What is The Blues? Lesson 1 Grade 7 Music

Critical Learning Guiding Questions•• The•structure•of•the•12-bar•Blues•form•is•both•accessible•and•challenging.•• Lyrics•provide•a•layer•of•rhythm.

•• Is•a•strict•structural•form,•like•the•12-bar•Blues,•an•advantage•or•disadvantage•for•composers?

•• What•is•the•relationship•between•lyrics•and•rhythm?

Curriculum ExpectationsCreating and Performing C1.• •apply•the•creative•process•to•create•and•perform•music•for•a•variety•of•

purposes,•using•the•elements•and•techniques•of•music1.4• •use•the•tools•and•techniques•of•musicianship•in•music•performances•Reflecting, Responding, and Analysing C2.• •apply•the•critical•analysis•process•to•communicate•their•feelings,•ideas,•and•

understandings•in•response•to•a•variety•of•music•and•musical•experiences2.1• •express•analytical•personal•responses•to•musical•performances•in•a•variety•

of•waysExploring Forms and Cultural Contexts C3.• •demonstrate•an•understanding•of•a•variety•of•musical•genres•and•styles•

from•the•past•and•present,•and•their•sociocultural•and•historical•contexts3.2• •analyse•some•historical,•cultural,•and•technological•influences•on•style,•

genre,•and•innovation•in•music•

Learning Goals(Unpacked Expectations)•• Describe•the•historical•period•when•the•12-bar•Blues•were•popular.

•• Write•lyrics•in•the•AAB•Blues•form•that•have•meaning•and•fit•into•the•12-bar•Blues•structure.

•• Describe•how•rhythm•can•be•linked•to•lyrics.•• Identify•some•benefits•and•challenges•of•composing•with•a•structure•like•the•12-bar•Blues.

•• Describe•the•Challenging•and•Inspiring,•Exploring•and•Experimenting•and•Imagining•and•Generating•stages•of•the•Creative•Process.

Instructional ComponentsReadiness•• Ability•to•perform•at•least•the•first•five•notes•of•the•major•scale

•• Basic•understanding•of•written•notation•• Experience•with•Call•and•Response•• Basic•understanding•of•elements•of•music•(form,•pitch,•rhythm,•articulation)•and•the•pentatonic•scale

Terminology•• accompaniment•(the•12-bar•Blues•harmonic•progression•using•the•root•of•chord)

•• Creative•Process•• • ‘Challenging•and•Inspiring’• • ‘Exploring•and•Experimenting’• • ‘Imagining•and•Generating’•• echoing•• lyric•• melody•• rhythm•• 12-bar•Blues•

Materials•• Copy•of•Challenging•and•Inspiring,•Exploring•and•Experimenting•and•Imagining•and•Generating•stages•of•the•Creative•Process•to•post•on•wall

•• Accompaniment•audio•files•• Sample•lyrics•to•12-Bar•Blues•• Reflection Log Self-Assessement Checklist

•• Reflection Log Reflection Questions•• Google•“Public•Service•Announcements•Example”•for•examples•of•PSAs•Canadian Association of Broadcasters – Public Service Announcement,Canadian Mental Health Association•– Public Service Announcements,Concerned Children’s Advertisers Public Service Announcements,Media Awareness Network Public Service Announcements,•Stephen Lewis Foundation Public Service Announcements,•Work And Safety And Insurance Board - Health And Safety Awareness Campaign•<link•doesn’t•work•http://www.wsib.on.ca/wsib/wsibsite.nsf/Public/healthsafetycampaign06>•

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What is The Blues? Lesson 1 Grade 7 Music

