Cfamu757_FinalProject_Wk6_AmyBlock

Includes *Power Point for student presentation*The Rationale

*The Unit Scope and Sequence

Power Point to present to students during 9 week Unit on the Blues.

Includes 7 lessons on 46 slides.

(The Rationale and Scope and Sequence are in separate files.)

ICON KEY FOR THE FOLLOWING UNIT:

Source: http://schools.iclipart.com/ iclipart for schools

=The start of a new lesson = We will sing

=Musical Aspects

=Songs in textbook

=We will Discuss

=We will Journal

=We will listen

=Literature source=We will watch a clip

=We will watch a DVD

=Assessment

=Reminder

=Time allotted

=Business competition

The BluesUnit Introduction

Lesson 1 (Day 1)

What do you think of when you think of the blues? 3 min. (In at least 3 sentences, write what you think the blues are)

(2 min.) Discuss with a partner in your group what you wrote down.

( Teacher Compiles the collective list of ideas on white board)

IntroductionThe Blues

As histories began with the passing of oral traditions, (stories), music history is no exception.

The history of music includes many influences (people, places and events), as do all histories.

For the purpose of study, we will focus on a certain part of music history and explore the evolution of a certain musical style-The Blues.

This unit is meant for 5th grade and will last 1 quarter.

RationaleWhy study the blues?

The Blues as music connects emotions through a multicultural study. Its musical structure is a foundation of much of the music we listen to today and supports global connections to our curriculum.

The blues as culture fuses connections to the past and present and reflects the influences of America that developed our country.

The blues as multi-disciplinary study encompasses history, geography, social studies, math, language, business, art, and science.

The blues as requirement aligns with the Iowa Core and meets the National and MISIC standards of music which support the school’s learning initiatives through AIW. (Authentic Intellectual Work).

For the full rationale, and unit scope and sequence please visit our School’s website under Mrs. Block to elementary music-5th grade.

In This UnitWe will explore:

Music as American History, Geography, and Social Studies

Music as Science and Language

Music as Business and Art

Musical Elementswill include:

Timbre: Technique and lyric, a simple yet complex mix.

Form: A recognizable three chord, twelve bar structure, and three phrase verse that gives it identity.

Rhythm: A study of beat and syncopation.

Melody and Harmony: A study of “blue notes”.

Creation: of instruments, poem, song & movement

B.B. King and One Shoe BluesBy Sandra Boynton

*As you listen and watch, you may move (without sound) to the beat.

Book DVD: 4:40 (show on TV)

Source: http://www.amazon.com/One-Shoe-Blues-Sandra-Boynton/dp/0761151389

What did you hear?

Write down your thoughts about Your discussion and points you want to remember.

=approximately 3 minutes

Turn to a partner and discuss what you just watched.Think about the following as you converse:

1. The lyrics2. The voice3. The instruments4. Anything else you want to add about what you just watched and listened to.

5 minutes

Let’s Sing!

With time remaining we will practice singing!

“One Shoe Blues” by B.B. King and Sandra Boynton.

Musical aspects of Melody, form, timbre, and rhythm will be briefly addressed within the context of practicing.

=Approximately 15 minutes

The BluesAs American History, Language & Social Studies

Lesson 2 (days 2 & 3)

From Africa To America

A Listening example from the early 1900s

Field Hollers were an oral tradition that later became known as

Call and Response Songs

We will find examples of Call and Response Songs

In your text books.1. Page 214-217: “Ezekiel Saw De Wheel”, African American Spiritual Arr. by William Dawson

2. Page 246-247: “Good Mornin’, Blues”, by Huddie Leadbetter3. Page 331: “Free At Last”, African American Spiritual

=Approximately 20 minutes each of the 2 days

In the following songs, we will listen to the examples and briefly sing along.

A medley of plantation songs from the Library of Congress *Click on title above to link

Call and Response form was poetic. Poetry is a language filled with

metaphors.

Discuss with a partner what metaphors are.=3 min.

*As we take turns reading, think about what the

words and stories mean while you listen.

=Approximately 15 minutes each day

On Day 3, Write emotions you feel with the poems we have discussed.

Source: http://www.amazon.com/Roots-Blues-Celebration-Arnold-Adoff/dp/0547235542

The BluesAs Science and sound

Lesson 3 (day 4)

Early Blues in the Rural Delta

*Instruments

Listening Connection

Think back to lesson 1 when you heard B.B. King. Check your journal to see what you wrote What kind of instruments did you hear?

