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Copy of Jazz and Blues

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Sam Styles

on 20 November 2016

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Transcript of Copy 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 7:
The 12 Bar Blues
Lesson 6: Developing the Blues
Lesson 8: 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 D minor chord: D F A
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 D to A...
D C Bb A
What do you think the definition of a walking bass line is?
Wade in the water
Wade in the Water,
Wade in the Water children,
Wade in the Water,
God's gonna trouble the Water.
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
[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.
Learning aims
Success criteria - Performing:
L4: To be able to play C, F and G chords.
L5: To be able to play the 12 bar chord pattern.
L6+: To be able to fluently play the 12 bar pattern, modulating to a different key.
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?
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!
Group task
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.
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!
Today we are learning....
1. To develop our music reading skills.
2. How to play the blues walking bass line.
3. To develop our ensemble skills.
10 minute challenge:
Walking bass
Walking Bass
and Chords
C = C E G
F = F A C
G = G B D
Lesson 10: Jackass Blues
In today's lesson....
1. Developing listening and appraising skills by comparing two pieces of music.
2. Be able to add a melody to the 12 bar chord pattern.
3. 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
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?
Improvisation
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 or with chords.
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
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
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 for 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 a section of your Feedback and Assessment page, giving yourself two strengths and one target for development.
Date: November 2015
Task: Blues self assessment
Working
Level:
Strengths:
Targets:
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.
Musical keywords
T
C
Chord, compose, conductor, choir, clarinet, clavichord, crescendo, cello, chorus, cornet, cymbals, classical cyclic, canon, chant, celesta, chromatic, chorus, coda, clef, chromatic
P
Tambourine, Tempo, Tenor, Ternary form, Theme, Theremin, Timbre, Time, Timpani, Toccata, Transposition, Treble, Tremolo, Triangle, Trill' Trio, Trombone, Trumpet, Tuba, Tubular bells, Tune, Tuning-fork
Part, Pentatonic, Percussion, Performance, Practice, Philharmonic, Phrase, Piano, Pianissimo, Pianoforte, Piccolo, Pitch, Pizzicato, Plainchant, Playing, Poco, Polka, Polyphony, Prelude, Presto, Programme music
Lotto Performance
Pupils will be selected at random to perform to the class. While listening you are to consider:
What musical parts are being played?
Are the correct notes being played?
Is it fluent?
Are they playing in time?
Personal Progress:
Now you are to complete your first 'Personal Progress' decribing what you have achieved today and what you need to do next.
Task: Bass and Chords
Quiet music and tidy up music
Every half term your class will have music that tells you to take your headphones out and listen to me for more information, and music that will tell you to tidy up. We are going to listen to them now.
When you hear the tidy up music you should quickly and quietly turn your keyboard off, tidy your area and belongings and return your chair to where it was at the start of the lesson. You should then sit down calmly and wait.
Quiet Music
Tidy-up Music
Tidy up music
When you hear the tidy up music you should quickly and quietly turn your keyboard off, tidy your area and belongings and return your chair to where it was at the start of the lesson. You should then sit down calmly and wait.
Lesson 2:
Two part harmonies
Listening Diary
Title: Amazing Grace Date: 1779
Composer: John Newton Dates: 1725 - 1807
Learning aims:
1. To understand how musical parts work together.

2. To sing as part of a class performance.

3. Working with a partner, to be able to create a performance with two or more parts.
Last week we learnt...
1. To play a D minor chord (DFA)
2. To play a walking bass line (D C Bb A)
3. To sing the melody of Wade in the Water.
You now have 5 mins to recap this!
Performance
Next week will be your first performance assessment of year 8. For this you are to prepare a performance that contains at least two different musical parts.
Tidy up music
When you hear the tidy up music you should quickly and quietly turn your keyboard off, tidy your area and belongings and return your chair to where it was at the start of the lesson. You should then sit down calmly and wait.
Personal Progress
Task: Wade in the Water

I achieved:

