April 28, 2014

April 28,  2014

Grade 7: This week's goal is to demonstrate an understanding of all of the components of the blues (lyrics, melody, harmony and walking bass) through performance.

During the first class of the week, students will practise performing solos, background and lyrics in groups. Students will be encouraged to perform blues solos for the entire 12 bars while others are playing the background using whole notes or word rhythm patterns like "baby", "don't you go" or "won't you come back". 

During the second class of the week, students will learn about the walking bass and take turns performing each part of the blues in a group of 3-4 players. The success criteria for their blues performance test on the blues will be shared.

Homework: Practise blues solo, harmony and walking bass.

Grade 8: This week's goals are to finish using the creative process to compose/perform incidental music, and to demonstrate an understanding of the elements of music through performance and composition.

During the first class of the week, students will be performing their incidental music compositions with their film for a mark. They will receive feedback from the class and teacher on their performance.

During the second class of the week, students will be tested on their performance of "Voyage of Queen Anne's Revenge".

Homework: Practise for assessments

April 21, 2014

April 21, 2014

Grade 7 Goals: Our goals for this week are to continue to demonstrate our understanding of the elements of music and the elements of the blues through discussion, writing and performance.

During our first class of the week, students will complete their quiz on the elements of music. They will review the blues "ingredients" learned so far (melody/improvisation - using the blues scale, lyrics - chanting verses of words in time with the 12 bars of music, harmony - playing chord notes from the 12 bar blues chord progression) and put them together in a blues performance - first as a whole class and then in small groups. Students will explore performing the harmony part using word rhythms such as "baby:", "don't you go", etc.

During the second class of the week, students will be introduced to the last component of the blues which is the walking bass line. This steady "walking" of notes provides the forward movement or the "drive" for the blues. Students will be given a worksheet which outlines what they will play for each bar.

Homework: Review the elements of music for the final journal next week. Practise all of the blues performance elements: improvising a solo from the blues scale, playing harmony using word rhythms, playing the walking bass, chanting lyrics.

Grade 8 Goals: Our goals for this week are to complete the composing of our incidental music, which should add intensity and communicate a message/mood to the film selected. Students should practise their compositions and prepare to perform it for a mark next week.

During our first class of the week, students will review and revise music created with their group members, evaluating the following:

     1. Does the music works well with the timing of events in the film?

     2. Does the music communicate the message/mood intended?.

     3. Does the music last for 60-90 seconds or more?

     4. Do you use elements such as tempo, dynamics, articulation, to create meaning?

     5. Does it sound well learned/performed? 

During the second class of the week, students will review "Voyage of Queen Anne's Revenge" and complete their composing and rehearse their music with their groups in preparation for performances next week.

Homework: practise "Voyage of Queen Anne's Revenge" and your incidental music - focusing on expression such as dynamics, tempo, articulation, etc.

April 7, 2014

April 7, 2014

Grade 7 Goals: This week our goals are to expand upon our understanding of the blues. We will experiment with blues lyrics, blues melodies and blues harmonies. 

During our first class of the week, we will continue chanting lyrics for the blues which use the 12 bar form (each line of words must last for 4 bars or 16 beats). We will listen to additional examples of the blues:

Call It Stormy Monday by T-Bone Walker

The Thrill Is Gone - B. B. King

and students will be asked to find their favourite blues songs and email the link to Mr. Simmons, our teacher candidate: bluesexamples@gmail.com. 

We will play patterns using the blues scale to create melodies using this backup track on youtube: 
Blues Backup Track (slow) 
We will discover this scale's unique properties for improvisation. If time permits, we will move on to blues harmony and learn about the 12 blues chord progression.

During our second class of the week, students will focus on blues harmony, learning how to build chords and how these chords are used in each of the 12 bars of the "Delta" blues. Standard 12 bar "Delta" blues form uses the following chord progression, based upon the I or 1 chord, IV or 4 chord, I or 5 chord:

Roman Numerals                                             Numbers

I        I        I       I                                           1          1          1           1

IV     IV     I       I                                           4           4          4           4

V      IV     I       I (or V)                                 5           4          1            1 (or 5)

Homework: Find your favourite blues song! Practice improvising using one, two, three or more notes for 12 bars without stopping. Complete the Whole Note Blues worksheet.

Grade 8 Goals:

During our first class of the week, we will review "Voyage of Queen Anne's Revenge", and listen to examples of incidental music which have 3 layers: melody, harmony and rhythmic pattern:

Robin Hood Theme (begins with rhythm, then adds harmony, then adds melody)

Terminator (begins with harmony, then adds rhythm, then adds melody)

Dark Knight Theme (begins with rhythm, then adds harmony, then adds melody)

Oblivion M83 Waking Up (begins with harmony, then adds rhythm, then adds melody)

James Bond Theme (begins with rhythm and harmony, then adds melody)

 Students will work to complete steps 1,2, and 3 of the creative process in creating their own incidental music. We will revisit the procedure for composing with chord notes and passing notes for our incidental music project. Students will apply this knowledge when creating their melody, harmony or rhythmic support part for their group. They will be given time to compose and rehearse together.

During our second class of the week, students will continue on step three of the creative process to complete the first section of their composition and practise it together.

Homework:  complete the first section of your incidental music and perform it expressively.