MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
SPRING TERM
YR 8
Blues Music
MISSION STATEMENT
This Unit of Work is to allow pupils to develop knowledge, skills and understanding through the integration of
performing, composing and listening (1.1a). Pupils will participate as individuals and collaborate with others working
as musicians, adapting to different musical roles and respecting the values and benefits others bring to musical
learning (1.1b). It will contribute to pupils understanding of musical traditions and the part music plays in national
and global culture and in personal identity (1.2a) and allow pupils to explore how ideas, experiences and emotions
are conveyed in a range of music from different times and cultures (1.2b). Pupils will develop their critical
understanding by allowing pupils to demonstrate their ability to engage in and analyse music, developing views and
justifying their opinions (1.3a), drawing on experience of a wide range of musical contexts and styles to inform
judgements (1.3b). Pupils will use existing musical knowledge, skills and understanding for new purposes and in new
contexts (1.4a), exploring ways music can be combined with other art forms and other subject disciplines (1.4b).
Finally pupils will explore how thoughts, feelings, ideas and emotions can be expressed through music (1.5a)
7 LESSONS
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MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
UNIT - LEARNING OUTCOMES
Composing
By the end of the unit:
All pupils will have learned:
 To demonstrate understanding of combining the 12 bar blues chord structure, a walking bass line, improvisation and a
vocal melody to create a piece of blues music
 To demonstrate understanding of how to compose a vocal melody using the AAB structure
 To demonstrate understanding of how to improvise by composing a short fill, focussed primarily on rhythm.
 To demonstrate understanding of how to improvise using two notes from the blues scale
Most pupils will have learned:
 To demonstrate understanding of combine the 12 bar blues structure, a walking bass line, improvisation, and a vocal
melody to create a piece of blues music which has a clear sense of pulse and structure
 To demonstrate understanding of how to compose a suitably sung melody in keeping with the traits of the genre
 To demonstrate understanding of how to improvise by composing a short fill, using more than one note.
 To demonstrate understanding of how to add stylistic improvisation in the correct places using 2 or more notes from
the blues scale
Some pupils will have learned:
 To demonstrate understanding of developing a more complex song structure including several verses, an
instrumental break, introduction and ending based on the 12 bar blues structure
 To demonstrate understanding of how to experiment with texture – leaving gaps within the 12 bar blues for the lyrics
or improvisation
 To demonstrate understanding of how to improvise by composing a short fill, using more than one note in a
stylistically accurate rhythm
 To demonstrate understanding of how add an improvised musical break in to the structure of their song
 To demonstrate understanding of how to incorporate different timbres and instruments into their composition
7 LESSONS
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MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
Performing
By the end of the unit:
All pupils will have learned:
 To demonstrate understanding of performing the 12 bar blues chord structure
 To demonstrate understanding of performing the walking bass line
 To demonstrate understanding of performing C, F and G triad chords
 To demonstrate understanding of performing a riff
 To demonstrate understanding of performing a fill
 To demonstrate understanding of performing an improvisation using two notes from the blues scale