Next time:
Lesson 3:
Wade in the Water Assessment
Set up time!
You have 5 minutes to get yourself organised at a keyboard and to remember what you did last week. You are to work in pairs or individually. You will need:
Your music booklet
A splitter
Your headphones
Something to write with
In today's lesson you will:
Work with a partner to prepare a performance.
Perform two different musical parts.
Comment on your current level of work and set targets for progression.
Recap:
Musical Parts
Chords
Bass line
Part 1
Part 2
Today I will....
You will be given a post-it note. On this you are to write your name and then two things that you need to do in your preparation time to make sure you give a good performance.
Think back to last lesson and use your Personal Progress comments and the Success Criteria to help you to do this.
Rehearsal Time
You will have 15minutes in which to prepare your performance. Remember in your performance you must:
Play or sing Wade in the Water
Play or sing at least one other part - this can be part 2, chords or walking bass.
Show all you can do to the best of your ability.
Work as part of an ensemble (group).
Personal Progress
Date:
Task: Wade in the Water Performance
Working / Final
I achieved:
Next time:
Write today's date
Tidy up!
What do these words mean?
A cappella
Walking bass line
Polyphonic
Homophonic
Lesson 4:
Wade in the Water Assessment
Set up time!
You have 5 minutes to get yourself organised at a keyboard and to remember what you did last week. You are to work in pairs or individually. You will need:
Your music booklet
A splitter
Your headphones
Something to write with
In today's lesson you will:
Work with a partner to prepare a performance.
Perform two different musical parts as part of an assessment.
Write strengths and targets and comment on your current level of work.
Recap:
Musical Parts
Chords
Bass line
Part 1
Part 2
Rehearsal Time
You will have 15minutes in which to prepare your performance. Remember in your performance you must:
Play or sing Wade in the Water
Play or sing at least one other part - this can be part 2, chords or walking bass.
Show all you can do to the best of your ability.
Work as part of an ensemble (group).
Tidy up!
What do these words mean?
A cappella
Walking bass line
Polyphonic
Homophonic
Feedback and Assessment
Date: write todays date
Task: Wade in the Water assessment
Working / Final
Strength:
Target:
Write the numbers I give
you in here
Strengths: Write your strengths relating to the numbers I have given you.
Targets: Write your targets in relation to the numbers I have given you.
Comments: Write a comment about how you feel you have done.
S1: You can play the correct chord/bassline (L4/5)
S2: You can attempt to play the melody (L4)
S3: You play the melody accurately and fluently (L5)
S4: You played hands together (L5)
S5: You included some improvisation (L 5/6)
S6: You added the second melody (L6)
S7: You made creative use of tempo/dynamics (L6 +)
S8: You showed awareness of how your part fitted in (L5)
S9: You made small adjustments to fit in with your partner (L6)
T1: Play the correct chord/bassline (L4/5)
T2: Attempt to play the melody (L4)
T3: Play the melody accurately and fluently, without stopping (L5)
T4: Play hands together (L5)
T5: Include some improvisation (L 5/6)
T6: Add the second melody (L6)
T7: Make creative use of tempo/dynamics (L6 +)
T8: Show awareness of how your part fits in (L5)
T9: Make small adjustments to fit in with your partner (L6)
T10: Make sure sharps and flats are correct (L5)
Feedback
Lesson 5: Improvisation
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.
In todays lesson:
1. To understand how to create simple improvisations.

2. To be able to create an improvisation using notes from a blues scale.

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!
5 minute task:
Work your way up the improvisation triangle, creating simple improvisations each step of the way.
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.
Improvising with blues scales - Part 1
Improvising with blues scales - part 2
What mood does the scale have?
Pick two 'safe notes' to improvise on. Choose one of the following: D F A. Now play with a rhythm.
Pick another 'safe note' from the blues scale - D F A C. Improvise using your three notes.
Add a fourth note -
either G or Ab. Improvise
using four notes.
Write the notes you play in the order you play them
5 minute task:
1. Select two safe notes from the blues scale - D F A
2. Play each of your rhythms alternating between the two notes.
3. Play your rhythms again though this time change randomly between your two notes.
Add in the notes
you have not used.
Can you create an improvisation using all
the notes?
Select four rhythms you could use and write them in your rhythm boxes.
Lesson 6:
Improvisation Assessment
Set up and recap!
You have 5 minutes to get yourself organised at a keyboard and to remember what you did last week. You are to work in pairs or individually. You will need:
Your music booklet
A splitter
Your headphones
Something to write with
Improvising with blues scales
Notes you can use:
Rhythms to start with:
Pick two 'safe notes' to improvise on. Choose one of the following: D F A. Now play with a rhythm.
Pick another 'safe note' from the blues scale - D F A C. Improvise using your three notes.
Add a fourth note -
either G or Ab. Improvise
using four notes.
Add in the notes
you have not used.
Can you create an improvisation using all
the notes?
Lotto Performance
Accompaniment
Chords:
Dm - D F A Am - A C E
Bass line:
D C Bb A
Success Criteria:
L4 - Create a short improvisation using a limited number of notes and rhythms.
L5 - Create a longer improvisation using a range of notes from the blues scale and interesting rhythms. Add a simple bass or chord accompaniment.
L6+ - Create an effective improvisation with a bass and chord accompaniment.

