February 4, 2019

Shannon Smith
Class Teach 1 Lesson Plan
Accidental Blues p. 345 #146

Objectives
Students will play Accidental Blues to learn the new notes F and C on their instruments and a 12-bar
blues style piece.

Procedure
Learning New Notes

 We will only be looking at Part B which is all pizzicato, so you do not need your bows
 First, we need to learn a new note!
 Play your E
 Play your F#
 Slide your second finger to the space on the string in between E and F#

Measures 1-4

 Look at measure 1-4, what chord are we outlining here? one chord, G dominant 7
 Play measures 1-4

Analyzing Music

 What key are we in? G Major

 That is different from what we are used to. Most of the pieces we have been playing lately
have been in D major.
 What about the key signature do we need to be careful of in this piece but especially in
measure 5 and 6? C natural
 Play your B
 Play your C#
 Slide your third finger to the space on the string in between B and C#

Measures 5 and 6

 What chord are we outlining in measures 5 and 6? four chord, C dominant 7 (look @melody)
 Play measures 5 and 6

Measures 7-12

 What do we notice about measures 7 and 8? same as beginning

 Start at measure 7 and keep going until the repeat on the next page (we go back to the
beginning)
 Watch out for your accidentals and key signature!
 Play measures 7-12
  What happens in measure 9? outline five chord, D major triad
 What happens in measure 10? outline four chord, C major triad

Practice different rhythm

 Let’s skip the repeat for now and look at the second ending
 Most of it is very similar to what we have played before. Look at the last measure.
 Without making sound come out of your instrument, ghost your last measure
 Be sure to pay attention to our jazz style and the articulations we have
 Let’s play the second ending

Understanding 12-bar blues

 Go ahead and turn back to the beginning

 Who here has ever heard a jazz ensemble or big band before?
 Has anyone ever played in a jazz ensemble or big band?
 In a piece like this what instrument group would probably have this part? rhythm section,
double bass, guitar, piano
 What kind of style do we call this piece? Look at the measure numbers and the title. 12-bar
blues
 Does anyone know the form of a 12-bar blues? I, I, I, I, IV, IV, I, I, V, IV, I, V (repeat)

Application of knowledge

 Let’s run through the whole thing! For the sake of time, ignore the repeat and go straight
from the first ending into the second ending.
 Any questions?

Assessment
Students will play part B in Accidental Blues in the correct form of a 12-bar blues.

National Standards/Virginia Standards of Learning

IAR.1 The student will demonstrate proper posture, embouchure, hand position, and playing
position.

IAR.2 The student will produce tones that are clear, free of tension, sustained, and unwavering in
pitch.

IAR.3 The student will adjust intonation and match pitches.

IAR.11 The student will demonstrate ensemble skills.

1. Blend instrumental timbres.
2. Match dynamic levels, style, and intonation.
3. Respond to conducting gestures.
4. Use conducting gestures.
IAR.12 The student will sight-read music of varying styles and levels of difficulty.

IAR.14 The student will perform music from a variety of cultures, styles, and historical periods.

IAR.15 The student will improvise a melody to a 12-bar blues progression.

IAR.22 The student will analyze a specific work and discuss how the music elements are used to
create expression.

IAR.23 The student will identify, define, and apply music terms and symbols from materials being
studied.

Modifications
Time Limits

Due to time limits and restrictions there may not be enough time for smaller group work and
improvisation. If more time was available students would break into smaller groups with a
representative of each instrument in every group. Some members of the group would play the
written pizzicato bass line. A solo or small ensemble of soloists will improvise while ot her students
of the group are playing the bass line. Groups will be given a specific section of the music to
practice instead of the whole piece. The groups will play consecutively, alternating each group
during a full run-through.