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Methods:
1.
Preset “America’s Story from America’s Library to: Writers and Poets/Langston Hughes.
http://www.americasstory.com/cgi-bin/page.cgi/aa/writers/hughes
2.
Distribute question sheet for this site.
3.
Give students class time to work with a partner or partners.
4.
Collect papers and assess work.
5.
Distribute copies of The Dream Keeper and other poems by Langston
Hughes. Read out loud, “Po’ Boy Blues”. Students will need to share copies.
Ask students about the subject and mood of this poem. Ask students what
the notice about the rhyme pattern in the poem. Read out loud “Homesick
Blues” and “Night and Morn.” Ask students the same two questions about
these poems. Identify the rhyme pattern as AAB.
6.
Read out loud “The Weary Blues.” Ask students which lines of the song contain
the lyrics of a blues song. Ask students if the song has the same rhyme
scheme as the other poems that we read. Ask them about the mood and subject
of this poem.
7.
With the books still available, pass out copies of “Worry Blues” and Stranger
Blues. Tell the students that these are lyrics from two blues songs. Ask
students about the rhyme pattern, subject, and mood of these lyrics. Ask
students to identify the similarities and/or differences between the blues
poems of Langston Hughes and the lyrics of the two blues songs.
8.
Brainstorm topics for a blues poem or lyric. Write a poem on large chart
paper using their ideas. Ask students to write their own blues poems using
the rhyme pattern discussed. They will need to write at least four stanzas.
Collect. Display the best poems in the classroom.
9.
Distribute copies of “Dallas Blues” and “St. Louis Blues.” Explain that
there are 3 line, one for voice, and 2 for piano. Explain that the poems
and song lyrics that we have looked at so far are in the style of the ‘country
blues’. ‘Country blues’ were sung with guitar or banjo accompaniment.
They evolved into city blues. ‘City Blues’ lyrics became more sophisticated
as did the accompaniments which often used piano and string instruments.
10.
Explain ‘bar lines’ and ‘measures.’ Explain the ‘double ending.’ Have
the students count the measures while you mark the numbers on the overhead.
Tell students that the number of measures or 12 bars, is the most common
musical form of the blues.
11.
Distribute copies of “The Music Room Blues” and “City Blues.” (Teachers
may use other country blues songs from their music textbooks.)
Learn
to sing the lyrics.
12.
Display overhead sheet for each of the songs. Have the students count the
measures for each with you. Ask them to notice the capital letters above
each measure. Explain that this is the standard chord progression or format
for the 12 bar blues.
13.
Write the roman numerals with letter names above on a large poster for each
song. Distribute resonator bells for the tonic of each chord. Ask students
to play 4 beats to the measure using the form on the poster board for “Music
Room Blues.” Repeat if needed. Pass bells to a new group until all have
played. Follow the same format for “City Blues” and add three people on
xylophone also.
14.
When students are comfortable playing accompaniment for these songs, assign
some students to play accompaniment while others sing. Switch groups. Repeat
with second song. |