Discuss with your group the sounds you remember

Think about the songs we heard in lesson 2 The Call & Response songs we practiced What kind of instruments did you hear?

=Approximately 10 minutes to check and discuss.

Sounds of The Mississippi Delta

Today we will listen to songs from an early blues artist.

Robert Johnson CD (Slide technique) As you listen, pay close attention to the instrument.

“Cross Road Blues” by Robert Johnson

“Come On In My Kitchen” by Robert Johnson

Describe the sounds in your journal.Think about sound: pitch, rhythm,& tone color

=15 minutes to listen and write

Source: http://phobos.apple.com/WebObjects/MZStore.woa/wa/storeFront

Home-made Instruments

From your listening, what kind of instrument did you hear most?

Discuss in your group how you would make that instrument?

What materials would you need?

In this short You Tube video, Hawkeye Herman shows what you Might need and how you might create your own instruments.

For the remainder of class, make a list of materials You will need to create your instrument.

The materials have to be something you can find at home.*Remember to bring them to class next time.

You Tube video of Hawkeye HermanClick on title above to play

=3:40

Lesson 3 continued (day 5)

You have this class period to create your home-made instruments.

*For expectations, please follow the

Instrument Creation Rubric

on the following slide.

Rubric for Instrument creation

The BluesAs Social Studies and Geography

Lesson 4 (day 6)

Popular Music of the 20th Century,

How it came to be.

The Great MigrationA Journey to the North

=10 minutes to take turns reading

By Eloise Greenfield and Jan Spivey Gilchrist

Source: http://www.amazon.com/The-Great-Migration-Journey-North/dp/0061259217

Your Thoughts

Discuss 4 things with your group about migration1. Who are the people that migrated North?2. Why did people want/need to leave?

(Other reasons…Plantation machines)

3. What did they find when they arrived?4. What does this have to do with music?

(think about going from the sounds of Africa to the sounds of the Delta, where might the sounds of the Delta end up? Think about B.B. King)

In thinking about your discussion,

write your thoughts aboutMusic and Migration. What effect would geography and travel have

on music?=5 minutes to write

(Substantive conversations)=Allow 10 minutes

Song Break!

Let’s review B.B. King’s “One Shoe Blues”

Stand, stretch, move and sing!

=Approximately 5 minutes

“One Shoe Blues” by B.B. King & Sandra Boynton

Listen and Compare(Using The Graphic organizer hand out, choose 2 of the following artists to compare and contrast)

“I Be’s Troubled” by Muddy Waters

“Walkin’ Blues” by Robert Johnson”

“Respect” by Aretha Franklin

“Tears In Heaven” by Eric Clapton

“Revolution” by The Beatles

“Hound Dog” by Elvis Presley

Jot down things to remember while you listen to each selection.

Source for All CD Jackets: http://phobos.apple.com/WebObjects/MZStore.woa/wa/storeFront

Lesson 4 Continued (day 7)

Continue listening & journaling to selections in the previous slide.

Use The Graphic Organizer to compare and contrast 2 choices.Things to consider:

Voices (timbres, pitch, texture, rhythm,) Instruments (timbres, pitch, rhythm, texture) Musical form and style Lyrics (what do they tell us?)

= 35 min. Use this day as “catch up day to listen, read or finish instruments.

Artist Reports

Activities today: Group reading, writing, report sharing, short answer quiz on reports heard, and a summary of The Mississippi Blues Migration.

Lesson 4 Continued (Day 8)

The Blues SingersTen Who Rocked The World

by Julius Lester, Illustrated by Lisa Cohen.

Each group will choose an artist from this book to read about and report.

Each group will report information about the artist they read to The rest of the class during “group share time”.

*Jot down information as you listen to other reports to remember important points.

=shared 10 min. each group.

There will be a short quiz on your reports at the end of class.

http://www.amazon.com/The-Blues-Singers-Rocked-World/dp/0786804637Source:

The Musical Path of Migration

The Mississippi Blues TrailClick on the title to play

=4:30

*Who would like to come up andShow the migration path from The Delta to Chicago?

*Where are we in relation to that path?

End of class

*Can you name 3 musicians of“Popular” music in the 20th Century?

*using classroom map.

The BluesMusical Influences

(Form and Structure)

Lesson 5 (day 9)

Today we will be using our textbooks while delving into the musical structure of the blues.

We will be listening to & identifying blue notes, the I, IV, V chord

structure, the AAB lyrical text, and syncopation.

