12+Bar+E+Blues+General+Music

|| White board, marker, guitar, amp, xylophones, mallets. ||
 * [[image:file:///Users/skylerreising/Library/Caches/TemporaryItems/msoclip/0clip_image001.png width="542" height="7"]] ** Teacher Name: ** || Skyler Reising || ** Date: ** || 10/9/09 ||
 * ** Subject/Grade: ** || 3rd, 4th, and 5th Grade General Music ||
 * ** Concepts/Skills/Values: ** || Improvisation, Singing, and Form ||
 * National Standards (check all that apply): **
 * ** x ** || ** 1. Sing ** || ** x ** || ** 2. Play ** || ** x ** || ** 3. Improvise ** || ** x ** || ** 4. Compose/Arr. ** || ** x ** || ** 5. Read/Notate ** ||
 * ** x ** || ** 6. Listen ** || ** x ** || ** 7. Evaluate ** || || ** 8. Related Arts ** || ** x ** || ** 9. History/Culture ** || || ||
 * ** x ** || ** 6. Listen ** || ** x ** || ** 7. Evaluate ** || || ** 8. Related Arts ** || ** x ** || ** 9. History/Culture ** || || ||
 * ** Behavioral **
 * Learning **
 * Objectives: ** || Using xylophones, the students will be able to improvise melodies over 12 bar blues in E. The students will also collaborate on the creation of their own blues song. Students should perform their melodies using steps, skips, rests, and repetition. ||
 * ** Materials: **
 * ** Sequence of **
 * Activities and Assessment: **

|| 1) To warm up, have the students sing vocal echoes using the E blues scale. 2) I will have the 12 bar blues form with bar numbers on the board along with the AAB for the lyrics of the song, and improvisation tips (repetition, steps, skips, and rests). I will tell the students that today we are going to create our own blues song just for them. 3) I will explain that 12 bar blues songs use AAB form. 4) I will ask students for suggestions on what the song should be about. (“What do third graders have the blues about?” Example – Homework. So the teacher can then make the title of the piece, the Too Much Homework Blues.) 5) I will ask students to create the lyrics based on what the song is about. First the A section, then the B section, explaining that we repeat the A section, and that the B section must rhyme with the A section. 6) After writing the song on the board, I will teach the song to the class. (It may help to decide on a melody to put the song to beforehand. The melody I’ve used is Do-Me-Do, So-Fa-Me-Do for A, and So-Fa-Me-Do for B.) I will also have the students sing the notes of the form. 7) After they have learned the song, I will have one student go to the xylophone and play the blues form using only the root notes of the chords that are on the board. They may improv their rhythm at this point as long as they are playing the correct notes. 8) I will tell the students what makes a good improvisation. Playing your melody with repetition, steps, skips, and rests makes the melody sound good. (optional - have the students start and end their melodies with E) 9) I will then have the student improv for 12 bars. 10) I will explain to the class that we will sing the song, play the roots, and then improv. We will then repeat this and switch players while the class is singing. 11) I will remind the students that a good melody includes repetition, steps, and even some rests. ||

 || Remember to have as little downtime as possible, and to come up with the words of the song quickly so the students have plenty of time to improvise. ||
 * ** Teacher **
 * Effectiveness **
 * Reminders: **