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Goal(s)

Students will be introduced to one of rock and roll’s most influential pioneers—Chuck Berry. This is a continuation of my long-term goal to highlight a different pioneer of rock and roll each school year. By the end of the project in the 2025-2026 school year, students will be familiar with Chuck Berry’s life, his groundbreaking contributions, and his enduring impact on rock, blues, and rhythm and blues. They will appreciate how his innovative guitar techniques and energetic performance style paved the way for generations of musicians. Students will also engage with instruments and techniques reminiscent of those Chuck Berry popularized. The culminating session will have the students perform a simplified arrangement of his iconic song “Johnny B. Goode” using instrument replicas.
This project not only deepens the students’ musical knowledge but also reinforces key concepts such as melody, harmony, rhythm, pitch, improvisation, and small ensemble performance. The improvisational segments are intended to encourage creativity, reduce the fear of mistakes, and boost self-esteem and confidence.
In addition to these musical benefits, the project will also enrich students’ literacy skills. Aligned with Vineyards Elementary’s school improvement goals (as measured by the FAST Assessment PM3), dedicated time will be allocated for modeled and independent reading centered on the book “Chuck Berry: A Life from Beginning to End”.
An added benefit to this project is to show connections in a “Family Tree Style” from one musician to another. And how many musicians can be traced back to our featured musician from the 2024-2025 school year, Buddy Holly. Much of Holly’s inspiration came from Chuck Berry and other African American musicians. Berry’s distinctive guitar style and lyrical themes stuck with Holly and helped shape the sound of early rock & roll.
 

 

Category

School-Wide, Grade-Level, Or Class Events/Programs - Parent Nights, Honor Roll Celebrations, EOY Events, PBIS, LIM, etc. 

 

Project Description

To summarize the project activities, each student will learn to play a shortened version of "Johnny B. Goode" on four different instruments: the drum set, bass guitar, rhythm guitar and lead guitar. The lessons will include not only the repertoire, but include activities that teach the psychomotor skills and background knowledge needed to play the respective instruments. Examples: how to hold drum sticks in a match position, identifying the physical layout of the drum set, proper technique for the strumming hand on the bass guitar, how to place the fretting hand on the lead/rhythm guitar to play a bar chord, etc. Additionally, selections from the book, "Chuck Berry: A Life from Beginning to End" will be used to encourage literacy skills though modeled reading and/or independent reading. A breakdown of the lessons is listed below.

Lesson 1 – Overview of Rock and Blues in America • Modeled reading of “Chuck Berry: A Life from Beginning to End”, Introduction.

Lesson 2 – Musical Vocabulary & Concepts • Introduce and define key terms such as melody, harmony, chord, rock, rhythm guitar, lead guitar, and improvisation.

Lesson 3 – Chord Construction • Building and identifying major chords (triads).

Lesson 4 – Primary Chords: I, IV, V7 • The chords are in the key of B-flat to match Johnny B. Goode. Modeled reading of “Chuck Berry: A Life from Beginning to End”, Chapter 1-Early Life in Missouri

Lesson 5 – The Twelve Bar Blues Progression • Learning the basic 12-bar blues structure that underpins “Johnny B. Goode”. And rearranging the chords in more of a rock progression rather than a blues progression…I, I, IV, I, V, I or Bb, Bb, Eb, Bb, F, Bb

Lesson 6 – Exploring the Pentatonic Scale • Introduction to the pentatonic scale as used in rock improvisation. Independent reading of “Chuck Berry: A Life from Beginning to End”, Chapter 2-Early Explorations

Lesson 7 – Improvisation Practice • Improvising over a rock progression using the Bb minor pentatonic scale, Bb, Db, Eb, E, F, Ab, Bb

Lesson 8 – Focus on Chuck Berry’s Legacy • Discussion on Berry’s contributions to rock and roll. Independent reading of “Chuck Berry: A Life from Beginning to End”, Chapter 4-Birth of Rock and Roll.

Lesson 9 – Performance Analysis • Listening and reflection on a classic Chuck Berry performance of “Johnny B. Goode”. Modeled reading of “Chuck Berry: A Life from Beginning to End”, Chapter 5-Country at the Cosmo.

Lesson 10 – Rhythm Guitar Fundamentals • Learning the three primary chords (Bb, Eb and F) on the rhythm guitar for “Johnny B. Goode”. Independent reading of “Chuck Berry: A Life from Beginning to End”, Chapter 6-Breakthrough.

Lesson 11 – Lead Guitar Improvisation • Learning an improvised solo on the lead guitar for “Johnny B. Goode” using the Bb minor pentatonic scale. Modeled reading of “Chuck Berry: A Life from Beginning to End”, Chapter 7-The Big Beat Tour.

Lesson 12 – Bass Guitar Line • Learning the bass guitar arrangement to “Johnny B. Goode”. Independent reading of “Chuck Berry: A Life from Beginning to End”, Chapter 8-Overseas Success.

Lesson 13 – Drum Accompaniment and Discussion • Learning the drum accompaniment for “Johnny B. Goode”. • Teacher-led discussion: If Chuck Berry were still innovating in 2025, how might he influence modern rock? Modeled reading of “Chuck Berry: A Life from Beginning to End”, Chapter 10-Chuck’s Later Years and Conclusion.

Lesson 14 – Student Performances • Culminating performance of “Johnny B. Goode” where all students participate in a battle of the bands style performance. Students will be organized into groups of four with each student from the group assigned to one of the four instruments previously taught. Then two groups at a time will position themselves in the front of the class and take turns playing one verse of “Johnny B. Goode.” This will be more of an exhibition and not a competition.