Pick two 'safe notes' to improvise on. Choose one of the following: D F A. Now play with a rhythm.
Pick another 'safe note' from the blues scale - D F A C. Improvise using your three notes.
Add a fourth note -
either G or Ab. Improvise
using four notes.
Add in the notes
you have not used.
Can you create an improvisation using all
the notes?
Improvisation Assessment
You will perform your improvisation to the class and be given strengths and targets to write in your feedback and assessment page.
Task: Improvisation Assessment
Date: Todays date
Working/Final
Strength:
Target:
Write in the numbers and then write the statements into the box below.
Challenge 1
Working in pairs, you are to get yourself organised at a keyboard. You will need:
Your music booklet
A splitter
Your headphones
Something to write with
What notes?
You are now to see if you can work out the notes in the following chords:
C F G
You have 5 minutes
Write your answers at the back of your booklet.
In todays lesson:
1. Learn to play three different chords.
2. To be able to play three chords in a sequence.
12 bar Chord Sequence
Using your chord chart, complete the progression by writing in the notes.
Extension: Can you work out the chords you would use if you modulated to the dominant key?
Listening
Diary
Title: Come on in my kitchen
Date composed: 07/1937
Performer: Robert Johnson
Dates: 05/1911 - 08/1938
Extension:
Why does the recording crackle and sound muted?
Success criteria:
ALL: With some help, be able to write correct note names and be able to play a walking bass with a partner.
MOST: To be able to write correct note names and play the walking bass line with some accuracy.
SOME: To be able to play a walking bass with chords.
What is a walking bass?
1. Write correct note names underneath each note.
2. Working with a partner, learn to play 12 bar bass line.
3. Be able to play the bass line on your own.
Challenge 2....
Walking bass and chords
How do they fit together?
Success criteria:
L4: Play 12 bar chord sequence and part of the walking bass seperately with some accuracy.
L5: With a partner, play 12 bar chord sequence and walking bass together.
L6+: Be able to play chord progressions and bass lines together accurately and fluently.
Tidy up!
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/music/piano/
Create a thought-shower describing what you hear.
Timbre
Texture
Dynamics
Structure
Tempo
Rhythm
Pitch
Melody
Extension: How does this compare to blues?
Lesson 9:
Mini-Assessment
Walking bass and chords
Success criteria:
L4: Play 12 bar chord sequence and part of the walking bass seperately with some accuracy.
L5: With a partner, play 12 bar chord sequence and walking bass together.
L6+: Be able to play chord progressions and bass lines together accurately and fluently.
C
C
C
C
F
F
C
C
G
F
C
C
L4: Play 12 bar chord sequence and part of the walking bass seperately with some accuracy.

L5: With a partner, play 12 bar chord sequence and walking bass together.

L6+: Be able to play chord progressions and bass lines together accurately and fluently.
Chords and Walking bass
Homework:
In your music booklet you have 10 questions relating to the music we have just analysed. You are to use your completed venn diagram to help you to answer all 10 questions in as much detail as possible.
Deadline
Homework is due in next lesson.
X
X
X
X
X
X
X
X
In your performance you need to make sure you demonstrate all of your skills.
Jackass Blues Melody
Improvisation
Improvisation
X
X
X
X
Walking bass line
Chords
Listening Feedback

Full transcript