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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)
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MUSIC SCHEME OF WORK 2010/2011 SPRING TERM / YR 8
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
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MUSIC SCHEME OF WORK 2010/2011 SPRING TERM / YR 8
BLUES MUSIC
Performing
By the end of the unit:All pupils will have learned:
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
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MUSIC SCHEME OF WORK 2010/2011 SPRING TERM / YR 8
BLUES MUSIC
Appraising
By the end of the unit:All pupils will have learned:
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
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MUSIC SCHEME OF WORK 2010/2011 SPRING TERM / YR 8
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
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MUSIC SCHEME OF WORK 2010/2011 SPRING TERM / YR 8
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
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MUSIC SCHEME OF WORK 2010/2011 SPRING TERM / YR 8
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
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MUSIC SCHEME OF WORK 2010/2011 SPRING TERM / YR 8
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
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MUSIC SCHEME OF WORK 2010/2011 SPRING TERM / YR 8
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
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MUSIC SCHEME OF WORK 2010/2011 SPRING TERM / YR 8
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.
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MUSIC SCHEME OF WORK 2010/2011 SPRING TERM / YR 8
BLUES MUSIC
P You can perform simple parts with the correct rhythm
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
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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
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MUSIC SCHEME OF WORK 2010/2011 SPRING TERM / YR 8
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 3 C You have experimented with sounds to make your expressive music.
P You can perform simple parts with the correct rhythm
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.
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BLUES MUSIC
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 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.
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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
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MUSIC SCHEME OF WORK 2010/2011 SPRING TERM / YR 8
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
All To aurally recognise and practically demonstrate the main elements that creates a piece of blues music, including instrumentation
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 3 C You have experimented with sounds to make your expressive music.
P You can perform simple parts with the correct rhythm
A You can think of some ways to improve your work
Level 4 C You can come up with lots of ideas for rhythms and melodies when you compose
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 Can make up tunes or rhythms on the spot that fit within a given structure
P You can perform longer tunes from memory and can play music that is written down in different ways
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BLUES MUSIC
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 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
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 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
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MUSIC SCHEME OF WORK 2010/2011 SPRING TERM / YR 8
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
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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
All To aurally recognise and practically demonstrate the main elements that creates a piece of blues music, including instrumentation
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
Level 3 C You have experimented with sounds to make your expressive music.
P You can perform simple parts with the correct rhythm
A You can think of some ways to improve your work
Level 4 C You can come up with lots of ideas for rhythms and melodies when you compose
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 Can make up tunes or rhythms on the spot that fit within a given structure
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
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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
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,
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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.
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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
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Some To demonstrate understanding of how to recognise textures and timbres in a 12 bar blues piece
Level Descriptors
Level 3 C You have experimented with sounds to make your expressive music.
P You can perform simple parts with the correct rhythm
A You can think of some ways to improve your work
Level 4 C You can come up with lots of ideas for rhythms and melodies when you compose
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 Can make up tunes or rhythms on the spot that fit within a given structure
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 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
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 You can describe how much your own work or the work of others reflects the circumstances in which it was composed
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MUSIC SCHEME OF WORK 2010/2011 SPRING TERM / YR 8
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 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?
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MUSIC SCHEME OF WORK 2010/2011 SPRING TERM / YR 8
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
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MUSIC SCHEME OF WORK 2010/2011 SPRING TERM / YR 8
BLUES MUSIC
Level Descriptors
Level 3 C You have experimented with sounds to make your expressive music.
P You can perform simple parts with the correct rhythm
A You can think of some ways to improve your work
Level 4 C You can come up with lots of ideas for rhythms and melodies when you compose
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 Can make up tunes or rhythms on the spot that fit within a given structure
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 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
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 You can describe how much your own work or the work of others reflects the circumstances in which it was composed
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
7 LESSONS P a g e | 26
MUSIC SCHEME OF WORK 2010/2011 SPRING TERM / YR 8
BLUES MUSIC
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 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
7 LESSONS P a g e | 27
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