(Music as math)

Blues How Do You Do?Unit 6, Lesson 2 of text, p. 246-247

P. 246: “Good Mornin’, Blues” by Huddie Leadbetter, CD6:3, CD6:4

Procedure: 1st time: Listen and follow along

2nd time: Sing along with CD3rd time: follow the objectives in the lesson

Objectives: Raise hands to indicate measures with altered

pitches in a blues song.Discuss the AAB lyrical form of this song.Sing a jazz-style round with ostinato.Listen to recorded lesson: Discovering the Blues

Scale CD6:5

Let’s check for understanding:

*Use the bells to show your understanding of the blue notes and chord structure.

Can you find the I, IV & V notes of the scale?Where would the lowered third tone be?Where would the lowered seventh tone be?

“Free At Last” African American SpiritualCelebrations, Martin Luther king, Jr. day, in text: p. 330-331. CD8:11

Objectives:

Culture Connection

Analyze expressive speech.

Use call-and-response form and discuss the song.

Listen for and identify the change in chords by showing fingers for the I chord, the IV chord and the V chord.

Identify the syncopation in the first section of the song. On which word(s) does the syncopated rhythm occur? Which main beat does the syncopation occur?

Demonstrate an example of syncopation by claps.

Demonstrate syncopation on a drum. (play a 4 beat measure with syncopation occurring on count 2)

Procedure: Listen, follow along with CD, Sing along, Follow Objectives.

Creative Juices

Using the remainder of class time, break into your groups and use your homemade instruments to improvise your own creations of rhythm.

Choose someone in your group to play the bells following the blue note scale.

HAVE FUN!

The BluesAs Language, Poetry and Song

Lesson 6 (days 10 & 11)

Using the next 2 class periods, we will explore the structure of AAB verse by creating

original poems and performing them with the accompaniment of our own instruments.

*Divide into your groups and choose a recorder toWrite your poem.

*For Expectations, use the performance project assessment rubric.

Performance Project AssessmentRubric

Communicating Emotion

As you brainstorm, think of a theme that will enable you to display an emotion. (The emotion can be happy, sad, celebratory, loss or any emotion of your choosing). Be sure to choose appropriate words that represent those emotions.

As you write, count syllables that will match beats in 12 bars: 4 bars for each line of verse. (AAB).

Once you are satisfied with the text you have created, decide which of your homemade instruments will accompany the text and how they will be arranged. (Who will play what rhythms when).

Decide who will speak or sing the poem for the performance.

PRACTICE!

Performance and Recording

When you feel that your group has prepared and practiced “enough”, and you are satisfied with the quality along with checking the rubric to make sure

you’ve met the expectations for performance, prepare to be videotaped

and enter the performance room.

*After you have finished recording your performance, Please think of 3 questions you would ask a famous artist/group if you were to interview them. Write your questions on a sticky note and hand it in before you leave.

*Ticket out on day 11:

The BluesAs Business, Art & Culture

Lesson 7 (days 12, 13 & 14)A Commercialism and Consumer Experiment with global connection

We will use the last three days of our Blues Unit to form an understanding and

appreciation of the recording industry in America. How the industry influences artists

and audiences and visa versa.

ROLE PLAY (1) day 12

Each group will represent themselves as band-artists and use the video taped performances in lesson 6 to represent themselves as a group. They will be trying to sell themselves to a record company.

Things they will need to do: (Create an identity) Develop a look and a style Think of a name for the group Use ad campaign signs and slogans to market yourself Think of a mysterious story about how the group came together Represent their chosen style with their video performance Perform Live Answer interview questions (compiled from lesson 6) in a way that

represents identity

The goal is to attain as many audience members as possible to be chosen by record companies.

AS ARTISTS

ROLE PLAY (2)

Each Group will take turns playing the part of a record company. They will be trying to acquire the most artists that attract the most audience.

Things they will need to: (Make Money to pay artists and themselves)

come up with a logo, slogan and a musical style that they represent and want to “sell”.

The goal is to make more money than the other record companies by acquiring the artists with the most audience.

.

AS RECORD COMPANIESDay 13

ROLE PLAY (3)As Audience/Consumers

Groups will divide into individuals and take turns going to different “concerts” (taped videos and live performances). You will each get 3 coins.

As a consumer, you are giving yourself an identity by your choices of who you like the most.

You will need to chose the band that connects the most with your own emotions.

