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After students have learned about 16-bar blues from Unit 5, Lesson 4, have them color-code a Measure Map to visually show the 16-bar blues chord progression. Ask them to choose 3 colors—one for each chord (for instance, red = I , blue = IV, yellow = V7). As students listen to "One Dime Blues" CD10:1, ask them to color each measure of the Measure Map to represent the chord they hear. After students have completed their individual Measure Maps, discuss and identify visible patterns as a class (Lines 2 and 3 are identical, all four lines end with two bars of I chord, and only one measure uses V7 chord.).
EXTEND
Invite students to listen to other songs and use Measure Maps to chart chord progressions that include I, IV, and V7 chords. Help students compare and contrast the other songs’ chord progressions with that of the 16-bar blues pattern.
"Mama Don't 'Low," p. 126
"Lonesome Dove," p. 249
"El charro," p. 278 (discuss song form, i.e., lines 1-2 repeat, lines 3-4 repeat, and have students follow their Measure Maps accordingly)
A completed Measure Map for "One Dime Blues" will look like this (students' color choices may vary):
 Measure Map (16-Block Organizer)
Other Spotlight on Music Points of Use for a Measure Map:
- Grade 3
Point of Use:
Unit 1, Lesson 5 before EXPLORE on p. 25
"Apple Tree" rhythm patterns (16-Block Organizer)
- Grade 4
Point of Use:
Spotlight on Music Reading Unit 5, Lesson 3 after READ on p. 274
"My Home's in Montana" rhythm patterns (16-Block Organizer)
- Grade 4
Point of Use:
Spotlight on Music Reading Unit 5, Lesson 6 after PLAY on p. 278
"Caballito Blanco" chord pattern (8-Block Organizer)
- Grade 5
Point of Use:
Unit 5, Lesson 3 after PLAY on p. 177
"Good Mornin' Blues" 12-bar blues chord progression (12-Block Organizer)
- Grade 5
Point of Use:
Unit 6, Lesson 5 after PRACTICE on p. 224
"Jó Ashílá" mixed meters
(32-Block Organizer)
- Grade 6
Point of Use:
Unit 3, Lesson 1 after PLAY on p. 88
"Body Talk" 12-body Choreography
(two 12-Block Organizers)
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