Grade: 2
Integrated Content Areas: Music, ELA, Math
Unit Title: Blues Festival
Essential Question:
How can students demonstrate an understanding of rhyming words, lyrical patterns, and beat through
writing and performing a 12 bar blues song?
Integrated Learning Outcome
Students will be able to write their own 12 bar blues song using beat, rhyming patterns and rhythm.
Authentic Performance-Based Summative Assessment
In February our students will perform their original blues piece for the school at the blues assembly. Their
song will be based on a problem they have in their own lives giving them ownership of their work.
Visual and Performing Arts
Prior knowledge:
1) Beat- What is a beat?
2) Rhythm- What is rhythm and how does it work with beat?
3) Lyrics are the words to a song
Content Standards:
1) Music 3.3 Describe music from various cultures
2) Music 2.2 Sing age appropriate songs from memory
3) Music 1.4 Identify simple musical forms, emphasizing verse/refrain AB, ABA.
Skills:
1) Memorize lyrics
2) Counting beats
3) Music: Be able to follow a tune/melody
Other Content Area(s)
Prior knowledge:
1) Reading and Listening
2) Basic Counting
3) Reading text for information
Common Core State Standards:
RL 2.4 Describe how words and phrases (regular beats, alliteration, rhymes, repeated lines) supply rhythm and
meaning in a story, poem, or song.
RL 2.5 Describe the overall structure of a story including, describing how the beginning introduces the story, and
the ending concludes the action.
RI. 2.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of
key details in a text.
RI 2.6 Identify the main purpose of a text including what the author wants to answer, explain, or describe.
W2.2 Write informative text in which they introduce a topic. Use facts and definitions to develop points, and
provide concluding statement or sections.
2.OA.5 Use repeated addition and counting by multiples to demonstrate multiplication.
Skills:
1) Reading
2) Counting
3) Transferring information from one content area to another
Text
1) HM anthology, Big Bushy Mustache, by Gary Soto
2) Yesterday I had the blues by Jeron Ashford Frame
3) Blues music available through the Arts Everyday flash drive
Creative Process
(These phases of the creative process can be arranged in whatever order makes sense for this project. Phases will
likely be repeated and will overlap as the project is worked on over time. In this section, describe the strategies
used to activate these five phases.)
Imagine / Examine / Perceive
(What pieces of the unit of study require students to examine the world, perceive artwork or imagine something
new?)
When students are first introduced to the blues they will have the opportunity to listen to the music and
examine the world that this form of music developed from.
Explore / Experiment / Develop Craft
(Which activities ask students to explore the content, experiment with ideas and get build new skills?)
Students will explore music and beat through practicing how to keep a steady beat on their chest.
Students will experiment with music when developing the lyrics for their song through trial and error of
different rhymes.
Students will be able to explore the cord changes that are unique to the musical pattern found in the blues.
Create
(What pieces of the project are devoted to students creating their artwork?)
Students will have the opportunity to write and perform their own blues piece.
Reflect / Assess / Revise
(Which activities ask students to reflect on their work, assess their progress and revise their project?
As students develop and write lyrics for their blues piece they will need to reflect on the rhythmic patterns
in order to keep with the blues 12 bar requirement.
Students will also assess their writing to make sure they stay on topic.
Share
(How will students share their work with others?)
Students will perform their music at the all school blues concert.
Formative Assessment of the Visual and Performing Arts Content
List tools or strategies.
1) Students will demonstrate an understanding of beat through an all class practice, where students will be asked
to keep the beat on their chest.
2) Students will hold up the appropriate fingers for the different cord changes in the 12 bar music provided on the
Arts Every Day flash drive.
3) Students will write a practice blues song with assistance from the teacher and perform in small groups for the
class.
Formative Assessment of Other Content Areas
List tools or strategies.
1) Students will write 1 informational paragraph sharing the history about the blues.
2) Students will use whiteboards to show rhyming words to go along with lyric development.
3) Students will be able to demonstrate understanding of numerical patterns by counting out loud with a partner.
Summative Reflection
Teacher:
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What did you learn?
What surprised you about the lesson?
Is there anything you would do differently next time?
Student(s):
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Did this help you learn the concepts?
What parts did you enjoy the most? Why?
Is there any part of your song you would change? If so, what?
What parts of other student’s songs did you enjoy?