Appraising


To demonstrate understand of how to recognise most textures in a 12 bar blues pieceMost To aurally recognise and practically demonstrate the main elements that creates a piece of blues music,

including instrumentation and comment on their integration suggesting some improvements To demonstrate understanding of how to recognise textures in a 12 bar blues piece

Some To aurally recognise and practically demonstrate the main elements that creates a piece of blues music, including instrumentation and comment on their integration suggesting improvements

To demonstrate understanding of how to recognise textures and timbres in a 12 bar blues piece

Level Descriptors








P You can perform longer tunes from memory and can play music that is written down in different waysA You can recognise when a piece of music was written or where it comes from

You can improve your work over time

Level 6 C You can change musical ideas to make them interesting Can improvise and compose in different musical stylesYou can use tempo, dynamics, phrasing and timbre to make your performance successfulCan write music down in the correct way to plan and improve your work



BLUES MUSIC






Level 8 C You use different musical resources in an expressive and effective way in your workYou can compose and/or improvise long pieces of music that show a sense of direction and shape in the way you use melody, rhythm and structure

P You can perform long pieces of music that show a sense of direction and shape in the way you use melody, rhythm and structure

A You can explain the cultural or social background of a piece of music and why this is important

Exceptional Performance

C You develop musical ideas in your compositions in a logical, but individual, wayYou can clearly and effectively express your own ideas and feelings in the music you compose Your compositions make the best use of the different instrumental and/or vocal talents available

P You perform confidently with flair and individuality showing you are on the same wavelength as other people in your group

A You can tell the difference between different performances of the same pieces of music

Language For Learning Structure Structure Structure Structure Leader Leader Leader Leader Blues Scale Blues Scale Blues Scale Blues Scale Chord Chord Chord Chord

Resources ChecklistLaptop (PowerPoint, , , ), Projector

Screen CD PlayerBlues Dominoes

Keyboards,



BLUES MUSIC

Lesson OutlineStarter Blues Key word Dominoes.Development Can I perform an improvisation?

Recap last lesson. Practise. Introduce the fact that there in Blues music during performances some

musicians make up their won melodies. But they use certain notes. Learn the notes and you can make up your own melodies. Like with the fill.

Introduce Blues Scale. Practise with one note first like the fill, then add more notes in as you

feel ready. Practise with Walking Bass Line.Structure

Listen to vocal blues piece that the Teacher has recorded using elements that the bands will use to form their own piece. As a class split it into sections based around each time the 12 bar Walking Bass Line plays and write what goes in each section. Then in pairs, and on Small White boards, class do same activity for an instrumental piece. This is so when in a band they can organise their piece.



BLUES MUSIC

Bands PP on Personalities needed in bands to ensure everyone works together.

Example Spice Girls – were followers (Followed what their manager said, recommended.)and then became leaders (wanted to create their own ideas and follow through with what THEY wanted not what their manager wanted). A good band needs both. SG went from 1 leader to 5, hence why they broke up – AVOID THIS.

Bands formed 4-6 members. Teacher takes on role of bossy group member insisting each group (“my group”) writes down who is going to play what and what out of the WBL/Riff/Fill/Chords and Improvisation we are going to use in each section.

Practise, allowed to play their own instruments if in keeping with the style and of an appropriate ability.

PLENARY L/O Question. Teacher enquires more for more detail. What are you playing in your band, what is everyone else playing, what is your structure, are you performing an instrumental or a vocal piece? Etc. Performance so far by at least one group.

Plenary L/O Question, Performances of everyone in the group as a round robin

LESSON 6 – Rehearsals for Blues Gig

Learning Outcomes

Composing

All To demonstrate understanding of how to structure a 12 bar blues piece by repeating the Walking Bass Line and including different elements with it

Most To demonstrate understanding of how to structure a 12 bar blues piece by changing the texture by including different elements at different times

Some To demonstrate understanding of how to structure a 12 bar blues piece by being creative with texture

Performing

All To demonstrate understanding of performing simple parts with a larger group slowly and in timeMost To demonstrate understanding of performing individual parts with a larger group in timeSome To demonstrate understanding of performing individual parts while leading a larger group to play in time

