Topic 2 Year 8 music
| Music | |||
| Topic | Blues and Jazz | ||
| No of lessons | 6-7 | ||
| When is it happening | Term 2 Year 8 | ||
| What will students learn | Learners should build upon their instrumental skills and learn to perform the various aspects of Blues and Jazz elements. They will develop their awareness of different musical structures and further their investigation into improvisation. They should learn about the origins of Blues and Jazz and understand how it has influenced popular music of today. Learners should also be able to perform longer pieces of music using memory to assist them and really focus on the accuracy of pitch and timing. They should recognise Blues and Jazz as styles of music and their influence within other genres, as well as Blues and Jazz artists. They should understand the historical and social aspects of Blues music and the attitudes towards black people and their music in the last century onto the current one. Learners are able to compare different sub genres within Blues and Jazz and use musical vocabulary to correctly describe some other features. | ||
| Key Knowledge that students should know at the end of 'Topic' | This is the knowledge that students will meet for the first time in this topic | The origins of each Blues and Jazz music from African slave songs, gospel, negro spirituals right through to the various styles of Blues and jazz through the 20th Century. The social, cultural and historical context of Blues music and its influence on popular music today. Knowledge of the musical elements/characteristics of Blues and Jazz and the distinctions between sub-genres. Knowledge of Blues and Jazz artists. An understanding of the connection between other African influenced music and Blues. Students will understand how attitudes to race have influenced the music industry. | |
| This is knowledge that students may have met before but will need to deepen their understanding |
Understanding of African influenced music. Understanding of syncopation and off beats. The understanding of bass riffs and chords. The ability to deconstruct and describe music accurately using keywords. The understanding of how sounds are layered to create certain effects in music. |
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| Key Skills that students should be able to demonstrate at the end of 'Topic' | This is the skills that students will meet for the first time in this topic | How to combine a walking bass with chords, melody and improvisation. How to use sequence within a musical structure. How to use given scales correctly within a Blues structure. How to identify different aspects of Blues and Jazz and be able to make comparisons | |
| This is skills that students may have met before but will need to develop | How to use chords in harmonic sequence in relation to a blues structure. How to improvise using the Blues scale and syncopated rhythms. How to use syncopation within a blues melody. How to combine parts by oneself. How to rehearse and look for patterns within musical pieces. | ||
| Key vocabulary that students should know and understand |
Walking bass, Blues scale, Call and Response, Blues structure, AAB, Jazz, Scat singing Syncopation, improvisation, chords, bass, riff, tempo, rhythm, texture, melody. |
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| The Big Question | What is Blues/Jazz? What are its origins? What are its influences? | ||
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Key questions that students should be able to answer at the end of the 'Topic' |
What is Blues music? What are its features and origins? | ||
| What is sequence in music? | |||
| What structure is used in Blues music? | |||
| What is City Blues and what is Country Blues? | |||
| What's the difference between Blues and jazz? | |||
| What is a blues scale? How is it used? | |||
| How does Blues influence the music we listen to today? | |||