You will pay the top 3 bands that you like the most- 1 coin each.

Your goal is to keep the music that you like “alive”

Day 14

*We will watch our recorded video performances today.

THE COMPETITION

The artist will collect the coins from the audience.

The record companies will choose the artists with the most coins, as long as the artist WANTS to be represented by the company—It has to connect with the company by slogan through emotion.

The bands that do not get chosen by the record companies come up with a creative story of how they live out the rest of their lives. They become extra audience members with 1 coin each to give to the remaining band that they like the most.

The record companies that acquire the most money from the artists they represent pay all their money to the artist that earns them the most coins.

The winning artists must do another live performance to decide the competition. The Artist with the most coins at the end of the live competition “wins”...Their music has “survived” and will endure.

Day 14

Evaluation (day 15)

In thinking about our mock recording industry, discuss with your groups the meaning of “image” and “identity”. How did you feel as an artist, as an audience, and as a record company? Who had the power and when? What about Copyright then and now?

How is identity important in music?

How is music important in culture?

How do you identify with the music that you listen to?

What does it tell you about yourself, if anything?

Please journal for the remainder of class about what you learned from this Blues Unit.

*Music selections from the unit will be playing in the background.

(Substantive Conversations)=20 min.

=20 min.

The Blues Reflection on the Unit

*Sharing journals

*How does the music you listen to relate to the blues?

*Are there any local artists in our area that perform the blues? (Chad Elliot?)

What have you learned by studying the blues?

How has studying the blues affected the way you listen?

*What was your favorite part of studying the blues?

Sources for this Power Point

Adoff, Arnold, and R.Gregory Christie. 2011. Roots and Blues: A Celebration. New York: Clarion Books.

Boyer-White, R., Campbelle-duGard, M., de Frece, R., Goodkin, D., Henderson, B.M., Jothen, M.,. . . Rawlins, I. 1995. Share the Music. New York: Macmillan/McGraw-Hill School Publishing Company.

Boynton, Sandra. 2009. One Shoe Blues. New York: Workman Publishing Company, INC.

Greenfield, Eloise, and Jan Spivey Gilchrist. 2011. The Great Migration: Journey To The North. New York: Harper Collins Publishers.

Haydn Quartet. Library of Congress, (1902). Medley of plantation songs ([Pre-matrix B-]1416/M-2). Retrieved from Victor 1416 website:http://www.loc.gov/jukebox/recordings/detail/id/7845

Herman H. (2008, March 11 2008). You tube. Retrieved from http://www.youtube.com/watch?v=QACNBlPYKEw

Iclipart. (2012). Retrieved from http://schools.iclipart.com/

ITunes, (n.d.). Itunes storefront. Retrieved from http://phobos.apple.com/WebObjects/MZStore.woa/wa/storeFront

Lester, Julius, and Lisa Cohen. 2001. The Blues Singers: Ten Who Rocked The World. New York: Hyperion.

Mississippi blues trail. (05 N). Retrieved from http://www.msbluestrail.org/index.aspx

Discography

African American Spiritual, Ezekiel Saw de Wheel. (1995). Grade 5 Share the Music [CD]. 5:11. Macmillan-McGraw-Hill School Publishing Company, Sony Music Entertainment Inc., Centaur Records, Inc.

African American Spiritual, Free At Last. (1995). Grade 5 Share the Music [CD]. 8:11. Macmillan-McGraw-Hill School Publishing Company. New York: Columbus

Clapton, Eric. (2007). Complete Clapton [CD]. Polydor Ltd. (UK). Reprise Records.

Franklin, Aretha. (1985) [1967]. 30 Greatest Hits [CD]. Atlantic Recording Corp.

Johnson, Robert. (1997) [1936]. King of the Delta Blues [CD]. New York: Columbia/Legacy.

Leadbetter, Huddie. (1995). Grade 5 Share the Music [CD]. 6:3. Macmillan-McGraw-Hill School Publishing Company, Sony Music Entertainment Inc., Centaur Records, Inc.

Presley, Elvis. (2007). The Essential Elvis Presley [CD]. Sony Music Entertainment.

The Beatles. (2010) [1973]. The Beatles 1967-1970 (The Blue Album) [CD]. EMI Records Ltd.

Waters, Muddy. (1993). The Complete Plantation Recordings [CD]. Geffen Records.

Graphic organizer hand out used:

(Rubrics and Graphic Organizer used in this PPT, Created with Microsoft Word, 2008)