Most pupils will have learned:
 To demonstrate understanding of performing using repetition of the 12 bar blues chord structure
 To demonstrate understanding of performing a stylistically accurate walking bass line by introducing a simple
rhythm
 To demonstrate understanding of performing a stylistically accurate triad chords by introducing a simple rhythm
 To demonstrate understanding of performing a stylistically accurate riff
 To demonstrate understanding of a performing a stylistically accurate fill
 To demonstrate understanding of performing a stylistically accurate improvisation in the correct places using 2 or
more notes from the blues scale
Some pupils will have learned:
 To demonstrate understanding of how to structure a piece using the 12 bar blues chord structure by repeating all and
part of to create a complex structure
 To demonstrate understanding of performing a stylistically accurate walking bass line by introducing a more complex
rhythm
 To demonstrate understanding of performing a stylistically accurate triad chords by introducing a more complex
rhythm
 To demonstrate understanding of performing stylistically accurate chords by adding in 7th chords
 To demonstrate understanding of performing a stylistically accurate walking bass line and chords on their instrument
specialism
 To demonstrate understanding of performing a stylistically accurate riff exploiting the range of their instrument
 To demonstrate understanding of performing a stylistically accurate fill on their instrumental specialism
 To demonstrate understanding of performing a stylistically accurate improvisation in the correct places in the correct
mood using two or more notes from the blues scale
7 LESSONS
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MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
Appraising
By the end of the unit:
All pupils will have learned:
 To demonstrate understanding of commenting on performances or extracts from recorded music using some musical
vocabulary
 To demonstrate understanding of the context out of which blues music was created
 To aurally recognise and practically demonstrate the main elements that creates a piece of blues music, including
instrumentation
Most pupils will have learned:
 To demonstrate understanding of commenting on performances or extracts from recorded music using musical
vocabulary
 To demonstrate understanding of the historical and social context out of which blues music was created
 To aurally recognise and practically demonstrate the main elements that creates a piece of blues music, including
instrumentation and comment on their integration suggesting some improvements
Some pupils will have learned:
 To demonstrate understanding of commenting on performances or extracts from recorded music consistently using
genre specific musical vocabulary
 To demonstrate understanding of the historical and social context out of which blues music was created and apply it
to a more contemporary basis
 To aurally recognise and practically demonstrate the main elements that creates a piece of blues music, including
instrumentation and comment on their integration suggesting improvements
Students will work to deadlines, persevere, try new ideas out, think creatively and develop their own musicianship
7 LESSONS
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MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
Stages of Learning
Stage
1.
2.
3.
4.
5.
6.
7.
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Summary of Activities
Simpsons introduction Video
Pupils generate Spider Diagrams showing features of Blues
Simple Riff AAB Piece
History of Blues Music
12 Bar Blues
First Line of Walking Bass Line
Second line of Walking Bass Lines
Third line of Walking Bass Lines
Rhythmic performance of Walking Bass Line
C, F and G Major Block Chords with Walking Bass Line
Rhythmic Chords
Playing chords with different instruments/timbres
Introduce Riff
Introduce one note rhythmical Fill
Two + note fills
Introduce Blues Scale
Practice with one/two notes first
Introduce structuring Blues piece with different textures blues elements.
Pupils form bands and plan their structure
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Pupils work on instrumental roles, structure and texture of pieces
Specific Teacher focus on playing in time
Pupils rehearse
Final Performances
Pupils write feedback for each other ready for next lesson
7 LESSONS
Introduction
12 Bar Blues
WBL 1
WBL 2 +
Chords
Riff/Fill
Improvisation
/ Bands +
Structure
Rehearsals
for Blues Gig
Blues gig Final
Performances
Page |5
MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
Lesson by Lesson
Scheme of Work
Each Lesson contains:
Learning Outcomes
Assessment Criteria
A Lesson Outline
Language for Learning
Copies of Resources e.g. PowerPoints
7 LESSONS
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MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
LESSON 1 – Introduction To Blues
Learning Outcomes
Composing



To demonstrate understanding of composing lyrics to a modelled melody
To demonstrate understanding of composing lyrics in keeping with the blues style to a composed melody
To demonstrate understanding of composing lyrics and composing a melody in keeping with the blues style.



To demonstrate understanding of performing a riff
To demonstrate understanding of performing a riff with an appropriate timbre
To demonstrate understanding of performing a stylistically accurate riff with an appropriate timbre
All

To aurally recognise and practically demonstrate the main elements that creates a piece of blues music,
including instrumentation
Most

To demonstrate understanding of the emotional context out of which blues music is composed
Some

To demonstrate understanding of the emotional context out of which blues music is composed and apply it to
themselves in a more contemporary basis
All
Most
Some
Performing
All
Most
Some
Appraising
7 LESSONS
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MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
Level Descriptors
Level 3
Level 4
P
You have experimented with sounds to make your own music expressive
You can sing in tune and with expression
You can perform simple parts with the correct rhythm
A
You can describe how different sounds have been used to give the music expression
C
You can compose music that matches a specific brief
P
You can improvise (make up on the spot) rhythms and tunes as part of a group
You can use a musical structure (e.g. AABA) when you compose and can develop your ideas
You can perform a tune by ear or from simple notation
You can perform as part of a group, showing that you are listening to others and know how your part fits
You can say whether you met the brief and can think of ways to improve your work
C
A
You can use the correct musical words to describe music
Level 5
C
You can try out musical devices such as ostinato, riff, pedal note and sequence
You can make up tunes or rhythms on the spot that fit within a given structure
You can use melody, rhythm, chords and structure
P
A
You can perform in a group and understand your role
You can name musical devices such as ostinato, riff, pedal note and sequence
You can recognise when a piece of music was written or where it comes from
Language For Learning
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


Slow
Saxophone
Riff
Instrumental




Sad
Guitar
Structure
12 Bar Blues




Blues
Keys
AAB
Melody



Drums
Vocals
Backing Track
Singing
Resources Checklist
Dry Wipe Pen
Mini White Boards and Dry Wipe Pens for Pupils
7 LESSONS
Lisa Simpson Video
Recording Equipment
Page |8
MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
Lesson Outline
Starter
Development

