Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Jazz and Blues

No description
by

Ros Pilgrim

on 16 November 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Jazz and Blues


Title: Wade in the Water Date: 1966
Performer: Ramsey Lewis Trio Dates: 1950s -
Type of work: Jazz/Spiritual
Lesson 1
Wade in the Water

Lesson 5: The 12 Bar Blues
Lesson 6: Developing the Blues
Lesson 7: Walking bass line
Lesson 2
Wade in the Water
Lesson 3: Improvisation
Jazz and Blues
Year 8

Listening Diary
Extension: What technique is used to make the melody more complex?
A chord is...
Go to your keyboard and play an A minor chord: A C E
Now write a definition of a chord on your key words page.
Adding a walking bass line...
Your
left hand
is going to walk down from A to E...
A G F E
What do you think the definition of a walking bass line is?
Wade in the water
[Refrain:]
Wade in the Water
Wade in the Water children
Wade in the Water, God's gonna trouble the Water

Who's that band all dressed in red
Wade in the Water
Must be the Children that Moses led
God's gonna trouble the Water

[Refrain]

Who's that band all dressed in white
Wade in the Water
Must be the Children of the Israelites
God's gonna trouble the Water

[Refrain]
We don't know who wrote Wade in the Water but we have some ideas...
This woman was called Harriet Tubman and she lived in America in the 1800s. Her nickname was 'Moses'. The song might have been written by her or about her. Why do you think this is?
Wade in the Water
Listening Diary
Title: Go Down Moses
Date: Unknown
Perfomer: Louis Armstrong
Dates: 1901-1971
Type of work: Spiritual
Extension: This recording is a jazz version of the song 'Go Down Moses'. Which parts do you think are jazz influenced and which come from the spiritual List as many reasons as you can in the comments as to why you think this.
WALT:
All
: To be able to confidently improvise using at least one note.
Most
: To improvise being creative with rhythm and use of more than one note.
Some
: To use dissonant notes to create convincing improvisations in the style.
Last week we learnt...
1. To play an A minor chord (ACE)
2. To play a walking bass line (A G F E)
3. To sing the melody of Wade in the Water.
You now have 5 mins to recap this!

Wade in the water
[Refrain:]
Wade in the Water
Wade in the Water children
Wade in the Water, God's gonna trouble the Water

Who's that band all dressed in red
Wade in the Water
Must be the Children that Moses led
God's gonna trouble the Water

[Refrain]

Who's that band all dressed in white
Wade in the Water
Must be the Children of the Israelites
God's gonna trouble the Water

[Refrain]
Improvisation is...
Write a defintion of musical improvisation in your key words page.
Play back the rhythm I play on one note of the keyboard.
Pick a 'safe note' to improvise on. Choose one of the following: A B C D E. Now create a rhythm.
Pick another 'safe note' from the list. Improvise using your two notes.
Pick 1 or 2 'unsafe (dissonant) notes'. Pick one of the black notes next door to your safe note.
Dissonant Notes
Safe notes
: A B C D E
Unsafe notes: Ab Bb Db Eb
Pick an appropriate unsafe note to go with your safe note.
Top Tip: In your improvisation don't overuse the unsafe note. It's like adding chilli powder to your cooking: a little adds interest, overdo it and the whole thing will taste (sound) horrible.
Personal Progress
Reflect on how successful your improvisations were and set yourself a target on your sheet. It could be to become more confident at a certain level of the pyramid, or to advance to the next level!
Starter: Last week we learnt...
How to use rhythm to create interesting improvisation.
How to plan improvisation using two or more 'safe notes' A B C D E

How to add 'unsafe' (dissonant) notes to improvisation (Eb, Db, Ab, Bb)
You now have 5 minutes to create an improvisation to the backing track.
Play back the rhythm I play on one note of the keyboard.
Pick a 'safe note' to improvise on. Choose one of the following: A B C D E. Now create a rhythm.
Pick another 'safe note' from the list. Improvise using your two notes.
Pick 1 or 2 'unsafe (dissonant) notes'. Pick one of the black notes next door to your safe note.
We are going to work our way up the Improvisation Pyramid again. Look back at your target for last week (if you don't have one set yourself one now) and see if you can meet it.
Next week...
You will be assessed on a group performance of 'Wade in the Water'.
You must include:
The chord (ACE) and bass line (AGFE)
The melody (either sung or played)
A section with some improvisation
The notes for the Wade in the Water melody are in your blue booklets.
Use this backing track for class performance or you can find a jazz or swing backing beat (under STYLES) on your keyboard!
You now have the rest of this lesson to rehearse your group performance of Wade in the Water.
Level 4: Maintain the chord and bass line and sing the melody.
Level 5: Add a successful structure, including a section of improvisation.
Level 6: Successfully perform a variety of parts including improvisation in the correct style.
Lesson 4: Wade in the Water Assessment
You have 15 minutes to rehearse your Wade in the Water assessment.
Things to remember:

