Music Learning Journey:
Y9: Jazz Improvisation and the Blues
Year: 9
Set: Mixed
Overview of Unit
This unit develops pupils’ understanding of bass lines and chords as a harmonic foundation upon which a melody can be
constructed upon and as a foundation for improvisation. Pupils begin by learning about the history, origin and
development of the Blues and its characteristic 12-bar Blues structure exploring how a walking bass line is developed
from a chord progression. Pupils also explore the effect of adding a melodic improvisation using the Blues scale and the
effect which “swung” rhythms have as used in jazz and blues music. Pupils are introduced to seventh chords and how
these are formed and their characteristic sound used in jazz and blues music. Pupils examine the lyrics of blues songs
before composing their own set of lyrics for a performance of their blues song using different textural layers. Finally,
pupils explore Ragtime Music as a type of jazz examining how chords have been used differently in a “vamp” style.
WALT – Objectives



How improvisation is used in Jazz and Blues Music
What makes an “effective” improvisation
Triads, the 12-bar blues, the blues scale, swing rhythms and
seventh chords
 About the different textural layers in Jazz and Blues Music
 About different types of Jazz – Blues and Ragtime
WILF – Outcomes
most students will be able to:
 Understand the origins of Blues music and identify most
features of Blues and Jazz music when listening
 Perform the 12-Bar Blues chord sequence using the chords of
C, F & G with accurate performance and smooth changes of
chord
 Perform a melody in a “swing-style” changing the duration of
the most notes in character of the jazz and blues “swing” style
some students will not have made so much progress and will be able
to:
 Recognise Blues music as distinct from other genres/styles of
music and identify some features of Blues and Jazz music when
listening
 Perform a Bass line using the single notes of C, F & G to the 12Bar Blues chord sequence
 Understand the difference between “straight” and “swing”
rhythms clapping an example of each along with the class
some students will have progressed further and will be able to:
Perform a song, as part of a group, in its original style with three
different arrangements showing awareness of manipulation of musical
features
 Understand how Blues music helped develop and form other
popular styles of music correctly identifying all features of
Blues and Jazz music when listening.
 Perform the 12-Bar Blues chord sequence as a walking bass
line including passing notes to a regular pulse with accuracy
 Perform a melody in a “swing-style” with accuracy of pitch and
with a clear sense of the swing rhythm
Resources: Keyboards, percussion
BLUES – Describes the style of music
originating from African-American slaves
based on a chord progression known as
the 12-bar blues.RHYTHM SECTION –
Drums used especially in “Swing” music
forming part of the “Big Band”SOLO (IST) –
Name given to a performer or section in
the music that is played on its own12-BAR
BLUES – The name given to the chord
sequence used in Blues music.BLUES
SCALE - A scale of notes used in Jazz and
Blues music, often in solo improvisations;
in the key of C, the notes of the blues scale
are C, Eb, F, F#, G, Bb and CBASS LINE –
The lowest part of the texture of the music
normally played by low pitched
instrumentsWALKING BASS LINE – A bass
line based on the notes of a chord, often
with added notes , that “walks” up and
down between the notes like the
movement of the bass player’s
fingersIMPROVISATION – A piece of music
that has not been previously
prepared.MELODY – Another word to
describe the main tune; can be vocal or
instrumental. RIFF – A short repeating
pattern of notes sometimes called an
ostinato. SWING – A type/style of rhythm
used in jazz and blues music. RAGTIME –
Type of jazz music VAMP – Particular way
of performing a chord SYNCOPATION – A
way of changing a rhythm by making some
notes sound a bit early
Lesson Overview
Lesson 1:
 Where did the Blues
Starter – Listening to Jazz and Blues card Sort
Main – Learning about the blues where has it come from?
Performing the 12 bar blues, walking bass line and chords
Plenary – Performances of pieces so far

Lesson 2:
originate?
What type of people were
the first Blues musicians?
 What sort of things did
Blues singers sing about?
 What is a chord? What is a
chord progression?
 What is a walking bass line?
 Which three chords are
used in the 12-Bar Blues
chord sequence?
 What is Improvisation?
Starter Where did the Blues originate?, What type of people were the
first Blues musicians? What sort of things did Blues singers sing about?,
What is a chord? What is a chord progression? What is a walking bass
line? Which three chords are used in the 12-Bar Blues chord sequence?
What is Improvisation?
Main- Complete learning the 12 bar blues and chord progression ready
to perform at the end of the lesson.
Plenary – Performances recorded and assessed.
Keywords – Structure, Pitch, Timbre
Lesson 3:
Starter – Recap chords and 12 bar blues progressions
Main- Teach about swing rhythms in Jazz and the 12 bar blues start to
learn ‘In the Mood’ and how too add the 12 bar blues progression to
this performances at the end of next weeks lesson.
Plenary – What makes a good improvisation?
Lesson 4:
Starter – Listen to In the Mood with 12 bar blues what makes a good
performance?
Main- Complete ‘In the Mood’ performances in pairs ready to perform and
assess.
Plenary – Performances and assessments of ‘In the mood’
Homework:

What makes a good
improvisation?
Lesson 5:
Homework:
Starter: Brainstorm Improvisation discuss this as a feature of jazz
Evaluate our class
improvisation piece? What
worked well? And what needs
to be improved?
Main: 8 beat improvisations using the notes C and Eflat. To create a class
improvisation piece.
Plenary: Class performance of our Improvisation What worked well? What
needs to be improved?
Lesson 6:
Starter: Revise the Blues scale of C and Improvisation.
Main: Adding Improvisations on the Blues Scale to “In the Mood”
Plenary: Hear groups performances of the Improvisations to In the Mood.
Lesson 7:
Homework:
Starter: Introducing Seventh Chords
Evaluate own performance so
far what sounds good in your
piece? What do you need to
work on next to make it even
better?
Main: learn about seventh chords and learn to perform honky tonk piano
ready for a final assessment next week.
Plenary: Hear students performances so far and discuss textural layers in a
blues song.
Lesson 8:
Starter: Keywords from the Blues Unit.
Main:Complete Honky Tonk piano performances. Record and evaluate.
Plenary: Mini test on what you have learnt in this unit.