As class enter PP shows Hangman of the word BLUES. (Hence why L/O is hidden)
After register the game is played enthusiastically by Teacher who pretends they
really want to win!
L/O – What mood is blues music? (Hidden)
 Lisa Simpson is introduced as the artist as PP shows Lisa Simpson.
 Task get into groups of 4 and on mini whiteboard write down what the song is
about, what instruments they can hear etc.
 Darkened room as ‘Moaning Lisa Blues’ plays. Class Listen.
 Each group suggest items to create class spider diagram which is copied into
Journals. Mistakes and omissions are left as this spider diagram will be a reflection
tool throughout the scheme enabling pupils to add and remove items they later
learn through doing the unit aren’t present or accurate.
 Hit on overall theme. Sad
 Model 12 bar piece with a Simple Riff and allow Kid’s to practice each line
separately
 Model writing lyrics with an AAB structure. Pupils use teacher given tune.
 In groups practise singing with teacher given melody (Extention - any melody they
want – they can make it up). Most may copy modelled example so push more able
to come up with their own.
 Rehearsal performances throughout

Plenary
7 LESSONS
PLENARY Recap L/O. How can we prove it? 2 ways – Either Can perform our song, or
describe blues music. Performances of all groups recorded and uploaded to NUMU.
Page |9
MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
LESSON 2 – The 12 Bar Blues / Walking Bass Line 1 & 2
Learning Outcomes
Composing
All

Most

Some

Performing
All
Most


Some


To demonstrate understanding of performing the walking bass line
To demonstrate understanding of performing a stylistically accurate walking bass line by introducing a simple
rhythm
To demonstrate understanding of performing a stylistically accurate walking bass line by introducing a more
complex rhythm
To demonstrate understanding of performing a stylistically accurate walking bass line on their instrument
specialism
Appraising
All

Most

Some

To demonstrate understanding of commenting on performances or extracts from recorded music using some
musical vocabulary
To demonstrate understanding of commenting on performances or extracts from recorded music using musical
vocabulary
To demonstrate understanding of commenting on performances or extracts from recorded music consistently
using genre specific musical vocabulary
7 LESSONS
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MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
Level Descriptors
Level 3
Level 4
Level 5
Level 6
C
You have experimented with sounds to make your expressive music.
P
You can perform simple parts with the correct rhythm
A
You can think of some ways to improve your work
C
You can come up with lots of ideas for rhythms
P
A
You can perform as part of a group, showing that you are listening to others and know how your part fits
C
P
A
You can use melody, rhythm, chords and structure
C
P
A
You can change musical ideas to make them interesting
You can use the correct musical words to describe the music you hear
You can say whether you met the brief and can think of ways to improve your work.
You can perform longer tunes from memory and can play music that is written down in different ways
You can recognise when a piece of music was written or where it comes from
You can improve your work over time
You can use tempo, dynamics, phrasing and timbre to make your performance successful
You can improve your own work and the work of others
Language For Learning


Bass
Sad
Chord


Riff
12 Bar Blues


AAB
Common


Blues
Walking Bass Line
Resources Checklist
Laptop (PowerPoint)
Projector
Screen
Keyboards
Microphone
Amp
7 LESSONS
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MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
Lesson Outline
Starter
Development

Word game utilising language from lesson one
L/O - Do I understand the history of Blues Music and do I know the most
common form of Blues?
 Teacher performs a Blues song outlining the history of blues music. The song
is to the bass riff used last lesson with an AAB structure. What do we know
about this song? It is blues, because it is sad.
 Same as last lesson one pupils listen again to the music and this time write
down the information that the song contains in its words on Small
Whiteboards.
 Discuss findings in groups to enable no hands questioning.
 Class collate information on board and write down class mind map
 Add a section after the mind map. “The most common form of Blues is the 12
bar blues.”
 Pupils asked what the 12 bar blues is and lead to arrive at the conclusion they
need the teacher to teach it.
 Outline progression – This is what the pupils will learn so they can write their
own songs and form their own bands.
 Model Line One of the Walking Bass Line in the Key of C.
 Pupils rehearse
 Rehearsal performances at suitable intervals
 Show notation on screen with video underneath. Point out the notation is there
to help and shows what they’ve just learnt, can either look at the note names
written on and match them to the keyboard, Use it as a graphic score, play a
note- miss a note- play a note. Or learn it from the video which will keep
playing.