Minds On Pause and PonderWhole Class ➔ Setting The Blues ContextRead aloud•a•short•text•or•excerpt•that•introduces•the•historical•period•when•The•Blues•were•popular•and•gives•some•insight•into•the•culture.•In•a•Think-Pair-Share,•students•share•one•interesting•item•from•the•story•with•an•elbow•partner.•Volunteers•then•share•with•the•whole•group.•They•summarize•orally•and/or•in•writing•what•the•story•tells•them•about•the•origins•of•and•influences•on•The•Blues.••As•students•hear•a•recording•of•12-bar•Blues•with•lyrics,•they•listen•for•the•layers•of•rhythm•and•for•the•rhythm•of•the•words.•Note•that•the•rhythm•of•the•words•will•be•a•building•block•in•the•writing•of•their•own•lyrics•and•melodies.•Play•the•recording•two•or•three•times.•Students•clap•each•rhythm•they•hear.•Explain•the•unit’s•performance•task•–•writing•their•own•Blues•melody•and•lyrics.•Point•out•that•the•‘Minds•On’•activities•reflect•the•Challenging•and•Inspiring•stage•of•the•Creative Process (see The Arts, Grades 1-8,•2009,•pp.•19-22)•they•will•undertake•in•the•performance•task.•Begin•to•build•an•anchor chart•of•the•Creative•Process•by•posting•the•relevant•section•of•the•Creative•Process•diagram.

QuickTip•Listening Guide, K-W-L, Ponder and Pass QuickTip•Display•lyrics•on•an•overhead•if•difficult•to•distinguish•in•the•recording.

•Use•a•traffic light assessment•strategy•to•assess•students’•confidence•and•clapping•accuracy.•QuickTip•Use echoing,•i.e.,•clap•a•rhythm•for•students•to•clap•back•to•engage•active•listening•and•to•facilitate•the•comparison•that•leads•to•concept•attainment.

action! •

QuickTip•Use•the•audio•example•of•the•accompaniment•with•the•students•as•they•perform.QuickTip•Having•students•view•videos•of•appropriate•Public•Service•Announcements•(particularly•environmentally•related•ones)•would•help•establish•context,•form•and•purpose.•

•Monitor•group•work,•interacting•with•students•individually•or•in•small•groups,•as•necessary.•Provide•descriptive•verbal•feedback.•QuickTip•Working•with•rhyme•is•an•opportunity•for•interdisciplinary•extensions,•e.g.,•with•Language.

Whole Class ➔ Moving from Lyrics to FormUsing•echoing,•teach•students•the•lyrics•using•an•example•from•The Blues Resource List.•Have•students•focus•on•the•rhythm•of•the•words•by•chanting•or•singing•the•lyrics•on•the•first,•fourth•or•fifth•note•of•the•major•scale.•Once•the•students•can•chant•or•sing•the•lyrics,•they•perform•with•the accompaniment.As•a•transition•from•working•with•lyrics•to•form,•do•a shared reading•of•the•lyrics•for•The•Blues•sample,•focusing•on•the•12-bar•Blues•form.•Explain•how•the•singing•and•performing•of•the•lyrics•is•an•example•of•the•Exploring•and•Experimenting•stage•of•the•Creative•Process.•Post•that•section•of•the•diagram.•Small Groups ➔ Composing Lyrics on a ThemeStudent•groups•brainstorm•environmental•issues.•Students•write•one•issue•per•sticky•note,•and•after•3•minutes,•post•sticky•notes.•The•whole•group•collaboratively•clusters•notes,•discussing•which•seem•most•important,•how•they•might•group•them,•what•is•omitted.Give•students•a•scenario,•e.g.,•create•lyrics•for•a•public•service•announcement•about•an•environmental•issue.•In•pairs•or•individually,•students•use•the•AAB•12-bar•Blues•lyrical•form•to•inform•people•of•an•important•environmental•issue,•e.g.,•“Don’t•drive•your•car,•just•ride•your•bike!•Don’t•drive•your•car,•just•ride•your•bike.•If•you•don’t•listen,•baby,•the•ozone•might•take•a•hike!”•Students•present•their•lyrics•to•the•class•in•any•format•they•choose,•e.g.,•dramatizing•it,•singing•it,•adding•props.Tell•students•that•this•composing•activity•reflects•the•Imagining•and•Generating•stage•of•the•Creative•Process.•Post•this•section•of•the•Creative•Process•diagram•on•the•wall.

