Forward Plan for Expressive Arts: Music - Blues Music

Desired Outcome: I can sing and play music from a range of styles and cultures, showing skill and using performance directions and/or musical notation.

Level: Second Level (Scottish Curriculum)

Term: 1

Week 1: - Introduction to the concept of Blues music, its origins, and cultural significance. - Listening to and analyzing famous Blues songs, identifying key elements such as the 12-bar blues structure, call and response, and use of specific instruments. - Group discussion on the emotions and themes commonly expressed in Blues music.

Week 2: - Learning basic Blues chord progressions on the keyboard or guitar. - Practicing playing the 12-bar blues structure and experimenting with improvisation. - Introducing the concept of performance directions and discussing their importance in conveying musical expression.

Week 3: - Exploring different Blues styles and sub-genres, such as Delta Blues, Chicago Blues, and Jump Blues. - Listening to and analyzing examples of each style, identifying their unique characteristics. - Group activity: students form small bands and choose a Blues style to focus on for a performance.

Week 4: - Introducing musical notation for Blues music, including the use of chord symbols and lead sheets. - Learning to read and interpret simple Blues melodies and chord progressions from sheet music. - Practicing playing Blues melodies on various instruments, such as the keyboard, guitar, or harmonica.

Term: 2

Week 1: - Continuing to develop instrumental skills on chosen instruments, focusing on Blues techniques such as bending notes, slides, and vibrato. - Group performance: students showcase their progress by performing a Blues song in their chosen style.

Week 2: - Exploring the cultural and historical context of Blues music, including its roots in African-American communities and its influence on other genres. - Researching and presenting on famous Blues musicians and their contributions to the genre.

Week 3: - Collaborative songwriting activity: students work in groups to create their own Blues song, incorporating elements learned throughout the term. - Emphasizing the importance of storytelling and personal expression in Blues lyrics.

Week 4: - Finalizing the group Blues songs and rehearsing for a class-wide performance. - Reflecting on the learning journey and discussing the skills and knowledge gained throughout the unit. - Class performance: students showcase their original Blues songs, incorporating their instrumental skills, performance directions, and musical notation.

Assessment: - Ongoing formative assessment through observation of students’ participation, engagement, and progress in instrumental skills. - Summative assessment through the final performance of the group Blues songs, evaluating students’ ability to sing and play music from a range of Blues styles, showing skill and using performance directions and/or musical notation. - Self-reflection and peer feedback on individual and group performances to encourage self-assessment and growth.