Newlands School Music Department…



Newlands School Music Department…

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The Blues

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Year 9

KS3 Unit 10

Target from last topic:

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Blues

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The Blues is a style of music from America. It started in the days when black people were chained slaves, working in the cotton fields. It is very difficult to give an exact date for when it first began, because…

a) it started in different parts of America at different times, and

b) later it was usually performed in churches where it was improvised and not written down

…but it was roughly the end of the nineteenth/early twentieth century.

Blues is a combination of the African rhythmic call and response music (brought over to America by the slaves), European Hymn-style music (brought over by European settlers) and pre-existing American folk music (e.g Ragtime).

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It is therefore a fusion style – music resulting from a combination of cultures.

Blues derives from the songs of the slaves, sang whilst working in the cotton fields, telling of their hardship and longing for freedom. Nowadays the lyrics of Blues songs still have a sad and/or angry mood (although now often about love gone wrong, having no money etc.).

The songs were passed down by word of mouth, and therefore had to be kept simple. Nowadays this is reflected in the short 3-line verses of blues and the use of (essentially) just 3 chords.

12 Bar Blues in C major

|TWEET DATE |TEACHER FEEDBACK |MY RESPONSE |

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|TWEET DATE |TEACHER FEEDBACK |MY RESPONSE |

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Our Lyrics:

Verse 1

Verse 2

ENSEMBLE PERFORMANCE TASK

In groups, prepare a performance of a blues piece. Your piece should include the 12 bar blues, a walking bass, at least 2 verses of lyrics with improvisation at the end of each vocal line. You may include a swing rhythm on percussion as well.

PERFORMANCE ASSESSMENT OBJECTIVES

| AO1 – Technique |AO2 – Expression and Interpretation |

|MARK |MARK |

|DESCRIPTION |DESCRIPTION |

|SELF |SELF |

|TEACHER |TEACHER |

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|1 – 2 |1 – 2 |

|Insecure technical control. The music is beyond the current ability of the performer |Inconsistent tempo. Little dynamic contrast or attempt at phrasing. Limited communication |

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|3 – 4 |3 – 4 |

|Basic technical control. Generally secure and comfortably within the ability of the performer |Tempo inconsistent in places. Some dynamics and phrasing present. Sense of communication on occasions |

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|5 - 6 |5 - 6 |

|Convincing technical control. Music is within the ability of the performer. Good sense of contrast. |Consistent tempo. Frequent and appropriate use of dynamics and phrasing. Convincing communication |

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|AO3 – Accuracy and Fluency |AO4 – Challenge and Difficulty of Individual Part |

|MARK |MARK |

|DESCRIPTION |DESCRIPTION |

|SELF |SELF |

|TEACHER |TEACHER |

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|1 – 2 |0 |

|Several noticeable and obtrusive errors in pitch or rhythm. Fluency is compromised |An unchallenging part. Maybe untuned percussion or a few simple pitched notes |

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|3 – 4 |1 |

|Minor slips only or only 1 or 2 noticeable errors. Generally fluent and cohesive |Some challenge presented by the part. Tricky rhythms or keyboard skill required |

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|5 - 6 |2 |

|Largely accurate performance throughout. Very fluent. |A challenging part. Two-hands, many accidentals or leaps, difficult rhythms |

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TWEET OPPORTUNITY

|TWEET DATE |TEACHER FEEDBACK |MY RESPONSE |

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PEER ASSESSMENT FEEDBACK AND REFLECTION

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Standard 12 Bar Blues chord progression

|I |I |I |I |

|IV |IV |I |I |

|V |IV |I |V7 (I) |

|C |C |C |C |

|F |F |C |C |

|G |F |C |G7 (C) |

For a higher level, add a boogie rhythm to your chords...ask your teacher to show you how.

C pattern C pattern F pattern C pattern G pattern ½F pattern ½C pattern G pattern

1

1

1

1

G B D E

G major

1

1

1

1

1

F major

F A C D Eb D C A

1

1

1

1

1

C major

C E G A Bb A G E

Adding the Walking Bass

Writing blues lyrics

1st line

2nd line is the first line repeated

The Blues Scale

This is a special set of notes upon which Blues melodies and improvisations are based. The Blues scale is used in many types of music nowadays, especially rock music.

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Work out the letters and write them underneath.

Tasks

1. Learn to play the scale upwards (learn it 3 notes at a time)

2. Learn to play the scale downwards

3. Learn to play the scale upwards and downwards

4. Learn to play the scale all the way up and down the keyboard

5. Try playing the scale rhythmically up and down (1 octave) with the chords in your left hand.

Use the Blues Scale notes to improvise a little solo after each sentence of lyrics – creating call and response.

3rd line (rhymes)

|PEER ASSESSMENT FEEDBACK |

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|MY REFLECTIONS ON THE FEEDBACK I RECEIVED |

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