6th+grade+blues

This lesson is an introduction to chord-building and the 12-bar blues progression. It uses Boomwhackers to accompany the song "Wipe Out," which uses a 12-bar progression in C. My students had a great time with this lesson and especially loved being able to play along to a familiar song.

Primary focus : 12-bar blues structure, identification, and performance

Lesson Length: 40 min

Behavioral Learning Objective: By the end of the lesson, students will be able to build I, IV, and V7 chords in the key of C, use those chords to construct a 12-bar blues form chart (shown on exit tickets), and perform the pattern on Boomwhackers to accompany the song "Wipe Out"

Type of Assessment: Summative, Informal

Assessment: Student-assisted evaluation of chord-building, exit ticket for 12-bar blues form

Materials: Boomwhackers (at least 2 sets), recording of "Wipe Out," white board in front of class

Sequence & Duration of Activities: 5 - Using the white board, explain that chords are built by skipping every other note. If one starts on a line, the rest are on lines (same for spaces). Write a middle C and ask students to give the following notes in the chord by name.

5 - Repeat this chord building process, but this time with solfege (staying in C). Have students come to the board and identify the solfege of I, IV, and V7 chords.

10 - Draw a 12-bar blues progression on the board (no pivot chord) and explain its use and commonality. Play them on the piano for the students to hear them in progression. Then play the recording of "Wipe Out" and follow the pattern. Then play it again and have students hold up chord numbers on their fingers along with the song.

5 - Bring out the Boomwhackers and arrange them in scale order if the are not already so. Ask for student volunteers to come up and select the proper pitches for I, IV, and V7 chords. These students will then select others to assist them with each chord once they have built it.

10 - Begin the recording again and have the students play the Boomwhackers in relation to the chords. Play steady quarter-notes during the chorus, and listen to line up the chord hits during the drum solo. Give direction for a few runs, then see if students can do it by listening. Rotate students through until everyone has played.

5 - Erase the board and use the rest of class time for 12-bar blues exit tickets.

Teacher Effectiveness Reminders: Use varying ways to describe chord-building for students who may be struggling initially (emphasis on solfege, patterns, etc.)