Rhythm and Blues Music Teacher Resources
Find Rhythm and Blues Music educational ideas and activities
Showing 41 - 60 of 106 resources
Students explore examples of this musical form, then write their own lyrics for a blues song.
Tenth graders recognize traditional harmonic progressions such as I-V-I in writing or performance. Students experience improvising simple melodic patterns based on traditional harmonic progressions.
Tenth graders identify and interpret how to recognize traditional harmonic progressions such as I-V-I in writing or performance. They experience improvising simple melodic patterns based on traditional harmonic progressions. By coupling chord identification and improvisation, 10th graders learn that a certain pitch has both melodic and harmonic attributes.
Sixth graders listen to recordings and study jazz and the blues music. They identify the instrumentation and explore the 12-bar blues progression. After experimenting with different sound, 6th graders create their own arrangement, with lyrics.
In this music worksheet, students read about the origin of gospel music. Students answer ten essay questions related to their reading.
In this gospel music activity, students read a brief introduction to gospel music and respond to 10 short answer questions regarding it.
In this literary elements learning exercise, students respond to 18 short answer and multiple choice questions regarding the author's purpose in "A World Made Beautiful by Dzine."
In this run-on sentences and fragments activity, students practice their grammar skills as they examine 10 sentences and identify each as a fragment, run-on, or sentence.
For this Coming Home from the life of Langston Hughes worksheet, students read the book Coming Home from the life of Langston Hughes and answer short answer questions about it. Students complete 10 questions total.
Learners browse current issues of Target newspaper and their local newspaper and look for articles or advertisements featuring jazz, blues, funk, hip-hop, gospel, or ragtime musicians. They discuss the African American roots in these types of music.
Teacher reads aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and all information outside the boxes should not be read to the students. Possible student responses are included in parentheses after the questions.
Students review major/minor chords. They listen as the teacher plays a 7th chord on Sibelius and identify the different sound. Students listen to blues music and identify the 7h chords in the piece. They listen as the teacher lectures on how to build a 7th chord.
What ultimately influences a musician's creations? Is it the time in which he/she lives, his/her personal experiences, the music of the time and previous times, or the image the artist hopes to convey? This lesson explores these questions by looking at th
To take "the definitive portrait of that person in that moment" is the quest of photographer and hip-hop historian Jonathan Mannion. In this short video, Mannion details his dedication to his art and the process he goes through to catch the defining moments of an artist's performance, career, life. Of his work, Mannion says, "It's not about taking a photo. It's about giving a photo."
In small groups and then as a class, young musicians compare and contrast two pieces from the musical film Chicago. They pair up to look at the elements that make each piece similar and define the elements or arrangements that make them different. They use their understanding of music to compose a new version of one of the songs.
"People Everyday" offers class members an opportunity to develop their literacy analysis skills and to develop media literacy. Guided by an included list of discussion questions, groups examaine the word choice, literary devices used, and consider the themes developed. They then contrast the first track of the song with a second included on the 3 Years, 5 Months & 2 Day in the Life of . . . album. Following this pattern, the groups select and analyze a song of their choice. As an extension activity, the class contrasts Arrested Development's 1990's song with Sly and the Family Stone's 1960's "Everyday People." Because of language, be sure and preview the lyrics before deciding whether the resource is appropriate for your class.
Students use the correct music terminology to evaluate a performance, composition, and arrangement of the song "Blinded by the Light" by Bruce Springsteen and compare it to another version recorded by Manfred Man.
High schoolers discuss how Run-D.M.C. brought Hip Hop into mainstream popularity. They discuss why melding two styles of music is popular and what the results have been through history. They take two songs and combine elements to make a new song of their own.
Explore the inception and evolution of hip-hop music as a springboard for writing music reviews and researching other genres of music. Learners will read and discuss the Times' article, From Underground Music to Fashion Statement to then write a persuasive review on their favorite music or artist.
Music aficionados classify pop music into by musical genres or styles. They evaluate the positive and negatives of collaborative performances, view segments of VH1's "Save the Music" concert, and discuss the difficulties of categorizing modern music. Web links and a pop music chart are included.