Plenary
Answer Lesson Objective. Prove it. Power of the Pen performance. Teacher runs
a pen up and down register picks a child to say stop,
7 LESSONS
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MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
LESSON 3 – Walking Bass Line 2 and Chords
Learning Outcomes
Composing
All

To demonstrate understanding of combining the 12 bar blues chord structure, a walking bass line and chords to
create a piece of blues music
Most

To demonstrate understanding of combining the 12 bar blues chord structure, a walking bass line and chords
to create a piece of blues music which has a clear sense of pulse and structure
Some

To demonstrate understanding of combining the 12 bar blues chord structure, a walking bass line and chords
to create a piece of blues music which has a clear sense of pulse and structure and an introduction and ending



To demonstrate understanding of performing the walking bass line
To demonstrate understanding of performing C, F and G triad chords
To demonstrate understanding of performing a stylistically accurate walking bass line by introducing a simple
rhythm
To demonstrate understanding of performing a stylistically accurate triad chords by introducing a simple
rhythm
To demonstrate understanding of performing a stylistically accurate walking bass line by introducing a more
complex rhythm
To demonstrate understanding of performing a stylistically accurate triad chords by introducing a more
complex rhythm
To demonstrate understanding of performing stylistically accurate chords by adding in 7th chords
Performing
All
Most

Some



Appraising
All


Most


Some


To demonstrate understanding of commenting on performances or extracts from recorded music using some
musical vocabulary
To aurally recognise and practically demonstrate the main elements that creates a piece of blues music,
including instrumentation
To demonstrate understanding of commenting on performances or extracts from recorded music using musical
vocabulary
To aurally recognise and practically demonstrate the main elements that creates a piece of blues music,
including instrumentation and comment on their integration suggesting some improvements
To demonstrate understanding of commenting on performances or extracts from recorded music consistently
using genre specific musical vocabulary
To aurally recognise and practically demonstrate the main elements that creates a piece of blues music,
including instrumentation and comment on their integration suggesting improvements
7 LESSONS
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MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
Level Descriptors
Level 3
Level 4
Level 5
Level 6
Level 7
C
You have experimented with sounds to make your expressive music.
P
You can perform simple parts with the correct rhythm
A
You can think of some ways to improve your work
C
You can come up with lots of ideas for rhythms
P
A
You can perform as part of a group, showing that you are listening to others and know how your part fits
C
P
A
You can use melody, rhythm, chords and structure
C
You can change musical ideas to make them interesting
You can use tempo, dynamics, phrasing and timbre to make your performance successful
P
A
You can make changes to your performance so that it fits with what the group is doing
C
You can suggest what may have influenced different types and styles of music
You can use the correct musical words to describe the music you hear
You can say whether you met the brief and can think of ways to improve your work.
You can perform longer tunes from memory and can play music that is written down in different ways
You can recognise when a piece of music was written or where it comes from
You can improve your work over time
You can improve your own work and the work of others
You can improvise, develop, change or reject musical ideas when you are composing music
You can perform different styles of music confidently, helping to lead the group
P
A
You can tell how successful your work is and can tell if you have used appropriate musical ideas
Language For Learning

Walking Bass Line

Chord

Practice

Performance

Resources Checklist
Laptop (PowerPoint)
Projector
Screen
Keyboards
7 LESSONS
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MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
Lesson Outline
Starter

Hands up Quiz. Hands flat on table quiz on previous learning, hand up first
answers.
Development
Can I perform the Walking Bass Line?
 Recap first line. Re model. Practise.

Model and Explain Second Line and how to link first and second line. During
practise ensure individuals are not moving on before they are ready.

Model and Explain Third Line. It is the hardest. Link it in with other two.
Can I play chords?
 Hangman for the word chord. Recap what is a chord from Year 8 Project.

Model C chord. Model playing it as a Block chord 4 times for 4 beats. Those
advanced to help those around, until Teacher can progress them more quickly
to a more stylised chord accompaniment.

Model F Chord. Model playing it twice for 4 beats then the C chord twice for 4
beats.

Plenary
7 LESSONS

Link Together.

Model G chord (4 beats), F (4 beats), C (8 lots of 4 beats).

Link together.
Performances. Power of the Pen.
P a g e | 15
MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
LESSON 4 - Riff & Fill
Learning Outcomes
Composing
All
Most
Some



To demonstrate understanding of how to improvise by composing a short fill, focussed primarily on rhythm.
To demonstrate understanding of how to improvise by composing a short fill, using more than one note.
To demonstrate understanding of how to improvise by composing a short fill, using more than one note in a
stylistically accurate rhythm





To demonstrate understanding of performing a riff
To demonstrate understanding of performing a fill
To demonstrate understanding of performing a stylistically accurate riff
To demonstrate understanding of a performing a stylistically accurate fill
To demonstrate understanding of performing a stylistically accurate riff exploiting the range of their
instrument
To demonstrate understanding of performing a stylistically accurate fill on their instrumental specialism
Performing
All
Most
Some