ConsolidationWhole Class ➔ Thinking about FormReview•what•students•have•learned•about•The•Blues•from•the•‘Minds•On’•and•‘Action!’•activities.•Use•Traffic•Light•to•check•for•understanding.•Facilitate•a•discussion•of•how•they•felt•composing•lyrics,•and•of•how•the•form•benefits•and•challenges•composers.Individual ➔ Reflecting on LearningDiscuss•the•purposes•of•the•Reflection Log Reflection Questions.•Students•use•the•Reflection Log Self-Assessement Checklist•to•self-assess•their•progress.•They•respond•to•the•Lesson•1•prompt•in•their•Reflection•Log•and•submit•as•an•Exit Card (Ticket out the Door).•Tell•students•that•this•reflection•activity•is•part•of•the Reflecting•and•Evaluating•stage•of•the•Creative•Process.•Post•this•section•of•the•creative•process•diagram•on•the•wall.

See Growing Success.QuickTip•A•mini-lesson•on•list•structure•(label,•related•items,•parallel•structure)•supports•literacy•learning.•

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Minds On …

Read-AloudA•Read-Aloud•is•a•planned•oral•reading•of•a•text•that•relates•to•the•topic•of•study.•Read-Alouds

•• share•the•joy•of•reading•and•create•a•shared•experience••• engage•students,•e.g.,•those•for•whom•narrative•is•an•entry•point••• build•background•knowledge••• model•fluent•reading,•e.g.,•phrasing,•pronunciation,•emphasis••• introduce•concepts••• increase•vocabulary••• build•listening•skills••• make•abstract•concepts•and•explanations•concrete••• expand•students’•familiarity•with•a•range•of•texts••• serve•as•a•springboard•to•other•learning•activities,•e.g.,•discussion,•writing,•hands-on•experiments.•

Suggestions•for•incorporating•Read-Alouds•into•instruction:•• rehearsing•reading•aloud•text•to•maximize•fluency•and•expression••• introducing•the•story•by•title,•author,•and•topic••• creating•an•atmosphere•conducive•to•listening••• pre-planning•the•focus•of•instruction,•i.e.,•the•purpose•for•reading•aloud•that•particular•text••• pre-planning•open-ended•questions•to•stimulate•imagination•and•critical•thinking••• sharing•illustrations••• controlling•the•pace•so•that•students•can•absorb•what•they’re•hearing••• encouraging•students•to•make•connections•to•their•own•knowledge•and•experience•by•talking•about•the•text•

after•the•reading.

This•is•an•opportunity•to•discuss•how•to•evaluate•the•authority•and•credibility•of•information•sources•-•an•important•critical•thinking•skill.•

See•also Think Literacy Cross-Curricular Approaches, Grades 7-12,•Introduction to Reading Strategies,•p.•7.

Think-Pair-ShareBennett•and•Rolheiser•(2001)•describe•Think-Pair-Share•as•“one•of•the•simplest•of•all•the•tactics”•(page•94).•As•pointed•out• •by•Bennett•and•Rolheiser•and•Think•Literacy•(page•152),•students•require•skills•to•participate•effectively•in•Think-Pair-Share:

•• active•listening••• taking•turns••• asking•for•clarification••• paraphrasing••• considering•other•points•of•view••• suspending•judgement••• avoiding•put-downs

These•skills•can•be•modelled•and•explicitly•taught.•During•group•work,•teachers•can•provide•oral•feedback•and•reinforce•expectations.•See•Think Literacy Cross-Curricular Approaches, Grades 7-12,•pages•152-153.•

Bennett,•Barrie,•and•Rolheiser,•Carol•(2001).•Beyond Monet: The artful science of instructional integration.•Ajax,•ON:•Bookation.

