THE BLUES

Lesson 3

Teaching Artist: Dave Adewumi

SUMMARY

This is the third lesson from the grades 6-8 Jazz and the World of Black American Music Course. Students will be introduced to the life and music of Louis Armstrong and will demonstrate knowledge of the blues and compose original blues lyrics. 

OBJECTIVE

  • Students learn about the contributions of Louis Armstrong 

  • Students will be able to write a blues composition.

MATERIALS

EXPLORE

  1. Watch 03:40 -05:55 Ask students to share information about the early years of Louis Armstrong and the challenges that he faced during this time. 

  2. Ask: How did Louis Armstrong overcome these challenges? Divide students into groups and ask them to brainstorm ways that Louis Armstrong overcame challenges.

  3. Create a t-chart on chart paper or an interactive board. On one side, write the word “Blues” and on the other side, write the word “Blue” (no “s”). On the “Blues” side watch the video from 00:16 and create a class list of words representing the mood, feeling, colors, movement, or what they may be visualizing in their mind.

  4. Next, complete the “Blue” side of the t-chart. Create a class list things that are blue, make you feel sad (or blue), and why Louis Armstrong felt “blue.” 

LEARN

  1. Divide students into groups of 2 or more and brainstorm topics for a blues song. For example: My dog ate my homework, we’re late to school, we don’t have recess today, or I don’t like my lunch.

  2. Review Mr. Dave’s instructions for writing blues (05:55- end). Write the criteria shown below on the board for students to reference. 

    • First Line: What makes you blue? (Write a statement to describe something that makes you sad.) 

    • Second Line: Repeat the first line.

    • Third Line: Why can you look on the bright side? (Write a statement that reflects a growth mindset.)

    • Fourth Line (Optional): For further analysis use the fourth verse from “The Thrill is Gone” by B.B King:

    The thrill is gone

    It's gone away for good

    All the thrill is gone

    Baby, it's gone away for good

    Someday I know I'll be open-armed baby

    Just like I know, I know I should

  3. Using these blues song criteria, write a class song together. Model your thinking and allow students to contribute their ideas. Discuss the elements of the song to check for understanding.

  4. Divide students into pairs or small groups to write original blues songs. Allow time for students to brainstorm, edit, and practice their lyrics. Students can practice their song using the E Blues Backing Track. 

PERFORM+SHARE

  1. Have students record audio tracks or videos singing their original songs. Share and perform the song from this lesson on S’Cool Sounds Padlet. 

  2. Tell students in the next lesson they will learn the Charleston Rhythm.

ATTRIBUTIONS