Appraising
All

To aurally recognise and practically demonstrate the main elements that creates a piece of blues music,
including instrumentation
Most

To aurally recognise and practically demonstrate the main elements that creates a piece of blues music,
including instrumentation and comment on their integration suggesting some improvements
Some

To aurally recognise and practically demonstrate the main elements that creates a piece of blues music,
including instrumentation and comment on their integration suggesting improvements
7 LESSONS
P a g e | 16
MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
Level Descriptors
Level 3
Level 4
Level 5
C
P
You have experimented with sounds to make your expressive music.
A
You can think of some ways to improve your work
C
P
A
You can come up with lots of ideas for rhythms and melodies when you compose
You can perform as part of a group, showing that you are listening to others and know how your part fits
C
You can use melody, rhythm, chords and structure
Can make up tunes or rhythms on the spot that fit within a given structure
You can perform longer tunes from memory and can play music that is written down in different ways
P
A
Level 6
Level 7
You can perform simple parts with the correct rhythm
You can use the correct musical words to describe the music you hear
You can say whether you met the brief and can think of ways to improve your work.
You can recognise when a piece of music was written or where it comes from
You can improve your work over time
C
You can change musical ideas to make them interesting
Can improvise and compose in different musical styles
You can use tempo, dynamics, phrasing and timbre to make your performance successful
Can write music down in the correct way to plan and improve your work
P
A
You can make changes to your performance so that it fits with what the group is doing
C
You can suggest what may have influenced different types and styles of music
P
A
You can improvise, develop, change or reject musical ideas when you are composing music
You can perform different styles of music confidently, helping to lead the group
You can tell how successful your work is and can tell if you have used appropriate musical ideas
You can improve your own work and the work of others
Language For Learning


Riff
Performance


Chord
Rhythm

Walking Bass Line

Practice



Fill
Chord
Rhythm


Improvise
Walking Bass Line


Make Up
Practice


Riff
Performance
Resources Checklist
7 LESSONS
P a g e | 17
MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
Lesson Outline
Starter

Small White Boards. In pairs write down everything learnt in the Unit so far. Go
around the room and each time an answer on your board is given you rub it out.
Every time someone reads out something you haven’t got you write it down.
Development
L/O - Can I Play the Riff?
 Recap Walking Bass Line and Chords by modelling around the piano as a
refresher. Teacher pretends to be bossy one in the pair and firstly models a
non example then fixing it.

Link to L/O asking class what their new learning is today, which they know
from the visible L/O. For learning to learn ask questions such as “So what do I
need to do today?”, and “How might we be able to prove it later?”.

Model Riff over Walking Bass Line. As with Walking Bass Line link to notation
as a graphic score, or as useful note names or as reading music if they can. Get
class to clap riff so they know the exact rhythm.

In pairs practise swapping parts so they each get a turn at practising the riff.
This also acts as useful practise for walking bass line which is integral for
assessment.

Mini Plenary: Performances use beanie toy to throw randomly asking questions
on Unit so far mixed in with the L/O question and “Prove It!”
L/O - Can I Play the Fill?
 Clapping Rhythms. A simple beat is tapped by the class(two fingers into the
palm of the opposing hand) and then a couple of rhythms that could be played
over the top are clapped by the teacher.

Recap and audio example of the Riff. Practise.

The Fill is introduced as a need to fill in the gap made by the riff’s long note.
This takes up the final two bars of each of the three lines. It is boring so
needs to be made interesting. Fun part is you make it up as you play it. So you
can do any rhythm. Stick to one note (C) at first.

Practise.

Model a couple of notes and three notes.

Differentiate: introduce more difficult fills to individuals if they are of a high
standard.

Plenary
One half of the class vs the other. What is a fill?, explain to me how to do one –
I’m the pupil you are the teacher. Can you do one? – yes. Prove it. Performances.
7 LESSONS
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MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
LESSON 5 – Improvisation and Structure
Learning Outcomes
Composing
All


To demonstrate understanding of how to improvise using two notes from the blues scale
To demonstrate understanding of how to structure a 12 bar blues piece by repeating the Walking Bass Line and
including different elements with it
Most

To demonstrate understanding of how to add stylistic improvisation in the correct places using 2 or more
notes from the blues scale
To demonstrate understanding of how to structure a 12 bar blues piece by changing the texture by including
different elements at different times