Appraising

All To demonstrate understand of how to recognise most textures in a 12 bar blues pieceMost To demonstrate understanding of how to recognise textures in a 12 bar blues piece



BLUES MUSIC

Some To demonstrate understanding of how to recognise textures and timbres in a 12 bar blues piece

Level Descriptors










Level 6 C You can change musical ideas to make them interesting You can improvise and compose in different musical stylesYou can use tempo, dynamics, phrasing and timbre to make your performance successfulYou can write music down in the correct way to plan and improve your work





A You can tell how successful your work is and can tell if you have used appropriate musical ideas You can describe how much your own work or the work of others reflects the circumstances in which it was composed



BLUES MUSIC








Language For Learning Structure Texture Dynamics Instruments Leader Follower Organising Improvise Blues Scale Fill Make Up Riff Chord Walking Bass Line Practice Performance Rhythm

Resources ChecklistLaptop (PowerPoint), Projector, Band dependant equipment, such as Drums,

Amps, Guitars.Keyboards.

Lesson OutlineStarter Quick quiz similar to last week’s plenary to link lessons together.Development L/O -

Bands review planning sheet, structure and who playing what. Band Practise. Teacher goes to each group ensuring each group remains on

task and spends at least one minute every five visibly watching the entire class. Two performances so far during the rehearsal period.

MINI PLENARY Answer L/O questions in groups. If answer is no there are ten minutes at the start of next lesson so what do you need to practise. Teacher then asks each group to answer L/O question. Answers remain positive as either answer is yes or is after we have practised our lyrics etc.L/O – Draft Performances

Band’s list top 5 success criteria. Display with PP so they are clearly visible. Each group performs their piece and are marked by teacher (+ / ->). Performances are filmed / recorded After each group has performed they have time to sit as a group and talk

about their performance and what standard they think they have achieved. Performances watched or listened to from recording device

Plenary What targets have your group been set and what targets have you set yourself? How have your group achieved your own success criteria and that of the class?



BLUES MUSIC

LESSON 7 – Blues Gig - Final Performances

Learning Outcomes

Composing

All To demonstrate understanding of how to structure a 12 bar blues piece by repeating the Walking Bass Line and including different elements with it

Most To demonstrate understanding of how to structure a 12 bar blues piece by changing the texture by including different elements at different times

Some To demonstrate understanding of how to structure a 12 bar blues piece by being creative with texture

Performing

All To demonstrate understanding of performing simple parts with a larger group slowly and in timeMost To demonstrate understanding of performing individual parts with a larger group in timeSome To demonstrate understanding of performing individual parts while leading a larger group to play in time

Appraising

All To demonstrate understand of how to recognise most textures in a 12 bar blues pieceMost To demonstrate understanding of how to recognise textures in a 12 bar blues pieceSome To demonstrate understanding of how to recognise textures and timbres in a 12 bar blues piece



BLUES MUSIC

Level Descriptors










Level 6 C You can change musical ideas to make them interesting You can improvise and compose in different musical stylesYou can use tempo, dynamics, phrasing and timbre to make your performance successfulYou can write music down in the correct way to plan and improve your work





A You can tell how successful your work is and can tell if you have used appropriate musical ideas You can describe how much your own work or the work of others reflects the circumstances in which it was composed





BLUES MUSIC






Language For Learning Structure Texture Dynamics Instruments Leader Follower Organising Improvise Blues Scale Fill Make Up Riff Chord Walking Bass Line Practice Performance Rhythm

Resources ChecklistLaptop (PowerPoint), Projector, Screen, Band dependant equipment, such as Drums,

Amps, Guitars.Light’s set up in Blues club way. Perhaps Blues bar set up?

CD Player

Keyboards

Lesson OutlineStarter Band practise. Development L/O – Blues Club!

Each group performs their piece and are assessed by teacher. After each group has performed they have time to sit as a group and talk

about their performance Pupils watch back their final performances

Plenary PLENARY


web viewrecap walking bass line and chords by modelling around the piano as a refresher. ... lesson...

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