This unit - 3 or 4 one-hour sessions - gives students a brief overview of the history and characteristics of The Blues. The piece West End Blues is used as a representative Blues piece and also introduces the influential figure of Louis Armstrong.
Students undertake research using the resources of the Internet and the unit contains links to various web pages, which contain concise historical, biographical and analytical information. There are also audio-visual links to footage of some of Louis Armstrong performances.
An audio copy of Armstrong's rendering of West End Blues is required and also preferably.
This unit can be taught in conjunction with the Edexcel AS level Music Technology syllabus.
Area of Study 3: Popular Music and Jazz in the Edexcel Specification (8511) lists West End
Blues as a representative piece and is included in the Edexcel New Anthology of Music.
A recording of Louis Armstrong's performance is available on the CDs of extracts relating
to the Anthology. The unit can also be used to contribute to other criteria such as
sequencing and arranging work.
Listening material:
- West End Blues as performed by Louis Armstrong and His Hot Fives
found on Edexcel New Anthology of Music CDs.
- A transcription score of the music, found in Edexcel New Anthology of Music
- General Blues listening resources
Software and Materials Used:
Computer Hardware/Software:
- Browser Software (eg Internet Explorer)
- Streaming Software such as Windows Media Player or Real Player
- A faster Internet connection is preferable to enable smoother audio and visual streaming
Music Technology Resources:
- Sequencing Software (eg. Steinberg's Cubase)
- Sound Module (eg Yamaha MU50) or Sound Card
- MIDI Keyboard
This project would be suitable for students aged 16 upwards. Students should possess GCSE Music or equivalent and have a basic knowledge of notation and harmony. Elementary music technology sequencing skills are also required.
This unit aims to introduce the student to the characteristics and historical roots of The Blues. This can be achieved through Web-based research and listening to Blues pieces. By the end of the unit the student should be able to both recognise a piece of 12-bar Blues both harmonically and lyrically, and produce their own Blues pastiche. The material covers historical and analytical elements of the curriculum as well as practically developing music technology sequencing skills.
Key Skills in Communication, ICT and working with others are also developed.
Introduce the sound and "feel" of The Blues early on through listening material. That way written material will have more meaning. In teaching The Blues, I found that using Moby's album 'Play'(Mute, CDSTUMM172). as a listening resource was a good way of bridging the gap between the old and the new. Students are likely to be conscious of Blues characteristics without even being aware of the fact.