Some


To demonstrate understanding of how to improvise by composing a short fill, using more than one note in a
stylistically accurate rhythm
To demonstrate understanding of how add an improvised musical break in to the structure of their song
To demonstrate understanding of how to incorporate different timbres and instruments into their
composition
To demonstrate understanding of how to structure a 12 bar blues piece by being creative with texture
All


To demonstrate understanding of performing an improvisation using two notes from the blues scale
To demonstrate understanding of performing simple parts with a larger group slowly and in time
Most

To demonstrate understanding of performing a stylistically accurate improvisation in the correct places using 2
or more notes from the blues scale
To demonstrate understanding of performing individual parts with a larger group in time


Performing

Some


To demonstrate understanding of performing a stylistically accurate improvisation in the correct places in the
correct mood using three or more notes from the blues scale
To demonstrate understanding of performing individual parts while leading a larger group to play in time
Appraising
All


Most


Some


To aurally recognise and practically demonstrate the main elements that creates a piece of blues music,
including instrumentation
To demonstrate understand of how to recognise most textures in a 12 bar blues piece
To aurally recognise and practically demonstrate the main elements that creates a piece of blues music,
including instrumentation and comment on their integration suggesting some improvements
To demonstrate understanding of how to recognise textures in a 12 bar blues piece
To aurally recognise and practically demonstrate the main elements that creates a piece of blues music,
including instrumentation and comment on their integration suggesting improvements
To demonstrate understanding of how to recognise textures and timbres in a 12 bar blues piece
7 LESSONS
P a g e | 19
MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
Level Descriptors
Level 3
Level 4
Level 5
C
P
You have experimented with sounds to make your expressive music.
A
You can think of some ways to improve your work
C
P
A
You can come up with lots of ideas for rhythms and melodies when you compose
You can perform as part of a group, showing that you are listening to others and know how your part fits
C
You can use melody, rhythm, chords and structure
Can make up tunes or rhythms on the spot that fit within a given structure
You can perform longer tunes from memory and can play music that is written down in different ways
P
A
You can perform simple parts with the correct rhythm
You can use the correct musical words to describe the music you hear
You can say whether you met the brief and can think of ways to improve your work.
You can recognise when a piece of music was written or where it comes from
You can improve your work over time
C
You can change musical ideas to make them interesting
Can improvise and compose in different musical styles
You can use tempo, dynamics, phrasing and timbre to make your performance successful
Can write music down in the correct way to plan and improve your work
P
A
You can make changes to your performance so that it fits with what the group is doing
Level 7
C
You can suggest what may have influenced different types and styles of music
Level 8
P
A
C
Level 6
P
Exceptional
Performance
A
C
P
A
7 LESSONS
You can improve your own work and the work of others
You can improvise, develop, change or reject musical ideas when you are composing music
You can perform different styles of music confidently, helping to lead the group
You can tell how successful your work is and can tell if you have used appropriate musical ideas
You use different musical resources in an expressive and effective way in your work
You can compose and/or improvise long pieces of music that show a sense of direction and shape in the way you
use melody, rhythm and structure
You can perform long pieces of music that show a sense of direction and shape in the way you use melody,
rhythm and structure
You can explain the cultural or social background of a piece of music and why this is important
You develop musical ideas in your compositions in a logical, but individual, way
You can clearly and effectively express your own ideas and feelings in the music you compose
Your compositions make the best use of the different instrumental and/or vocal talents available
You perform confidently with flair and individuality showing you are on the same wavelength as other people in
your group
You can tell the difference between different performances of the same pieces of music
P a g e | 20
MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
Language For Learning




Structure
Leader
Blues Scale
Chord




Structure
Leader
Blues Scale
Chord




Structure
Leader
Blues Scale
Chord




Structure
Leader
Blues Scale
Chord
Resources Checklist
Laptop (PowerPoint, , ,
), Projector
Screen
CD Player
Blues Dominoes
Keyboards,
7 LESSONS
P a g e | 21
MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
Lesson Outline
Starter
Development

Blues Key word Dominoes.
Can I perform an improvisation?
 Recap last lesson. Practise.
Introduce the fact that there in Blues music during performances some

musicians make up their won melodies. But they use certain notes. Learn the
notes and you can make up your own melodies. Like with the fill.

Introduce Blues Scale.

Practise with one note first like the fill, then add more notes in as you feel
ready. Practise with Walking Bass Line.
Structure

Listen to vocal blues piece that the Teacher has recorded using elements that
the bands will use to form their own piece. As a class split it into sections
based around each time the 12 bar Walking Bass Line plays and write what
goes in each section. Then in pairs, and on Small White boards, class do same
activity for an instrumental piece. This is so when in a band they can organise
their piece.
Bands

PP on Personalities needed in bands to ensure everyone works together.
Example Spice Girls – were followers (Followed what their manager said,
recommended.)and then became leaders (wanted to create their own ideas and
follow through with what THEY wanted not what their manager wanted). A
good band needs both. SG went from 1 leader to 5, hence why they broke up –
AVOID THIS.

