Sample implementation plan This table shows one way that this assessment can be implemented. It is a guide only you may — choose to use all, part, or none of the table. You may customise the table to suit your students and their school environment. Suggested time Student activity Teacher role Setting the scene 1 lesson Watch a blues performance and Play a blues recording and guide determine the key musical students’ listening to determine the elements of a successful blues essential musical elements used in a performance. blues performance. Form small groups of 3–4, choose student groupings ensuring that a blues song to perform, decide each group will be able to produce a which instrument each student will balanced performance incorporating play and what role each student bass line, chords, melody and will have (e.g. bass line, chords, instrumental fillers. melody). Consider how more experienced performers can be challenged. Clarify performance goals. Section 1: Rehearsal reflection 3–4 lessons Revise performance goals in the Ensure students know the meaning of all musical terms and encourage them Student booklet. (May vary to use these terms when writing in their depending on Set clear group goals, rehearse rehearsal diary. students and the individual parts and gradually difficulty of the layer them together. Assist students in setting clear rehearsal performance goals. Improvise and experiment with pieces.) different combinations of musical Supervise students’ use of instruments elements that ensure the song and group participation. has a distinctly blues flavour. Encourage students to experiment with improvisation as well as musical elements (e.g. dynamics and phrasing). Give regular feedback. Section 2: On stage Dependent on Perform their rehearsed songs for Remind students of performance and number of an audience. audience etiquette. groups Encourage confident participation. Section 3: Performance reflection 1 lesson Evaluate and reflect on their Encourage students to use music performance after watching or language in writing their reflections. (Could be listening to a recording of their completed as out group’s performance. of class work)
Sample implementation plan This table shows one way that this assessment can be implemented. It is a guide only — you may choose to use all, part, or none of the table. You may customise the table to suit your students and their school environment. Suggested time Student activity Teacher role Setting the scene 1 lesson Watch a blues performance and determine the key musical elements of a successful blues performance. Form small groups of 3–4, choose a blues song to perform, decide which instrument each student will play and what role each student will have (e.g. bass line, chords, melody). Play a blues recording and guide students’ listening to determine the essential musical elements used in a blues performance. student groupings ensuring that each group will be able to produce a balanced performance incorporating bass line, chords, melody and instrumental fillers. Consider how more experienced performers can be challenged. Clarify performance goals. Section 1: Rehearsal reflection 3–4 lessons (May vary depending on students and the difficulty of the performance pieces.) Revise performance goals in the Student booklet. Set clear group goals, rehearse individual parts and gradually layer them together. Improvise and experiment with different combinations of musical elements that ensure the song has a distinctly blues flavour. Ensure students know the meaning of all musical terms and encourage them to use these terms when writing in their rehearsal diary. Assist students in setting clear rehearsal goals. Supervise students’ use of instruments and group participation. Encourage students to experiment with improvisation as well as musical elements (e.g. dynamics and phrasing). Give regular feedback. Section 2: On stage Dependent on number of groups Perform their rehearsed songs for an audience. Remind students of performance and audience etiquette. Encourage confident participation. Section 3: Performance reflection 1 lesson (Could be completed as out of class work) Evaluate and reflect on their performance after watching or listening to a recording of their group’s performance. Encourage students to use music language in writing their reflections.
els_sa_feelin_blue_performing_guide.docx