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Subject:
Class/Period:
Date:
Gen Music
Week 6, M
Learner Outcomes: SWBAT perform a cover of a popular song on guitar using chords and vocals.
National Standards:
1. Singing, alone and with others, a varied repertoire of music.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
State Standards:
[text]
Dynamics
Tone Color
Speaking
Singing
Tempo
Rhythm
Pitch
Moving
Creating
Playing
Texture
Form
Listening
Reading
Style
Writing
Start Bell:
Resources:
Guitars
Lyric/Chord Sheets
Time:
End Bell:
Introduction:
Have students share what song they will be working on, assemble in groups of four and five.
As a class, briefly review chords CAGED. Have answers available for students with different chord progressions.
Have them stick to CAGED chords as much as possible
Process:
Each student will have 8-10 minutes to teach and perform their song to their group. Make sure all performers
have lyric and chord sheets available to them.
Demonstrate teachers chosen song at the end of every group run, demonstrating comfort in chord and vocal
performance.
When all groups are finished, hold an open discussion on what they discovered about working on a cover song on
guitar. Was it easier or more difficult than you expected? What was challenging for you?
Closure:
Review all chords used by all groups, including progressions and any single note playing. Have students
demonstrate their songs to their class.
Assessment: Students will be assessed through group performances, as well as open discussion.
Extension: If no students continue to play for class, perform for students and have them analyze both chords and chord progression
being played.
Introduction to Improvisation
Class/Period:
Gen Music
Date:
Week 6, M
Learner Outcomes: SWBAT improvised on chords, scales, and given chord changes.
National Standards:
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
Dynamics
Tone Color
Speaking
Singing
Tempo
Rhythm
Pitch
Moving
Creating
Playing
Form
Listening
Reading
Style
Writing
Start Bell:
Resources:
Guitars
Chord Sheets
Time:
Texture
End Bell:
Introduction:
Process:
Have students discuss what possible notes are available, including C, D, and G major scales on guitar.
As a class, review C, Dm, G chords and major scales
Introduce methods of improvisation. Which notes can I use? When can I play these notes? What rhythms will I
use?
Demonstrate melodic improvisation, have students play C, Dm, and G major scales using rhythm provided on
their worksheet.
In small groups, have students go one by one improvising, given 2-4 minutes each.
When groups are finished, have students discuss what scales and notes they used
Closure:
Have improvisation open to class, with student volunteers. After performing, have students discuss on their
choices for pitch, and how they worked around chords and rhythms.
Class/Period:
Gen Music
Learner Outcomes: SWBAT compose simple blues melodies and accompany each other as small ensembles
National Standards:
1. Singing, alone and with others, a varied repertoire of music.
Date:
Week 6, M
Dynamics
Tone Color
Speaking
Singing
Resources:
Guitars
Lyrics
Chord Sheets/Music Sheets
Recording
Time:
Tempo
Rhythm
Pitch
Moving
Creating
Playing
Texture
Form
Style
Listening
Reading
Writing
Start Bell:
End Bell:
Introduction:
Process:
In groups of 4/5, have students write a verse and a chorus, about anything they would like to talk about. Have
students experiment with poetry, free writing, as long as it explains a sentiment or a story.
Have students create chord changes. Briefly review 7th chords and progressions as a class.
Groups will be given a total of 45 minutes to compose their pieces, working on style, lyrics, and chord changes.
After students finish, have each group perform for the class.
After all performances, discuss what each group decided to perform, including chord changes, key, and song
lyrics.
Closure:
Discuss how their compositions are similar to the recording. What was similar? How were they different?
Assessment: Students will be assessed through group in class performances, as well as their worksheet to be turned in at the end of
class.
Extension: Listen to more blues recordings online, including Miles Davis and Lois Armstrong.