Bands formed 4-6 members. Teacher takes on role of bossy group member
insisting each group (“my group”) writes down who is going to play what and
what out of the WBL/Riff/Fill/Chords and Improvisation we are going to use
in each section.

Practise, allowed to play their own instruments if in keeping with the style and
of an appropriate ability.

PLENARY L/O Question. Teacher enquires more for more detail. What are
you playing in your band, what is everyone else playing, what is your structure,
are you performing an instrumental or a vocal piece? Etc. Performance so far
by at least one group.

Plenary
7 LESSONS
L/O Question, Performances of everyone in the group as a round robin
P a g e | 22
MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
LESSON 6 – Rehearsals for Blues Gig
Learning Outcomes
Composing
All

To demonstrate understanding of how to structure a 12 bar blues piece by repeating the Walking Bass Line and
including different elements with it
Most

To demonstrate understanding of how to structure a 12 bar blues piece by changing the texture by including
different elements at different times
Some

To demonstrate understanding of how to structure a 12 bar blues piece by being creative with texture
All

To demonstrate understanding of performing simple parts with a larger group slowly and in time
Most

To demonstrate understanding of performing individual parts with a larger group in time
Some

To demonstrate understanding of performing individual parts while leading a larger group to play in time
All

To demonstrate understand of how to recognise most textures in a 12 bar blues piece
Most

To demonstrate understanding of how to recognise textures in a 12 bar blues piece
Some

To demonstrate understanding of how to recognise textures and timbres in a 12 bar blues piece
Performing
Appraising
7 LESSONS
P a g e | 23
MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
Level Descriptors
Level 3
Level 4
Level 5
C
P
You have experimented with sounds to make your expressive music.
A
You can think of some ways to improve your work
C
P
A
You can come up with lots of ideas for rhythms and melodies when you compose
You can perform as part of a group, showing that you are listening to others and know how your part fits
C
You can use melody, rhythm, chords and structure
Can make up tunes or rhythms on the spot that fit within a given structure
You can perform longer tunes from memory and can play music that is written down in different ways
P
A
Level 6
Level 7
You can recognise when a piece of music was written or where it comes from
You can improve your work over time
You can change musical ideas to make them interesting
You can improvise and compose in different musical styles
You can use tempo, dynamics, phrasing and timbre to make your performance successful
You can write music down in the correct way to plan and improve your work
P
A
You can make changes to your performance so that it fits with what the group is doing
C
You can suggest what may have influenced different types and styles of music
P
A
You can improvise, develop, change or reject musical ideas when you are composing music
You can perform different styles of music confidently, helping to lead the group
You can tell how successful your work is and can tell if you have used appropriate musical ideas
P
Exceptional
Performance
You can use the correct musical words to describe the music you hear
You can say whether you met the brief and can think of ways to improve your work.
C
C
Level 8
You can perform simple parts with the correct rhythm
A
C
P
A
You can improve your own work and the work of others
You can describe how much your own work or the work of others reflects the circumstances in which it was
composed
You use different musical resources in an expressive and effective way in your work
You can compose and/or improvise long pieces of music that show a sense of direction and shape in the way you
use melody, rhythm and structure
You can perform long pieces of music that show a sense of direction and shape in the way you use melody,
rhythm and structure
You can explain the cultural or social background of a piece of music and why this is important
You develop musical ideas in your compositions in a logical, but individual, way
You can clearly and effectively express your own ideas and feelings in the music you compose
Your compositions make the best use of the different instrumental and/or vocal talents available
You perform confidently with flair and individuality showing you are on the same wavelength as other people in
your group
You can tell the difference between different performances of the same pieces of music
Language For Learning





Structure
Leader
Blues Scale
Chord
Rhythm





Texture
Follower
Fill
Walking Bass Line





Dynamics
Organising
Make Up
Practice





Instruments
Improvise
Riff
Performance
Resources Checklist
Laptop (PowerPoint), Projector,
Band dependant equipment, such as Drums, Amps,
Guitars.
Keyboards.
7 LESSONS
P a g e | 24
MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
Lesson Outline
Starter
Development

Quick quiz similar to last week’s plenary to link lessons together.
L/O  Bands review planning sheet, structure and who playing what.

Band Practise. Teacher goes to each group ensuring each group remains on task
and spends at least one minute every five visibly watching the entire class. Two
performances so far during the rehearsal period.


