The Blues Unit

Unit Plan Outline
Teacher: John Kinney

Unit Title: The Blues
Grade: 9
Number of Classes: 4
MA Frameworks: Singing, Reading and Notation, Playing Instruments,
Improvisation and Composition, Critical response, Purposes and meaning in the
arts, Role of artists in the communities, concepts of style
National Standards: Creating: AS2 Plan, Make. Performing: AS5 Rehearse,
Evaluate, and Refine, AS6 Present.
Rationale:
This unit is important because it introduces the history and style of American
Blues music, which has as abundant amount of useful information within it.
Students will be able to discover the history of blues music, create their own 12
bar blues song, perform the song on a piano, and use their knowledge of theory
to analyze chord progressions. This unit encompasses several disciplines, which
is why it is important to be taught.
Lasting Learning:
Students will be able to identify blues music and other genres inspired by the
blues. Additionally, students will be able to intelligently comment on the social
context of blues music and why it was/is still performed. Students will also have a
broader repertoire and understanding of a traditional American music form.
Knowledge and Skills:
As a result from this unit, students will research and present information on major
figures of the genre in front of the class. Students will also have the opportunity
to analyze a 12 bar blues form and identify chords based on Roman numerals.
Also, students will answer questions like Why was the blues created? and How
has the blues influenced other genres of music? Additionally, students will be
able to play the 12 bar blues form on the keyboard and will have the option of
either him/herself or me sing original lyrics.
Assessment/Evaluation:
Informal: Daily singing checks during attendance. I will also review any
worksheets that the students complete.
Formal: I will grade the students class presentation based on public
speaking presence and quality of information found. I will also grade them based
on how well they are able to perform on the piano in front of the class. I
understand that not every student will be musically inclined, so I will make the
performance grades based on overall effort and enthusiasm.
Long Range Assignment/Project/Product: The final product will be the

students ability to play through a blues form, thus showing a cumulative
knowledge of everything learned from the unit. This includes what chords to play,
when to play them, and how to stylistically play and/or sing during the
performance.
Prior Knowledge and Skills:
Students should have a basic understanding of diatonic chords in a major key, a
background in Solfege, and familiarity with the keys on a keyboard. Students
should also be able to distinguish reputable websites for their research on a
blues artist.
Accommodations:
1. For special needs students, I will only expect them to identify when
chords change during a blues form. Additionally, special needs
students will have the opportunity to write song lyrics (with help) and
will have the option to sing in front of the class, or for me to perform
his/her piece (not expected to play piano in front of the class). Special
needs students will also gain more of my attention while practicing on
the keyboards.
2. For ELL students, I will encourage them to write song lyrics in their
native language. Additionally, I will make as much use of visuals on the
white board as possible to keep from relying on my lecturing alone.
School to Home/community connection:
Hopefully this unit will inspire a love for a deeply rooted musical form, which may
lead to the student creating and performing the genre independently. Additionally,
this unit unveils important parts of American history that the student will be able
to bring to other classes. Most of all, I hope this unit will preserve the tradition of
blues music through the youths performances, discussions, and love for the
genre.
Activator:
In order to prepare for the unit, students will review the keys of a keyboard,
diatonic chords in a major key, and major tonality Solfege.
Repertoire:
12-Bar Blues Song
Songs that students bring in for analysis
Milkcows Calf Blues (Eric Clapton)
Any songs that the students discover in their research
Original blues songs by the students
Materials Needed:
Pencils
Paper
Computers with internet connection
Piano
Guitar
Speakers
Worksheets
Video camera to record performances
Keyboards (if possible, 1 for each student)
White board
Markers
Lesson Outlines
Lesson 1 Intro to The Blues
Behavioral Objective: Students will analyze a blues progression based on
Roman numerals, respond to questions based on musical symbols/terms, and
sing the root notes of a 12-bar blues form.
Assessment/Evaluation: Solfege sing-back informal assessment, Ticket to
leave informal assessment, pitch accuracy as a class informal assessment
Prior Knowledge and activator: Students will sing a major scale using Solfege
syllables at the beginning of class. Also, students will answer an activator
warm-up worksheet asking them to list the diatonic chords in a major key.
Lesson content:
Solfege/Worksheet warm up
A lecture on the blues historical content, important geographical
locations, famous figures
Worksheet that has 12 Bar Blues song at the top. I will have students sing
through this song with me playing guitar.
Have students complete the questions at the bottom of the worksheet as a
ticket to leave
Assign students to find a blues song, print the lyrics, and write Roman
numerals above the words when the chords change.
Lesson 2: Researching the Blues
Behavioral Objectives: Students will be able to use the Internet to research an
assigned Blues artist. The students will then present their information at the end
of class.
Assessment/Evaluation: I will informally assess students Solfege warm up
during the attendance. I will formally assess students based on the quality of their
research and their public speaking abilities.
Prior Knowledge/Activator: Students should be able to know which websites to
use for proper research.
Lesson Content:
Solfege attendance warm up
Assign groups of students an important figure in the blues (Robert
Johnson, Muddy Waters, B.B King, Bessie Smith, etc.)
Have students use computers (phones if need be) to do research.
At the end of class, have the groups present their research
For next class, have students review the keys on a keyboard.
Lesson 3: Learning to Play The Blues
Behavioral Objectives: Students will be able to play root-position triads on the
piano in a 12 bar blues form in the key of C. For advanced students, I will have
them play dominant seventh chords.
Assessment/Evaluation: I will informally assess the students ability based on
enthusiasm and effort.
Prior Knowledge/Activator: Students should be familiar with the names of the
keys on a keyboard and should have at least touched the instrument before.
Lesson Content:
As a class, review the keyboard keys and survey the class as to which
notes constitute the I, IV, and V chords. I will also give fingerings.
Have students practice on keyboards. I will check-in on students progress
and will informally assess them based on their effort and enthusiasm.
If students demonstrate proficiency early, I will give them the option to
start writing lyrics or incorporate dominant seventh chords. Either way,
they will be expected to have lyrics prepared whether they plan on singing
or not.
At the end of class, assign students to write lyrics to a blues song and
inform them that they will be performing with me on guitar during the next
class
Lesson 4 Performing the Blues
Behavioral Objectives: Students will perform an original blues song in the key
of C major with original lyrics either sang by the composer or myself.
Assessment/Evaluation: I will formally assess students based on the quality of
their lyrics, efforts on the piano, and stylistic interpretation of the form.
Prior Knowledge/Activator: For this class, practicing the keyboard and
thoughtful lyric writing is essential. While I understand that not all students have
access to a keyboard at home, I will allow 10 minutes of warm up time in addition
to the previous class for students to have the opportunity to play.
Lesson Content:
Students will have 10 minutes to practice on the keyboard
Each student will perform and either he/she or myself will sing the lyrics
The class will observe proper concert etiquette.
I will be recording each performer to post a video on the class website
I will assess the students based on their presence, effort, enthusiasm, and
ability to maintain the form of the blues.

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Unit Plan Outline

Teacher: John Kinney

Long Range Assignment/Project/Product: The final product will be the

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