Date submitted: 7/21/2008 

Learning Targets: What you want students to know and be able to do as a result of learning process	Assessment Criteria: The observable traits and dimensions of meeting the learning target—what it looks, sounds, or feels like when the student demonstrates this newly acquired knowledge or skill.
Sing “Good Morning Blues” with improving accuracy.	Students sing accurate rhythm, pitch and include their personal expression and interpretation as they become more familiar with the song.
Explain and aurally identify chords in the 12-bar blues. Students sing accurate rhythm, pitch and include their personal expression and interpretation as they become more familiar with the song.	Students can explain to a partner that a chord is made of three or more notes. The 12-bar blues include a specific pattern of the I, IV, V chords.
Aurally identify chord changes in the 12-bar blues in a small group.	Using the three dance moves they created to represent the blues chords, students are able to move to show the chord changes with their small group.

Responding/Reflecting: Guiding Questions before, during and after the lesson activity that help students build critical thinking skills, link big ideas with historical/cultural resources, and reflect on and assess their own and other’s art.
1. Describe	2. Analyze
What is melody? What is harmony?	What is the purpose of harmony?
What makes a chord?	How do you listen and identify different chords?
3. Interpret	4. Evaluate
What does the pattern of chords in the 12-bar blues do for the song?	Do all blues have to have the 12-bar blues form to be the blues?
What chords are in the 12-bar blues? What is the pattern of those chords?
	Can other genres of music use the 12-bar blues form?

Learning Sequence: Indicate steps needed to achieve learning targets Note Idaho Humanities Content Standard/student artistic process element addressed in each step
1.                                                                                                      CreatePerform/ExhibitRespond/Reflect Sing “Good Morning Blues” to review previous lessons. Ask what the pattern of the notes they just sung is called—melody.   Check for understanding by: In-process assessment of student learning through questions, self reflection, teacher scan, peer sharing, checklist, or other assessment tools
2.                                                                                                     CreatePerform/ExhibitRespond/Reflect Review harmony and chord structure. Draw the notes of a C-Scale on the board and tell the students that each note is the root of a chord and number the chords showing from low C to high C. Ask students to volunteer writing the notes to complete the I, IV, and V chords. Sing the chord roots. Introduce the 12-bar blues by following the listening map of “Good Morning Blues” in the student text books. Ask students to count the bars or measures of the song (12) and have them note that there are four beats per measure. Have students follow along in the book as they listen to the blues. Note that there is only one chord per bar and can be represented by just one chord for a total of 12. Listen to “Good Morning Blues” again singing the chord root and number along with the song to better hear and anticipate the chord changes. Write the pattern of the bars on the board  Check for understanding by:
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students make groups of 3. Each student is in charge of making a movement to represent the chord. (example-V chord is the highest in pitch so student makes a tall movement). Movement can last 1, 2, or 4 beats. Quickly share each movement in the group by going around the circle. Each person shares their movement and group imitates for 8 beats and goes right to the next person for 8 beats without skipping any beats. Using the representative movements for the I, IV, and V chords all students in their small group will move to “Good Morning Blues” showing the 12-bar blues pattern of chords with their movements. Repeat if students need more practice identifying chord changes.  Check for understanding by:
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect Tell students they will be listening to various examples of 12-bar blues and using their movements to show the chord pattern. Teacher will play examples from “Corrine Corrina,” “Afro-American Symphony,” “Graysome Street Blues,” “Ella’s Contribution to the Blues,” “Hound Dog” and “Twist and Shout.” Help students get a sense of the beat and when to start so that they can move with accuracy.  Check for understanding by:
5.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by:
6.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by:
Responding: Closing Reflection with Students Did you achieve the learning targets? How effectively did you meet each assessment criteria for the lesson? Discuss the types of music they heard that had the 12-bar blues form. Were there other types of music that used the 12-bar blues chord pattern that were not the blues? What types of music did you hear? How has blues music influenced other types of music?