MINI PLENARY Answer L/O questions in groups. If answer is no there are ten
minutes at the start of next lesson so what do you need to practise. Teacher
then asks each group to answer L/O question. Answers remain positive as either
answer is yes or is after we have practised our lyrics etc.
L/O – Draft Performances
Band’s list top 5 success criteria.

Display with PP so they are clearly visible.

Each group performs their piece and are marked by teacher

(+ / ->). Performances are filmed / recorded

After each group has performed they have time to sit as a group and talk about
their performance and what standard they think they have achieved.
Plenary

Performances watched or listened to from recording device

What targets have your group been set and what targets have you set yourself?
How have your group achieved your own success criteria and that of the class?
7 LESSONS
P a g e | 25
MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
LESSON 7 – Blues Gig - Final Performances
Learning Outcomes
Composing
All

To demonstrate understanding of how to structure a 12 bar blues piece by repeating the Walking Bass Line and
including different elements with it
Most

To demonstrate understanding of how to structure a 12 bar blues piece by changing the texture by including
different elements at different times
Some

To demonstrate understanding of how to structure a 12 bar blues piece by being creative with texture
All

To demonstrate understanding of performing simple parts with a larger group slowly and in time
Most

To demonstrate understanding of performing individual parts with a larger group in time
Some

To demonstrate understanding of performing individual parts while leading a larger group to play in time
All

To demonstrate understand of how to recognise most textures in a 12 bar blues piece
Most

To demonstrate understanding of how to recognise textures in a 12 bar blues piece
Some

To demonstrate understanding of how to recognise textures and timbres in a 12 bar blues piece
Performing
Appraising
7 LESSONS
P a g e | 26
MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
Level Descriptors
Level 3
Level 4
Level 5
C
P
You have experimented with sounds to make your expressive music.
A
You can think of some ways to improve your work
C
P
A
You can come up with lots of ideas for rhythms and melodies when you compose
You can perform as part of a group, showing that you are listening to others and know how your part fits
C
You can use melody, rhythm, chords and structure
Can make up tunes or rhythms on the spot that fit within a given structure
You can perform longer tunes from memory and can play music that is written down in different ways
P
A
Level 6
Level 7
You can recognise when a piece of music was written or where it comes from
You can improve your work over time
You can change musical ideas to make them interesting
You can improvise and compose in different musical styles
You can use tempo, dynamics, phrasing and timbre to make your performance successful
You can write music down in the correct way to plan and improve your work
P
A
You can make changes to your performance so that it fits with what the group is doing
C
You can suggest what may have influenced different types and styles of music
P
A
You can improvise, develop, change or reject musical ideas when you are composing music
You can perform different styles of music confidently, helping to lead the group
You can tell how successful your work is and can tell if you have used appropriate musical ideas
P
Exceptional
Performance
You can use the correct musical words to describe the music you hear
You can say whether you met the brief and can think of ways to improve your work.
C
C
Level 8
You can perform simple parts with the correct rhythm
A
C
P
A
You can improve your own work and the work of others
You can describe how much your own work or the work of others reflects the circumstances in which it was
composed
You use different musical resources in an expressive and effective way in your work
You can compose and/or improvise long pieces of music that show a sense of direction and shape in the way you
use melody, rhythm and structure
You can perform long pieces of music that show a sense of direction and shape in the way you use melody,
rhythm and structure
You can explain the cultural or social background of a piece of music and why this is important
You develop musical ideas in your compositions in a logical, but individual, way
You can clearly and effectively express your own ideas and feelings in the music you compose
Your compositions make the best use of the different instrumental and/or vocal talents available
You perform confidently with flair and individuality showing you are on the same wavelength as other people in
your group
You can tell the difference between different performances of the same pieces of music
Language For Learning





Structure
Leader
Blues Scale
Chord
Rhythm
7 LESSONS





Texture
Follower
Fill
Walking Bass Line





Dynamics
Organising
Make Up
Practice





Instruments
Improvise
Riff
Performance
P a g e | 27
MUSIC SCHEME OF WORK 2010/2011
SPRING TERM / YR 8
BLUES MUSIC
Resources Checklist
Laptop (PowerPoint), Projector, Screen,
Band dependant equipment, such as Drums, Amps,
Guitars.
Light’s set up in Blues club way. Perhaps Blues bar set
CD Player
up?
Keyboards
Lesson Outline
Starter
Development

Band practise.
L/O – Blues Club!
 Each group performs their piece and are assessed by teacher.

After each group has performed they have time to sit as a group and talk about
their performance
Plenary
7 LESSONS

Pupils watch back their final performances

PLENARY
P a g e | 28