EchoingThe•teacher•calls•out•a•section•of•the•text/melody/song•and•students•repeat•it•by•echoing•it•back.•

Traffic LightSee•Differentiated Instruction Assessment Cards, Assessment, Evaluation and Reporting.•Develop•this•strategy•as•a•classroom•routine•to•obtain•information•about•understanding•immediately•and•efficiently•from•students.• •See•Listening Guide.•

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Minds On …

What is The Blues? Lesson 1 Grade 7 Music

K-W-L (I Know-I Want to know-I Learned)The•Know-Want•to•Know-Learned•strategy•(Ogle,•1986)•is•linked•to•the•before,•during,•and•after•framework.•KWL•is•a•generative•strategy•that•structures•thinking•processes.•

The•“Know”•column•prompts•students•to•activate•and•inventory•prior•knowledge.•It•can•be•completed•individually•or•collaboratively.

The•“Want•to•know”•column•prompts•students•to•generate•inquiry•questions•that•provide•a•purpose•for•reading.•This•provides•an•opportunity•to•anticipate•learning,•to•focus•on•inquiry•as•a•habit•of•mind,•and•to•learn•about•and•practise•posing•effective•questions.•Learning•about•questions•can•be•scaffolded,•e.g.,•by•working•with•the•categories•of•Bloom’s•taxonomy•or•by•providing•question•words,•question•prompts,•or•a•question•matrix.•These•scaffolds•could•be•posted•in•the•classroom•as•anchor•charts.•

The•“Learned”•column•prompts•students•to•summarize•and•consolidate•their•learning.•K-W-L’s•can•be•completed•individually•or•collaboratively.

K-W-L•Variations•include:••• reconfiguring•the•usual•3-column•organizer•as•a•3-part•square,•with•“Know”•across•the•top•and•“Want•to•Know”•

and•“Learned”•juxtaposed•beneath•• adding•columns,•e.g.,•“Future”•(“How•I•will•apply•this•learning•in•the•future”).

Link•to•prior•learning•by•connecting•the•activity•in•today’s•lesson•to•previous•use•of•the•K-W-L•strategy.•Doing•so•explicitly•helps•students•recognize•how•the•thinking•structure•in•the•strategy•transfers•to•other•situations,•a•critical•aspect•of•becoming•a•self-directed•and•self-regulated•learner.•

The•K-W-L•strategy•reflects•key•Literacy•GAINS•parameters,•e.g.,•exposing•and•evoking•students’•thinking•in•order•to•respond•with•appropriate•levels•of•challenge•and•support.•The•strategy•also•supports•an•inclusive•classroom•environment•and•differentiated•instruction•by•permitting•a•range•of•access,•or•entry•points•for•students•along•a•continuum•of•difficulty,•depending•on•the•questions•asked.•

Anchor ChartAn•anchor•chart•summarizes•and•displays•for•reference•essential•information•on•fundamental•topics,•e.g.,•strategies•for•active•listening,•collaborative•learning•skills,•audience•and•performer•behaviours.• •

Because•an•anchor•chart•is•a•strategy•for•capturing•students’•voices•and•thinking,•it•is•co-constructed•by•the•teacher•and•students.•By•making•students’•thinking•visible•and•public,•anchor•charts•“anchor,”•or•stabilize•and•scaffold•classroom•learning.•Anchor•charts•should•be•developmentally•appropriate•and•clearly•focused,•accessible,•and•organized.

Ponder and PassThis•low-risk•strategy•accesses•students’•prior•knowledge.•See•Differentiated Instruction Cards,•Ponder and Pass.

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action!

Accompaniment The•accompaniment,•based•on•the•12-bar•Blues•form,•uses•the•first,•fourth,•and•fifth•notes•of•the•scale.•The•chords•are•built•on•these•notes,•which•are•the•roots•of•the•chords.•See•pdf•files,•below,•that•show•the•root•notes•for•a•variety•of•instruments.•See•also•a•bass•audio•file•that•can•assist•teachers•with•the•accompaniment.• ••

