5th grade blues lesson
Objective: Students will be able to recognize a 12-bar blues structure and sing along with the
roots of the chords.
Description: In this video lesson I introduce the structure of a 12-bar blues. By playing through
the blues, having students indicate when they hear the chords change, displaying a visual of the
structure, and finally singing along with the roots of the chords, students experience the blues
visually, aurally, kinesthetically, and through singing. Lastly, I perform an example of why the
blues structure is important by scatting to a blues to show the musical freedom that is created by
having a strict structure.
roots of the chords.
Description: In this video lesson I introduce the structure of a 12-bar blues. By playing through
the blues, having students indicate when they hear the chords change, displaying a visual of the
structure, and finally singing along with the roots of the chords, students experience the blues
visually, aurally, kinesthetically, and through singing. Lastly, I perform an example of why the
blues structure is important by scatting to a blues to show the musical freedom that is created by
having a strict structure.
2nd Grade Poison Song Lesson
Objective: Students will be able to echo “do-re-mi” patterns as well as specifically recognize the
pattern “do-mi-re”
Description: In this video lesson I lead a solfege warm-up consisting of call and response of
3-part patterns with the solfege do, re, and mi. Following the warm-up, we play a game called
poison song. This works similarly to the call and response, however if the students sing the
poison song after I sing it, they lose a point. In this example I made the poison song “re-mi-do”
so that they could work on recognizing this pattern. Students keep track of who is winning the
game at home.
pattern “do-mi-re”
Description: In this video lesson I lead a solfege warm-up consisting of call and response of
3-part patterns with the solfege do, re, and mi. Following the warm-up, we play a game called
poison song. This works similarly to the call and response, however if the students sing the
poison song after I sing it, they lose a point. In this example I made the poison song “re-mi-do”
so that they could work on recognizing this pattern. Students keep track of who is winning the
game at home.