Listed below are the Florida State Standards for 5th Grade Music that will be addressed through the completion of the lessons:

CRITICAL THINKING and REFLECTION
• MU.5.C.1.1 – Discuss and apply listening strategies to support appreciation of musical works.
• MU.5.C.1.2 – Hypothesize and discuss, using correct music vocabulary, the composer’s intent for a given musical work.
• MU.5.C.1.3 – Identify, aurally, selected instruments of the band and orchestra.
• MU.5.C.2.1 – Define criteria, using correct music vocabulary, to critique one’s own and others’ performances.
• MU.5.C.2.2 – Describe changes, using correct music vocabulary, in one’s own and/or others’ performance over time.
• MU.5.C.3.1 – Develop criteria to evaluate an exemplary musical work from a specific period or genre.

SKILLS, TECHNIQUES, and PROCESSES
• MU.5.S.1.1 – Improvise rhythmic and melodic phrases to create simple variations on familiar melodies.
• MU.5.S.1.4 – Sing or play simple melodic patterns by ear with support from the teacher.
• MU.5.S.2.1 – Use expressive elements and knowledge of musical structure to aid in sequencing, memorization, and to internalize details of rehearsals and performance.
• MU.5.S.2.2 – Apply performance techniques to familiar music.
• MU.5.S.3.1 – Sing part songs in an appropriate range, using proper vocal technique and maintaining pitch.
• MU.5.S.3.2 – Play melodies and accompaniments using proper instrumental techniques on pitched and unpitched instruments.

ORGANIZATIONAL STRUCTURE
• MU.5.O.1.1 – Analyze, using correct music vocabulary, the use of musical elements across various styles as a foundation for understanding the creative process.


HISTORICAL and GLOBAL CONNECTIONS
• MU.5.H.2.1 – Examine the contributions of musicians and composers from a specific historical period.
• MU.5.H.2.2 – Describe how technology has changed the way audiences experience music.

INNOVATION, TECHNOLOGY, and THE FUTURE
• MU.5.F.1.1 – Create a performance using visual, kinesthetic, digital, and/or acoustic means to manipulate musical elements.
• MU.5.F.2.1 – Describe jobs associated with various types of concert venues and performing arts centers.
• MU.5.F.2.2 – Explain why live performances are vital to an artist’s career and the success of performance venues.
 

 

Expected Outcomes

This project offers students a rich learning experience that deepens their musical knowledge while reinforcing essential concepts such as melody, harmony, rhythm, pitch, improvisation, and small ensemble performance. By engaging in improvisational segments, students are encouraged to explore their creativity in a supportive environment that reduces the fear of making mistakes and fosters self-esteem and confidence. These opportunities for creative risk-taking help students become more expressive and resilient performers.

Beyond musical growth, the project also supports the development of literacy skills, as students engage with musical terminology, follow written instructions, and reflect on their learning through written activities. Working in small ensembles promotes collaboration, active listening, and accountability, helping students build interpersonal skills and a sense of community within the classroom.

Assessment will be primarily based on visual observations of student performances, allowing the teacher to evaluate musical technique, engagement, and progress over time. Teacher-created worksheets will reinforce key concepts and provide opportunities for students to demonstrate understanding in written form. Active participation will also be a critical component of assessment, ensuring that students are consistently involved, contributing to group work, and taking initiative in their musical development.
 

 

Purpose of Funding

Every item in this budget is non-consumable and has been selected for its long-term reusability as part of the project. The equipment and resources will not only enable students to explore the history and sound of rock and roll but will also provide a hands-on, practical experience with instruments and accessories that mirror the innovative spirit of Chuck Berry. A more detailed explanation is as follows:

This year’s culminating music project at Vineyards Elementary will feature a dynamic “battle of the bands” performance of Chuck Berry’s iconic hit Johnny B. Goode. To ensure both student groups are equipped with equal and balanced instrumentation, a series of essential purchases are required.

To authentically recreate the signature sound of 1950s rock and roll, the Catalinbread Formula 5F6 Pedal is necessary for our lead guitarists. This pedal emulates the classic Fender Bassman tone that Chuck Berry famously used, allowing students to experience and perform with historically accurate sound. Complementing this, the Grote Semi-Hollow Body Guitar closely resembles the style of guitars Berry performed with, offering students a tactile connection to the era’s musical heritage.

To balance instrumentation between the two bands, an additional bass guitar is needed, along with a crash cymbal and cymbal stand to complete the second drum set donated last year. These additions will ensure both bands have full rhythm sections capable of delivering a cohesive performance.

Last year, two of the three guitars purchased came with low-wattage amplifiers that produced excessive buzzing. To maintain sound quality and avoid relying on personal equipment, the purchase of two bass amps and four guitar amps is essential. These will provide each band with distortion-free amplification, ensuring a professional and equitable performance environment.

Additional accessories such as guitar straps, strap locks and cables are required to prepare the new instruments for use and to connect them properly to pedals and amps. These small but vital components are necessary for functionality during rehearsals and performances.

Finally, the inclusion of the book Chuck Berry: A Life From Beginning to End supports the literacy component of the project. This resource will allow students to explore Berry’s life, influence, and contributions to music history, enriching their understanding of the cultural context behind their performance.

By investing in this comprehensive set of equipment—from amplifiers and guitars to percussion and literary resources—Vineyards Elementary will empower students to engage deeply with the history and artistry of rock and roll. Each item is carefully chosen not only for its immediate educational impact but also for its longevity, allowing repeated use in future projects.

 

 

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