The Aminor chord (ACE) and walking bass (A G F E) should continue throughout.
Add the melody
Add a section of improvisation
Personal Progress
How do you think your assessment went?
Add a target for improvement to your personal progress.
This could be feedback from your classmates or your teacher, or it could be your own opinion.
[Refrain:]
Wade in the Water
Wade in the Water children
Wade in the Water, God's gonna trouble the Water

Who's that band all dressed in red
Wade in the Water
Must be the Children that Moses led
God's gonna trouble the Water

[Refrain]

Who's that band all dressed in white
Wade in the Water
Must be the Children of the Israelites
God's gonna trouble the Water

[Refrain]
Starter: recap vocals
Oh When the Saints
When your assessment is over you will be given a sheet of 'Oh When the Saints'.
Notice that the lines of music go in pairs; you need to look at the top lines, played with your right hand. This is the melody.
Use the diagram to work out what the melody notes are; if you feel less confident write them in, otherwise try and do without.
WALT:
Performing:
Level 4: To be able to play C, F and G chords.
Level 5: To be able to play most of the 12 bar chord pattern.
Level 6: To be able to fluently play the 12 bar pattern.
Understanding:
Level 4: That blues music came from spirituals.
Level 5: The historical reasons for the development of the blues.
Level 6: Some musical characteristics common to spirituals and the blues.
What we know so far...
With your partner, find this template on Moodle (Year 8 Music) and fill in what you know so far. Use my example to help.
Performance:
What is a chord?
Can you play these 3 chords? Use your thumb, middle and little fingers. Practise moving between them.
http://knowitall.org/gullahmusic/blues/index.html
12 bar pattern
Now play the chords in this pattern. Hold each one for 4 beats. Can you do it from memory?
c
c
c
c
c
c
c
c
G
F
F
F
Whole class performance!
Listening Diary
Title: Shake A Tail Feather
Date: 1980
Performer: Ray Charles
Dates: 1930-2004
ToW: Soul
Ray Charles was a fantastic soul musician, influenced by the blues. He was blind from the age of 7.
Plenary: Shake a Tail Feather Dance-off!
Last lesson we learnt:
How to play C, F and G chords (C E G, F A C, G B D)
How to put those chords into the 12bar chord sequence.
12 bar pattern
Now play the chords in this pattern. Hold each one for 4 beats. Can you do it from memory?
c
c
c
c
c
c
c
c
G
F
F
F
You now have 5 minutes to remind yourself of this pattern.
Melody and chords together
Now, half the class will sing the melody of Sweet Home Chicagowhilst the other half play the chords.
ALL: Will sing in time. Will play a C major chord in the right place.
MOST: Will be able to play the whole sequence in time.
SOME: Will be able to play and sing the melody.
Now do the same thing with your partner.
Lesson 8:
This pattern is called the '12 bar blues'
We can number chords with Roman numerals.

C is chord ...
G is chord...
F is chord...
Key words for Level 6+
Chord I is called the TONIC.
Chord V is called the DOMINANT.
Now fill in the 12 bar chord table in your booklet.
The type of music in Listening Diary is called SOUL.
It developed from rhythm and blues in the 1960s. We're going to learn a soul song that uses the 12 bar chord pattern. It's by James Brown, 'the godfather of soul'.
I feel good
I knew that I would now
I feel good, I knew that I would now
So good, so good
I got you

I feel nice, like sugar and spice
I feel nice, like sugar and spice
So nice, so nice
cause I got you

(music break)

When I hold you in my arms
I know that I can do no wrong
When I hold you in my arms
My love won't do you no harm

Listening Diary
Title: Sweet Home Chicago
Date: 1936
Performer: Robert Johnson
Dates: 1911-1938
ToW: Blues
Robert Johnson died aged 27. There was a rumour that he was poisoned by the jealous husband of a woman with whom he had been flirting in a bar. There was also a story that he sold his soul to the devil in exchange for being able to play the guitar.
Oh baby don't you want to go
Oh baby don't you want to go
Back to the land of California
to my sweet home Chicago