•• Alto saxophone 12-Bar Blues Form•• Bass 12-Bar Blues Form•• Bells 12-Bar Blues Form•• Cello 12-Bar Blues Form•• Clarinet, trumpet, B flat instruments 12-Bar Blues Form•• Flute, oboe 12-Bar Blues Form•• Full band 12-Bar Blues Form •• Guitar 12-Bar Blues Form •• Horn in F 12-Bar Blues Form•• Strings 12-Bar Blues Form•• Tenor Sax 12-Bar Blues Form •• Trombone, baritone, bassoon 12-Bar Blues Form•• Tuba 12-Bar Blues Form•• Viola 12-Bar Blues Form •• Violin 12-Bar Blues Form•• Vocal soprano record of 12-Bar Blues Form

Shared ReadingIn•primary•grades,•shared•reading•is•an•approach•in•which•the•teacher•and•students•collaboratively•read•aloud•a•text.•Usually•the•text•is•enlarged•and•visible•to•all•students,•and•the•teacher•models•reading•and•thinking•aloud•with•input•from•students.•This•approach•can•be•adapted•to•smaller•groups•and•to•older•readers.•Shared•reading•transitions•students•from•teacher•modeling•to•guided•and•independent•practice.•See•Strategy Implementation Continuum.•

Brainstorming Brainstorming•is•an•intense•problem-solving•strategy•used•by•creative•teams•that•rapidly•generates•ideas•without•editing•or•evaluating•them.

What is The Blues? Lesson 1 Grade 7 Music

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Consolidation

Reflection LogStructured•reflection•enables•students•to•think•back•on,•articulate,•and•consolidate•their•learning.•Encourage•students•to•revisit,•re-evaluate,•and•revise•their•thinking•as•their•understanding•deepens•throughout•the•unit.•

Question Prompts•• What•is•my•first•impression?••• Of•what•does•this•work•remind•me?••• What•do•I•like•or•not•like•about•what•I•hear?••• How•does•what•I•hear•make•me•feel?••• What•do•I•find•interesting•about•what•I•hear?•• What•puzzles•me•about•what•I•hear?••• What•do•I•visualize?•

Self-Assessment ChecklistThe•Self-Assessment•Checklist•helps•students•develop•and•refine•their•skills•in•self-assessment.•Suggestion:•Students•could•use•green,•yellow,•and•red•sticker•dots•to•indicate•their•degree•of•understanding•and•comfort•with•content•and•skills.•

Growing•Success•underlines•the•importance•of•self-assessment•in•the•classroom:“The•emphasis•on•student•self-assessment•represents•a•fundamental•shift•in•the•teacher-student•relationship,•placing•the•primary•responsibility•for•learning•with•the•student.•Once•students,•with•the•ongoing•support•of•the•teacher,•have•learned•to•recognize,•describe,•and•apply•success•criteria•related•to•particular•learning•goals,•they•can•use•this•information•to•assess•their•own•and•others’•learning.•Teachers•help•students•develop•their•self-assessment•skills•by•modelling•the•application•of•success•criteria•and•the•provision•of•descriptive•feedback,•by•planning•multiple•opportunities•for•peer•assessment•and••self-assessment,•and•by•providing•descriptive•feedback•to•students•about•the•quality•of•their•feedback•to•peers.”•(p.•35)

The•Self-Assessment•Checklist•can•also•be•used•as•an•advanced•organizer•or•for•goal-setting,•and•in•tandem•with•the•Reflection•Log•as•prompts•for•reflection.•

Both•the•Reflection•Log•and•Self-Assessment•Checklist•support•development•of•metacognitive•skills.• •See•Metacognition Guide.•

The•Self-Assessment•Checklist•and/or•Reflection•Log•are•submitted•as•an•Exit•Card•at•the•end•of•the•lesson.•

Assessment as Learning “Teachers•engage•in•assessment•as•learning•by•helping•all•students•develop•their•capacity•to•be•independent,•autonomous•learners•who•are•able•to•set•individual•goals,•monitor•their•own•progress,•determine•next•steps,•and•reflect•on•their•thinking•and•learning.”(Growing Success,•p.•28)

