Blues

1. Blues

2. Starting Point/ Inspiration The Thrill has Gone – BB King http://www.youtube.com/watch?v=xVxCtt3s_1M

3. This is Just One Way Activities will change with each group and the result of the small group activities ….be flexible

4. Pre-requisite Knowledge • Notes: A, C, D, D#, E, G • Keyboard Chords: C, F, G • Guitar/Uke Chords: A minor, D minor, E minor • Bass notes: A, D, E Students might already have listened to or played the Blues, but this is not essential

5. Creating the Groove Circle tasks: • Echo Rhythm Games • Improvisation Rhythm Games • Establish a ‘Rhythmic Head Groove’ with the group • Count 8 quavers - Play three claps on different beats • Establish several groups with interlocking rhythms in this way

6. This activity now moves to instruments…

7. Perhaps start with just percussion…. …then add one instrumental type at a time with the whole group in the room Work around C major / A minor harmony

8. Creating a satisfying performance could be the content of an entire lesson… …or just the first half

9. When students have created an instrumental version of the groove with the teacher leading…. …they can work in small groups to create their own version

10. Think really carefully about the words you use when setting up small group tasks… ….refer to the exercise students have just completed …. …..create and perform your own example if necessary

11. Small Group Task Aim: Students will create a their own groove around a single chord • Keyboards – Create a rhythm where the chord C is played three times during an 8 beat cycle • Ukes/Guitars - Create a rhythm where the chord A minor / A minor 7 is played three times during an 8 beat cycle • Bass - Create a rhythm where the note A is played three times during an 8 beat cycle • Percussion – Using the Rhythmic Head as a starting point, arrange this for the percussion instruments • Voices – Find a suitable phrase that uses 4 or 5 words that can be repeated once during each count of 8 (The task can be simplified so that an instrumental group is sub-divided in 3, so that each group plays just once during each cycle at first)

12. Re-Group Task Aim: Collectively shape and perform the groove • Listen to each group’s work separately • Try different groups together until everyone can play as a whole group • Repeat the groove until it is comfortably established • Discuss the grove with the class… • Would any of the groups like to change their part to make it fit better with the others? • Is it easier to count to know when to play, or to hear each part as a complete rhythm? • How long are notes being held (short, long, or a mixture)? • Are all the parts the same dynamic? • What keyboard sounds / guitar effects are being used? • Shape the performance until it sounds musically rewarding

13. This is potentially another natural end point of a lesson

14. Small Group Task Aim: Practice the groove changing between two notes / chords • Keyboards – Practice playing the rhythm on an F, and then changing between the C and F patterns • Ukes/Guitars - Practice playing the rhythm on a D minor, and then changing between the A minor and D minor patterns • Bass - Practice playing the rhythm on a D, and then changing between the A and D patterns • Percussion – Using the Rhythmic Head as a starting point, create a second pattern that is played on every 4th repeat • Voices – Using the vocal phrase, start to develop a short melodic phrase over a chord of C and a chord of F

15. Re-Group Task Aim: Practice collectively performing and changing between the two chords • Perform the groove with the D minor /F major • Perform the grove with the A minor / C major • Number the chords 1 & 2 and practice changing when a conductor indicates (initially the teacher however a student could also lead this) Focus on creating a satisfying musical outcome

16. Small Group Task Aim: Learn the third and final chord / note and practice changing between them • Keyboards – Practice playing the rhythm on a G, and then changing between the three chords • Ukes/Guitars - Practice playing the rhythm on an E minor, and then changing between the A minor and E minor patterns • Bass - Practice playing the rhythm on an E, and then changing between the A and E patterns • Percussion – Starting with the initial head, create an arrangement of the two rhythmic phrases that lasts 12 cycles OR create a task that focuses upon the performance of the rhythmic phrases • Voices – Create another short phrase to be used with the new chord (An extension task could be to create a new rhythm for this chord)

17. Re-Group Task Aim: Practice collectively performing and changing between the three chords to create the entire 12 bar pattern • Perform the groove with the E minor / G major • Perform the groove with the D minor /F major • Perform the grove with the A minor / C major • Number the chords 1, 2, & 3 and practice changing when a conductor indicates • Slowly establish the entire 12 bar pattern

18. Developing a group sense of the complete 12 bar cycle may take some time…this is normal Try to make knowing when to change a fun challenge… Stop playing when you think you should go to the next chord Listen to the BB King and identify the chords and changes as a group Half the group playing…half listening and directing the changes Students leading the whole group or their section Make one of the chords ‘silent’ so that everyone stops playing for its duration Create a karaoke loop for students to watch & play along with in Garage Band – each chord a different colour

19. Add Some Improvisations

20. Start from a Warm Up Improvised body percussion • Start with just a clap • Add a second..third…fourth sound Work on 1 bar call and response phrases Add the group’s vocal phrases and some percussion to the warm-up to make it more musically rewarding

21. Begin adding some instruments to the improvisations… Start with single note improvisations… Ask the percussion and bass groups to play whilst the class improvises… Alternate between improvisations and whole class performances of the groove

22. Paired Task • Ask student to work in pairs • 1 person should lead (call) the other respond • Improvise 1 bar phrases on an A • Change leader every minute or so • When comfortable add a note at a time from the scale A, C, D, D#, E, G ( The percussion group may want to work on percussion improvisations or you may ask them to move to a pitched instrument)

23. Re-Group Task • Set up the 12 bar groove on bass and percussion • Move around the group listening to the paired improvisations • Alternate between the whole class groove and the improvised sections to create a complete piece As an extension task, the pairs could be asked to practice longer improvisations (4, 8 , 12 bars long)

24. Finishing the Piece Create a final version of the piece with the class. Think about the following: • How should the piece start? • Should everyone always play on the groove? • Should the piece have a dynamic shape overall? • Could the improvisations happen as part of the main groove or should they happen in a discrete section? • Are any additional sections of music required, or do any need to be changed? • How will the piece end? As the piece is finalised ask the group to reflect upon how it could be made to sound more like the BB King version. Use Flip Cameras to capture the performances so that students can reflect more accurately on their work. Spend time to make the final performance as refined as possible. An extension task could involve dividing the group into two or three smaller ensembles who create their own arrangements using the material created by the whole class.