Blues Basslines

Overview

This 60-minute lesson for Year 10 students focuses on learning to play and understand a blues bass line using key principles of blues music. It is the second lesson in the unit "Dive into the Blues." Students will play basslines collaboratively or individually, with scaffolding, differentiation, and inclusive strategies to support diverse learners, including those with special needs such as ICS, dyspraxic tendencies, ESOL, ORS, dyslexic tendencies, diabetes, and ASD.

This lesson is designed to align closely with the refreshed New Zealand Curriculum, incorporating relevant learning objectives, competencies, and inclusive teaching principles from the Tahurangi education guide to ensure accessibility and engagement for all students.

Learning Intentions (WALT)

• All students will learn to play a bassline using root notes for a 12 bar blues.

• Most students will try extending their bassline to outline the chord tones (1st, 3rd, 5th).

• Some students will try adding the 6th to their bassline.

• Some students will try adding the b7th to their bassline.

• Students who want more challenge will experiment with varying the rhythm of their basslines for interest.

Success Criteria

Students will:

• Play a bassline to a 12 bar blues that includes root notes, with most outlining chord tones (1st, 3rd, 5th), some adding 6th and b7th notes.

• Perform the bassline in pairs or small groups.

• Demonstrate understanding of blues bassline principles through scaffolded progression and collaborative or individual performance.

Curriculum Links

The New Zealand Curriculum Refresh — The Arts (Music)

• Learning Area: The Arts — Music

• Achievement Objective (Level 5+ for Year 10):

• Composing and arranging — "Compose and arrange music that shows an understanding of style, form, and compositional devices, using appropriate music technologies and/or instruments." (Note: While composition is part of the broader curriculum, this lesson focuses on playing and understanding basslines.)

• Performing — "Perform music, using appropriate techniques and expression for style and context."

Key Competencies

• Thinking — developing and applying musical knowledge and skills to play basslines.

• Relating to others — collaborating effectively during pair or group performances, including peer support for diverse learners.

• Using language, symbols, and texts — using musical notation, visual diagrams, and templates with multi-sensory supports.

• Managing self — following clear, step-by-step performance instructions; practising playing; managing personal needs such as diabetes safely.

• Participating and contributing — sharing and performing musical creations in an inclusive environment.

Principles of the Curriculum

• Inclusion — providing dyslexia-friendly visual templates, stepwise guides, sensory supports, flexible seating options, and clear instructions to support learners with ICS, dyspraxia, ESOL, ORS, dyslexia, ASD, and diabetes.

• Future Focus — fostering creativity and innovation in music performance and enjoyment.

• High Expectations — encouraging all students to achieve success through scaffolding, differentiation, and extensions.

Resources

• Instruments capable of playing basslines (e.g., bass guitars, keyboards).

• Visual step-by-step playing templates (dyslexia-friendly, colour-coded).

• Audio examples of root note basslines and boogie bassline patterns.

• Laminated posters of keyboard with note names as aid

• Laminated posters of bass neck with note names as aid

• Whiteboard and projector for demonstrating concepts.

• Mini whiteboards, pens and eraser.

• Sensory tools (e.g., fidget toys) and access to quiet spaces for sensory breaks.

• Flexible seating options (e.g., cushions, standing) to support physical comfort and focus.

• Powerpoint including youtube backing track.

Lesson Breakdown

1. Introduction & Recap (10 minutes)

• Line up at door and do roll call - enter as your name is called, allowing extra time for students who may need it.

• Greeting in Māori.

• Hook: Listen to a blues tune

• Introduce learning intentions clearly and visually, using simple language and repetition.

• Before we start: Brief review of blues music elements covered in previous lesson:

  Review by questioning - use wait time, cold calling with supportive tone, and allow students with processing difficulties to respond without pressure. Use gestures and visual prompts.

  Cover: 12 bar form, chord progression: I I I I - IV IV I I - V IV I V. In the key of C what is chord I? Which chord feels like "home"? Which chord has tension and wants to go "home"? Use 7th chords if class is at higher level.

  Formative Assessment Check: Use quick finger shows, mini whiteboards, or thumbs up/down to check for understanding. For example, ask: "Show me the root note of a C chord," or "Thumbs up if you're confident the 5th of G is D." Provide extra processing time and clarify as needed.

• Remind student with diabetes to manage their needs discreetly and safely; allow access to snacks or breaks as needed without disruption.

2. I do - we do - you do: Play a blues bassline (20 minutes)

• I do: Explain clearly, using visual aids and stepwise instructions aligned with the 5-step progression:

  • Demonstrate playing the root note of chord I, showing it on the instrument, notation, using the visual aids of keyboard and bass neck to assist. Use multi-sensory approaches (visual, auditory, kinesthetic).

  • Demonstrate playing the rest of the form using this approach.

  • Demonstrate extending the bassline to include the 3rd and 5th chord tones.

  • Demonstrate adding the 6th note.

  • Demonstrate adding the b7th note.

  • Demonstrate rhythmic variation to add interest (not part of main success criteria; extension task only).

  Request full attention, no note-taking or playing during demonstration.

• Formative Assessment Check: After each step, ask quick questions such as "Show me the 5th of this chord on your whiteboard," or "Thumbs up if you think you've understood this? Show me." Allow alternative response methods if appropriate (e.g., pointing, written, verbal).

• We do: Together with the class, play through the 2-step progression slowly. Refer back to the poster of the keyboard and the bass guitar neck to demonstrate finding the right notes.

  • Start by playing the root note bassline as a class (break it into small chunks before putting it all together).

  • Model counting and following along with the chords.

  • Add the 3rd and 5th chord tones.

  Invite a confident student or backing track to play chords while the teacher and the students play basslines. Use clear, concise language and visual cues.

• Formative Assessment Check: Use quick checks during playing, for example, "Raise your hand if you can hear the 3rd note in this bassline," or stop somewhere in the progression and ask "what chord am I up to?" Allow alternative responses for students with fine motor or communication challenges.

• You do: Divide students into pairs or allow individual work based on their preference and ability. Offer flexible seating arrangements to support physical comfort and focus (e.g., standing, cushions). Guide students through the 5-step progression:

  • Practice playing the bassline with root notes.

  • Try outlining the chord tones (1st, 3rd, 5th).

  • Experiment with adding the 6th note.

  • Add the b7th note if comfortable.

  • For those seeking more challenge, practice varying the rhythm of their basslines (extension task only).

• Provide clear verbal and visual instructions on board for each step.

• As students begin, ask "Is anyone in desperate need of help right now?" and provide discreet support.

• Teacher circulates to support students, ensuring equitable attention including those with TAs or ORS support.

• Use Tuakana-Teina principles to support peer mentoring and collaborative learning.

• Provide differentiated handouts with fewer notes, visual cues, colour-coded chords, and simplified language.

• Provide one-to-one or small group support where needed, including for ESOL, dyspraxic, and ASD learners.

• Allow sensory breaks or access to quiet spaces for students who may become overwhelmed.

• Use clear, consistent silent signals to stop class and wait for absolute quiet.

• Extension Activity:

  • Invite students to experiment further with varying rhythms of their basslines.

  • Invite students to either continue with what they are doing or move on to learning a boogie bassline pattern.

  • Describe the pattern 1356b7653 and demonstrate. Write the pattern on the board, and relate it back to the chord notes and diatonic notes of the scale. Students can practice playing the boogie bassline. Provide