Oh baby don't you want to go
Oh baby don't you want to go
Back to the land of California
to my sweet home Chicago

Now one and one is two
two and two is four
I'm heavy loaded baby
I'm booked I gotta go




Sweet Home Chicago
http://knowitall.org/gullahmusic/blues/index.html

Our class blues song!
WALT:
1. To develop our music reading skills.
2. How to play the blues walking bass line.
3. To develop our ensemble skills.
Walking bass:
Describe what a walking bass line is to your partner? What instruments might play it?
In your booklet, work out the notes in the walking bass line. Level 6+ should not write the notes on the booklet.
Handy hint: Some notes are on the lines and some in the spaces.
Remember: FACES in the SPACES.
What does this symbol mean?
Performance Success Criteria:
Level 4: You can play the first line of the walking bass.
Level 5: You can play the whole walking bass line with few mistakes.
Level 6: You can play the walking bass with no mistakes and the 12 bar chords.
Level 7+: You can play the walking bass with the Sweet Home Chicago melody.
Write yourself a 'walking bass line' target for next week on your personal progress sheet.
Review your personal progress targets: tell a friend what you need to do to improve today.
The USA abolished slavery in 1865. So why did black people in America still feel 'blue'? What were their lives like?
Log onto the computer and add a 'blues' section to your timeline. Remember the template and website can be found on Moodle.
Performance Success Criteria:
Level 4: You can play the first line of the walking bass.
Level 5: You can play the whole walking bass line with few mistakes.
Level 6: You can play the walking bass with no mistakes and the 12 bar chords.
Level 7+: You can play the walking bass with the Sweet Home Chicago melody.
Write yourself a 'walking bass line' target for next week on your personal progress sheet.
C E G A Bb A G E
C E G A Bb A G E
F A C D Eb D C A
C E G A Bb A G E
G B D B F A C A
C E G A Bb A G E
Walking Bass
and Chords
C = C E G
F = F A C
G = G B D
Peer Assessment
You are to listen to you partner perform the walking bass and chord sequence - together or separately.
Fluent
Correct notes
Bass line and chords together
One hand bass line
One hand chords
Correct rhythm
Walking pace
Melody and bass line
All or part
Lesson 9: Jackass Blues
WALT:
1. To develop listening and appraising skills by comparing two pieces of music.
2. To be able to add a melody to the 12 bar chord pattern.
3. To understand how to begin developing blues compositions.
Compare two: Venn diagram
Success criteria
Level 4+: Identify WHAT is the same/different
Level 5+: Identify HOW it is the same/different
Level 6+: Give specific examples and write in detail.
Jackass Blues
Find the page in your booklet that says 'Jackass Blues'. We are going to learn this melody.
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/music/piano/

Virtual Piano:
Checklist for success:
Are your Gs higher than the rest of the melody?
Are you holding the 3rd G for 2 beats?
Are you playing an Eb?
Have you held the final note for 8 beats?
Now put the melody together with the chords. It should be played once per line, starting at the beginning of the line. You and your partner should both have a go.
Extension: Can you play the melody with the walking bass line?
Extension - Composing your own melody
Now it's time to add something original to the melody.
Level 5: Add your own tune into the 8 beats at the end of the Jackass Blues.
Level 6: Extend the Jackass Blues melody to last for 12 bars.
Level 7: Compose a completely original melody that fits with the 12 bar chord pattern.
Extension 2: check that your melody fits with the 12 bar chords and walking bass.
Lesson 10: Adding structure
Listening Diary
Title: Johnny B. Goode
Date composed: 1958
Performer: Chuck Berry
Born: 1926 (How old is he?)
ToW: Rock 'n' Roll
Venn diagram
Play the chords and melody separately with correct notes and rhythms.
With a partner, play the chords and melody together correctly.
Play the walking bass separately.
With a partner play melody and accompaniment (chords and walking bass) accurately and fluently, arranging parts into a simple structure.
Success Criteria....
What level are you
working at?
Level 4
Level 5
Level 6 +
Robert Johnson - Crossroad Blues
Rock 'n' Roll
The Blues contributed to a type of music that people liked to dance to called 'rock 'n' roll'. We're going to sing a rock and roll song.
Note: when you're singing, the lyrics start almost a full bar before the 12 bar chords begin.
WALT:
1. To develop our group work skills.
2. To begin planning our 12 bar assessment performance.
3. To learn about how structure can be used effectively in music.
Extension:

Listen to the backing track for Hound Dog. How is the walking bass line different to the one we've learnt? Can you include this in your performance?
Whiteboard activity
In pairs listen to Hound Dog again.
What different sections can you hear?
Do any sections repeat?
Which instruments can you hear taking the lead part in each section?
What are they doing?
Verse 1

Verse 2

Verse 1

Instrumental improvisation (guitar)

Verse 2

Instrumental improvisation (guitar)

Verse 2

Verse 1
Planning time
In 2s or 3s plan your group performance.
Who is going to play which part in each section?
Are you going to change the keyboard voices to have different instruments?
You must include at least two different musical parts in each sections.
Within your performance you must include ALL musical parts.
You can use the Jackass Blues melody or write your own.
Rehearsal time.
Personal progress:
Have you stuck to your plan?
Changed it? If so, how?
What do you need to work on next week? Individually? As a group?
Level 6+ checklist:
Change rhythm of chords, or even bass for different style.
Change walking bass to broken chords - more rock n roll style
Research and play shuffle rhythm for chords (L7)
Section of improvisation must last for at least 12 bars
Interesting intro/outro
Compose your own melody, based on or different to the Jackass Blues
You could add words to your melody
Notate your own melody
Research some different 12 bar styles and incorporate them into your playing (see timeline)

Chords, walking bass line
and melody
Jackass Blues Melody
Improvisation
Improvisation
C = C E G
F = F A C
G = G B D
Chords
Walking bass line
Chords
Lesson 11:
Rehearsal
Walt....
In todays lesson you are learning....
1. To organise the different musical parts of the 12 bar blues into a structure for performance.

2. To work as part of an ensemble to rehearse and develop a piece for performance.

3. To self assess in preparation for next weeks assessment.
Musical parts
Jackass Blues Melody
Improvisation
Improvisation
C = C E G
F = F A C
G = G B D
Chords
Walking bass line
Chords
Play back the rhythm I play on one note of the keyboard.
Pick a 'safe note' to improvise on. Choose one of the following: A B C D E. Now create a rhythm.
Pick another 'safe note' from the list. Improvise using your two notes.
Pick 1 or 2 'unsafe (dissonant) notes'. Pick one of the black notes next door to your safe note.
Safe notes
: A B C D E
Unsafe notes: Ab Bb Db Eb
Pick an appropriate unsafe note to go with your safe note.
Top Tip: In your improvisation don't overuse the unsafe note. It's like adding chilli powder to your cooking: a little adds interest, overdo it and the whole thing will taste (sound) horrible.
Improvisation Recap
Improvisation is when a musician makes up the music as they go along within the rules of the piece/genre they are playing.
Jackass Blues Melody
Improvisation
Improvisation
You have 5 minutes to create an improvisation
Planning and arranging
Rehearsal and Development
Working with your partner(s) you are to spend some time rehearsing read your assessment. While you are working you need to keep in mind the criteria that you will be assessed against next lesson.
Today you will be assessing yourself against the criteria.
Self-Assessment
You are to think about your own musical skills in relation to the 12 Bar Blues and the assessment criteria.
You are then to complete the following tasks, writing your answers on your Personal Progress page.
1. List two things that you can do well and explain how you are good at them.
2. Describe one thing you could do better to improve your performance.
3. What level do you think you are working at? Are you on target to achieve your minimum level?
Homework
Over the past few weeks you should have been developing your musical timeline for your music homework.
Your Musical Timeline is due in during next weeks lesson.
Your timeline should include the following:
Traditional African Drumming
Work songs
Spirituals
Blues
Rock 'n' Roll
Soul
For each of these you need to include dates, information about the music, what was happening historically at that time, and examples of songs.
Lesson 12:
Assessment
Walt....
In todays lesson you are learning....
1. To use rehearsal time to prepare for a performance.
2. To perform as part of an assessment.
3. To evaluate your performance skills.
Musical parts
Jackass Blues Melody
Improvisation
Improvisation
C = C E G
F = F A C
G = G B D
Chords
Walking bass line
Chords
Planning and arranging
Rehearsal and Development
Working with your partner(s) you are to spend some time rehearsing read your assessment. While you are working you need to keep in mind the criteria that you will be assessed against next lesson.
Today you will be assessing yourself against the criteria.
Composition Evaluation
Each group will perform their composition to the class.

While others are performing, read through the evaluation and complete the parts you can. After you have performed complete the remaining questions.
Evaluation grid:
Write an arrow on what you are working towards.
Tick what you think you can do.
Homework:
Complete timelines, print and bring in next lesson.
The template and the website can both be found on Moodle.
Full transcript