March 31, 2014
Grade 7 Goals: This week our goals are to continue to demonstrate an understanding of the elements of music through listening and performance, and become familiar with the sound of the blues.During the first class of the week, students will discuss what they know about the blues, and listen to an example of a blues song:
"Gimme One Reason"
"I Can't Quit You, Baby"
They will watch 2 videos on youtube which introduce the Blues:
What Is The Blues
Nothing But the Blues part 1
After listening to a variety of blues songs, and looking at lyric examples such as "Flood Water Blues":
It’s been snowin’ forty days and nights, lakes and rivers begin to freeze.
It’s been snowin’ forty days and nights, rivers and lakes begin to freeze.
Some places through my old hometown, water ‘s up above my knees.
Storm begin risin’, and the sun begin sinking down.
Storm begin risin’, the sun begin sinking down.
I says, “Mother and Dad, pack your trunk. We ain’t safe here in this town.
When it lightnin’ my mind gets frightened, my nerves begin weakenin’ down.
When it lightnin’ my mind gets frightened, my nerves begin weakenin’ down.
And the shack where we was livin’ begin movin’ ‘round.
Women and children were screamin’, sayin’, “Mama why must we go?”
Women and children were screamin’, sayin’, “Lord, where must we go?”
“The floodwater have broke the levees and we ain’t safe here no more.”
And begin cloud as dark as midnight, keep raining all the time.
I say, “Oh, I wonder why the sun don’t ever shine?”
Some places through my old hometown, water ‘s up above my knees.
Storm begin risin’, and the sun begin sinking down.
Storm begin risin’, the sun begin sinking down.
I says, “Mother and Dad, pack your trunk. We ain’t safe here in this town.
When it lightnin’ my mind gets frightened, my nerves begin weakenin’ down.
When it lightnin’ my mind gets frightened, my nerves begin weakenin’ down.
And the shack where we was livin’ begin movin’ ‘round.
Women and children were screamin’, sayin’, “Mama why must we go?”
Women and children were screamin’, sayin’, “Lord, where must we go?”
“The floodwater have broke the levees and we ain’t safe here no more.”
And begin cloud as dark as midnight, keep raining all the time.
I say, “Oh, I wonder why the sun don’t ever shine?”
And the way it keeps rainin’ its drivin’ me out my mind.
Students will learn about the structure of the blues verse, (3 sentences which are in AAB form, sad/depressing topics, first person, all lines rhyme, each of the 3 sentences must last for 16 beats.)
Students will be given time to write their own blues lyric verse and practise chanting it for homework..
During the second class of the week, students will perform their lyrics and learn about the melody of the blues which uses the blues scale. Students will receive a blues scale sheet and compare the blues scale to the other scales they have learned. They will practise playing patterns using the blues scale notes. If time permits, students will review "Tempest" and play song 91 which uses a blues scale.
Homework: complete your blues lyric composing and practise chanting it in time, practise patterns using the blues scale, practise Tempest.
During the second class of the week, students will perform their lyrics and learn about the melody of the blues which uses the blues scale. Students will receive a blues scale sheet and compare the blues scale to the other scales they have learned. They will practise playing patterns using the blues scale notes. If time permits, students will review "Tempest" and play song 91 which uses a blues scale.
Homework: complete your blues lyric composing and practise chanting it in time, practise patterns using the blues scale, practise Tempest.
Grade 8 Goals:Students will be working on improving the tempo of "The Last Voyage of Queen Anne's Revenge" and will begin working in groups on their Incidental Music project which demonstrates an understanding of how the elements of music communicate mood.
During the first class of the week, students will rehearse the band arrangement of "The Last Voyage of Queen Anne's Revenge" focusing on increasing tempo. They will view the Incidental Music Videos one more time and form composing groups of 2-5 players. Student groups will discuss and agree upon the message, mood and musical elements they will use. They will receive a composing guide booklet and success criteria.
During the second class of the week, students will continue working in groups on their Incidental Music Project. Using the first 2-3 steps of the creative process as outlined in their booklets, students will get roles and decide upon a chord progression for their piece. They will begin to create their individual parts.
Homework: practise "Last Voyage of Queen Anne's Revenge", begin composing for your Incidental Music Project.