“Students’•interest•in•learning•and•their•belief•that•they•can•learn•are•critical•to•their•success.•After•reviewing•the•impact•of•testing•on•students’•motivation•to•learn,•Harlen•and•Deakin•Crick•(p.•203)•recommended•the•use•of•assessment•for•learning•and•as•learning•–•including•strategies•such•as•sharing•learning•goals•and•success•criteria,•providing•feedback•in•relation•to•goals,•and•developing•students’•ability•to•self-assess•–•as•a•way•of•increasing•students’•engagement•in•and•commitment•to•learning.”•(p.•29)

Exit CardSometimes•referred•to•as•a•“ticket•out•the•door”,•teachers•use•this•strategy•to•gather•information•about•students’•understanding•and•to•assess•their•readiness•to•move•on•to•the•next•concept•or•lesson.• •See•DI Cue Cards,•Exit Card.

Provide•individual•feedback•on•clarity,•accuracy,•and•completeness•of•responses,•as•these•criteria•support•later•self-assessment•writing•to•take•a•stand.• •

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The 12-Bar Blues Form (The Accompaniment)Alto Saxophone, Baritone Saxophone

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12-Bar Blues Form (The Accompaniment)Bass

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The 12-Bar Blues Form (The Accompaniment)Bells

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12-Bar Blues Form (The Accompaniment)Cello

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The 12-Bar Blues Form (The Accompaniment)Bb Clarinet,Bb Bass Clarinet, Bb Trumpet, TC Baritone

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The 12-Bar Blues Form (The Accompaniment)Flute, Oboe

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44

..

..

..

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..

Flute

Oboe

Clarinet in Bb

Bass Clarinet

Alto Sax.

Tenor Sax.

Baritone Sax.

Bassoon

Horn in F

Trumpet in Bb

Trombone

Baritone

Tuba

Bells

wI

wI

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The 12-Bar Blues Form (The Accompaniment)

& # 44 wI

wI

wI

wI

& #5 w

IV

wIV

wI

wI

& # ..9 w

V

wIV

wI

wI

12-Bar Blues Form (The Accompaniment)Guitar

L I t E r aC y G a I n s T r a n s f o r m i n g i n s T r u c T i o n a L P r a c T i c e s u P P o r T s – g r a d e 7 m u s i c • 14

& b 44 wI

wI

wI

wI

& b5

wIV

wIV

wI

wI

& b ..9 w

V

wIV

wI

wI

The 12-Bar Blues Form (The Accompaniment)Horn in F

L I t E r aC y G a I n s T r a n s f o r m i n g i n s T r u c T i o n a L P r a c T i c e s u P P o r T s – g r a d e 7 m u s i c • 15

&

B

?

?

##

##

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44

44

44

44

Violin

Viola

Cello

Bass

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&

B

?

?

##

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Vlc.

Cb.

5

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12-Bar Blues Form (The Accompaniment)

&

B

?

?

##

##

##

##

44

44

44

44

Violin

Viola

Cello

Bass

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wI

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wI

wI

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&

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##

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Vlc.

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12-Bar Blues Form (The Accompaniment)

L I t E r aC y G a I n s T r a n s f o r m i n g i n s T r u c T i o n a L P r a c T i c e s u P P o r T s – g r a d e 7 m u s i c • 16

& 44 wI

wI

wI

wI

&5 w

IV

wIV

wI

wI

& ..9 w

V

wIV

wI

wI

The 12-Bar Blues Form (The Accompaniment)Tenor Saxophone

L I t E r aC y G a I n s T r a n s f o r m i n g i n s T r u c T i o n a L P r a c T i c e s u P P o r T s – g r a d e 7 m u s i c • 17

? bb 44 wI

wI

wI

wI

? bb5 w

IV

wIV

wI

wI

? bb ..9 w

V

wIV

wI

wI

The 12-Bar Blues Form (The Accompaniment)Bassoon, Trombone, Baritone

L I t E r aC y G a I n s T r a n s f o r m i n g i n s T r u c T i o n a L P r a c T i c e s u P P o r T s – g r a d e 7 m u s i c • 18

? bb 44 wI

wI

wI

wI

? bb5

wIV

wIV

wI

wI

? bb ..9

wV

wIV

wI

wI

The 12-Bar Blues Form (The Accompaniment)Tuba

L I t E r aC y G a I n s T r a n s f o r m i n g i n s T r u c T i o n a L P r a c T i c e s u P P o r T s – g r a d e 7 m u s i c • 19

B ## 44 wI

wI

wI

wI

B ##5 w

IV

wIV

wI

wI

B ## ..9 w

V

wIV

wI

wI

12-Bar Blues Form (The Accompaniment)Viola

L I t E r aC y G a I n s T r a n s f o r m i n g i n s T r u c T i o n a L P r a c T i c e s u P P o r T s – g r a d e 7 m u s i c • 20

& ## 44 wI

wI

wI

wI

& ##5

wIV

wIV

wI

wI

& ## ..9

wV

wIV

wI

wI

12-Bar Blues Form (The Accompaniment)Violin

L I t E r aC y G a I n s T r a n s f o r m i n g i n s T r u c T i o n a L P r a c T i c e s u P P o r T s – g r a d e 7 m u s i c • 21

& 44

Vocal, Soprano Recorder, Orff

wI

wI

wI

wI

&5

wIV

wIV

wI

wI

& ..

Vocal: Sing the numbers.

9

wV

wIV

wI

wI

12-Bar Blues Form (The Accompaniment)

L I t E r aC y G a I n s T r a n s f o r m i n g i n s T r u c T i o n a L P r a c T i c e s u P P o r T s – g r a d e 7 m u s i c • 22

L I t E r aC y G a I n s T r a n s f o r m i n g i n s T r u c T i o n a L P r a c T i c e s u P P o r T s – g r a d e 7 m u s i c

I’ve Got The Blues!Reflection Log

Self-Assessment•Checklist

Name: – –––––––––––––––––––––––––––––––––––––––

•• Indicate•progress•with•a•coloured•sticky•dot•(beginning-•red;•approaching•-•yellow;•achieving•-•green).•• Update•progress•on•learning•goals•throughout•the•unit.

When you have completed this log, hand it in to your teacher.

Lesson Learning Goals Progress Dots1 I•can•identify/sing•and/or•play•a•rhythm.

I•can•write•my•own•lyrics•in•an•AAB•form.

I•am•playing•/singing•my•notes•accurately.

2 I•can•identify•scale•degrees•I•IV•and•V•and•play•them•in•the•context•of•the•blues•progression.

I•can•play/sing•the•first•5•notes•of•the•major•scale.

I•can•identify/sing•and/or•play•I•IV•V•in•a•scale.

3 I•can•improvise•using•3•notes•with•a•Jazz•rhythm.

I•have•explored•various•rhythms•in•my•improvisations.

I•am•beginning•to•use•articulation•that•is•stylistically•appropriate•to•the•Blues•form.

4-7 I•have•tried•improvising•using•all•the•notes•of•the•Blues•scale.

I•know•the•12-bar•Blues•form.•Write•form•in•Roman•numerals•on•the•line.••

___________________________________________________

I•know•the•notes•(I,•IV,•V)•on•my•instrument•in•12-bar•Blues•form.•Write•form•in•note•names•for•

your•instrument•on•the•line.__________________________________________________

I•wrote•2•bars•of•melody•and•it•was•checked•by•__________________••(partner).

I•wrote•8•bars•of•melody•and•it•was•checked•by•__________________•(partner).

I•wrote•12•bars•of•melody•and•it•was•checked•by•__________________•(teacher).

L I t E r aC y G a I n s T r a n s f o r m i n g i n s T r u c T i o n a L P r a c T i c e s u P P o r T s – g r a d e 7 m u s i c

I’ve Got The Blues!Reflection LogReflection•Questions

Name: – –––––––––––––––––––––––––––––––– Date: -------------------------

Lesson 1: What is the Blues?

• 1.•List•at•least•three•descriptions•or•explanations•that•would•help•someone•understand•what•the•Blues•is.

• 2.• •List•some•benefits•and•challenges•of•using•a•strict•structural•form•like•the•12-bar•Blues•when•composing..

Benefits:

Challenges: