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Jazz

Middle School

Direct Instruction, Cooperative Learning, Socratic Method

10 50 minute classes

Jade Watts

Rationale

The purpose of this unit is to look at jazz with regards to history and important elements. This unit is important because jazz was the first truly American music, and it affected all of the music that was to follow. The students will explore the history and important figures of jazz by working together to develop displays that include their definition of jazz, a timeline, and biographies. The other main focus of this unit is to learn how to listen to music. In today's world, many people use music as accompaniment for other activities. We will spend time actively listening to music and discussing it. Thorugh this, the students should develop skills to critique music which will make listening to it more worthwhile.

Standards

The student will...

· 2.1 Demonstrate the ability to perform appropriate instrumental musical examples alone.

· 2.2 Demonstrate the ability to perform an appropriate instrumental part in an ensemble.

· 3.1 Improvise a simple melody.

· 3.2 Improvise a simple variation

· 4.2 Create simple arrangements within specified guidelines.

· 5.2 Demonstrate skills in notating musical examples using standard notation that include rhythm, melody, and symbols of musical expression.

· 6.1 Demonstrate the knowledge of the technical vocabulary of music.

· 7.1 Evaluate the quality and effectiveness of works of music.

· 8.1 Compare characteristics of two or more arts.

· 9.1 Distinguish characteristics of representative musical genres and styes from a variety of historical periods and cultures.

· 9.2 Examine the evolution of American musical genres and cite well-known musicians associated with them.

Essential Concepts

Jazz History (Cognitive:Understanding): The students will be able to describe the four main periods of jazz history (Early Jazz, Swing Era, Bebop, and Modern Jazz).

Jazz Figures (Cognitive: Remembering): The students will be able to identify the contribution of key figures in jazz (Louis Armstrong, Duke Ellington, Billie Holliday, Jellyroll Morton, Miles Davis, Wynton Marsalis, Charlie Parker, and Benny Goodman).

Jazz Elements (Cognitive: Remembering): The students will be able to identify important elements of jazz and how they are used in jazz music (improvisation, theme and variation, syncopation, and instruments).

Listening (Cognitive: Evaluating): The students will be able to develop their own opinion about pieces by actively listening to and analyzing the pieces.

Lesson Plan I

Tennessee Curriculum Standard(s)

9.1 Distinguish characteristics of representative musical genres and styes from a variety of historical periods and cultures.

Instructional Objectives

Psychomotor, Affective or Cognitive Domain (level of objectives in each

Domain)

Cognitive (Creating): Students will be able to develop their own definition of jazz based on listenings and research.

Essential Question(s)

Why is it important to study Jazz?

Materials/Technology

Either a computer with good speakers or a CD player for the listenings.

Computers for group work

Pre-Instructional Assessment

Pre-assign groups so students who distract each other are separated.

Bell Ringer

On the board will be the following statements:

Jazz is noise.

Jazz is music.

Jazz is always different.

Jazz is an American art form.

Jazz is new.

Jazz is revolutionary.

Jazz is old.

Jazz is blues.

Jazz is hip-hop.

The students will be instructed to copy these statements into journals and record whether they agree or disagree with the statements.

Focus

Activate Background Knowledge (review)

The teacher will record the number the number of students who agree and disagree with each statement. Then, the teacher will lead a short discussion about what students already know about jazz.

Relate to Real Life

The popular music we listen to today has very deep roots in jazz. Throughout the lesson, the teacher will point out similarities when appropriate.

Involve all Students

The teacher will actively engage students in the discussion at the beginning of class by asking specific questions to students who are having trouble participating.

Label the Learning – How will you state the objectives?

Most of you already have an idea of what Jazz is. Today, we will work together to develop concrete definitions of Jazz.

Instruction (you may need additional pages)

Listen to “Take the A Train” by Duke Ellington (http://www.youtube.com/watch?v=bHRbEhLj540

HYPERLINK "http://www.youtube.com/watch?v=bHRbEhLj540")

Did any of your opinions about the statements on the board change? (Record changes)

For the next part of class, I will divide you into groups and you will spend some time researching information about Jazz in the Jazz Lounge (http://www.pbs.org/jazz/lounge/). When you get into groups, one person will be the reader and another will take notes while the other members listen. Every few minutes I'll tell you to switch so everyone has a turn reading and taking notes. After you're done researching, make a circle with your group to discuss what you learned about jazz and develop your own definition. I'll bring around paper and markers so you can write down your defintion for the class to see. Then, we'll compare and contrast all the definitions.

(Split up groups, show them the website. Be sure to prompt the students to move through each topic so they don't spend too much time on one. After research is done, have students sit in group circles and discuss what they learned about jazz, then they will write down/decorate their definition on a piece of paper to be displayed on a bulletin board/wall.)

Closure

The teacher will close by leading a discussion comparing and contrasting the different definitions. Finally, there will be a revote about the statements from the bell ringer to see if opinions changed.

Guided Practice

Inclusion Students (lesson modification strategies)

Independent Practice

Reflection (assessment of lesson & adjustments)

Lesson Plan II


3.1: Students will improvise a simple melody.

9.1: Students will distinguish characteristics of representative music genres and styles from a variety of historical periods and cultures (jazz).



Domain)

Cognitive: Remembering Students will be able to identify techniques, instruments, and elements of Jazz.

Psychomotor: Originate Students will be able to improvise a simple melody on an Orff instrument (such as a xylophone).


Why is it important to study Jazz?

What couldn't we do if we didn't understand jazz?


Either a computer with good speakers or a CD player for the listenings.

Keyboard


Bell Ringer

For this unit, every day the students will be making journal entries about the music (1-3 songs) being played when they enter the classroom. They will have worksheets that will guide their listenings to fill out and keep in their journals.

The songs playing will be “Linus and Lucy” (something the students will probably have heard before) and Jellyroll Morton's “Black Bottom Stomp.” This is one of the earliest jazz records, and is a good example for the historical part of the lesson.

Focus


At the beginning of class the teacher will lead the students in a discussion about their journal entries, paying special attention to how the song is different from the music they've been studying (classical). Students will also discuss their previosly developed definitions of Jazz.

Relate to Real Life

The popular music we listen to today has very deep roots in jazz. Throughout the lesson, the teacher will point out similarities when appropriate.


The teacher will actively engage students in the discussion at the beginning of class by asking specific questions to students who are having trouble participating.


During the listening discussion, if/when students mention a topic that will be discussed later in class, the teacher will write it on the board. For example, during the discussion of the listening, a student mentions they heard improvisation. The teacher woud write this on the board. This helps the class notice what the focus will be for the day. Then, at the beginning of the instruction, the objectives will be clearly stated at the beginning of a presentation.

Instruction


Lecture using powerpoint (attatched).

Improvisation Activity

Brief review of the concept of improvisation.

Teacher will have a stundent volunteer tap a beat on an Orff instrument, and the teacher will show the students a short example of improvisation.

The teacher will assign a rhythm for the improvising students to use, and the class will practice it a few times by clapping.

The students will practice improvising. One will keep the beat on the lower end of the instrument while the other improvises using the given rhythm. The teacher will offer help and guidance throughout this activity.

Closure

The teacher will close the cass by having students listen to the Bell Ringer songs again. There will be another short discussion about the pieces focusing on anything new the students noticed with their new knowledge.

Guided Practice

The teacher will demonstrate and help the children during the improvisation activity.



Students will improvise on their own.


Lesson Plan III


9.1 – Distinguish representative music genres and styles from a variety of historical periods and cultures.



Domain)

Cognitive (Understanding) – The student will be able to describe the development of jazz with regards to historical events and important figures.

Affective (Responding to Phenomena) – The student will be able to work with a group in order to complete and present a timeline.


How does/did Jazz reflect American culture and history?


Computer/CD player and speakers for listenings

Paper, markers, pencils for timelines

List of Websites for expert groups.

Computers for expert group research (Preferably at least 1 for every three students)

-If this is not available, print outs of info for expert groups will suffice.


I will need to strategically place the students groups, and therefore must know and/or converse with their other teachers about the social skills of the students.

Bell Ringer

Today the students will listen to Duke Ellington and his Orchestra's “It Don't Mean a Thing” (http://www.youtube.com/watch?v=qDQpZT3GhDg). They will also hear Bing Crosby and The Andrews Sisters' version of “Jingle Bells” (http://www.youtube.com/watch?v=OFz-u35vrtA). Both of these songs are representative of the Swing Era of Jazz. Some students will recognize “Jingle Bells” so hearing a familiar tune should heighten their interest.

Focus


(After brief discussion of journal entries) The songs you just listened to are from the Swing Era of Jazz. This is the most famous Jazz Era, and one of the four you will be learning about today. But first, what did we learn about jazz last time we met? What are some of the instruments and techniques used in Jazz music? Where did Jazz start? Who were some of the earliest Jazz musicians we talked about?

Relate to Real Life

I will point out aspects of Swing Jazz which are similar to today's popular music during the discussion of the listenings.


I will begin calling on students to answer questions if there is little participation in the discussion. See Instruction for Involvement strategies regarding group work.


After discussion, I will introduce the lesson by saying “Today we're going to do something a little different. You will work in assigned groups to make a timeline that will teach me about the rest of Jazz history.”


I will use the Jigsaw Method to have students create a timeline of Jazz History. I will strategically assign groups so students of different social skill level are evenly placed. There will be four expert groups that will each research a different period of Jazz History (Early (Pre-1930), Swing Era (30's - 40's), Bebop (40's-50's), Modern (60's - present). Then students will get into assigned learning groups of four to put together a timeline of their research. Students will not be allowed to have physical input on the timeline for their expert topic (Ex. John researched the Swing Era, so he cannot write about that time period on the timeline). This ensures that the experts actually explain their research to the group. At the end of class, the students will present their timelines by naming a fact about each different era. Every student will have to say one fact they learned. Also, the students must say a fact about an era they are not an expert on (ex. John will say a fact about modern jazz since he was an expert on the Swing Era). This final discussion will function both as insurance that every student participates and a way for me to evaluate what was learned.

At the beginning of instruction I will give the expert groups their lists of websites to visit (or their packets of information). Also before I “let go of the reins” I will mention and write on the board that students need to focus on important artists, technique, and social issues/historical events when doing their research. I will tell the students to go to these sites (http://ils.unc.edu/~jnvicker/inls181/final/history.html and http://www.apassion4jazz.net/jazz_styles.html and http://www.pbs.org/jazz/time/ ) to do their research. While the students are researching and creating their timelines, I will be actively helping those in need and check over shoulders to make sure students are on the right track.

Closure

Students will sit in a circle and take turns pointing out and explaining a fact on their timeline. I will wrap up the class by giving a brief review of what has been learned. Time providing, the class will listen to the Bell Ringer songs and discuss how they exemplify the Swing Era.

Guided Practice




Lesson Plan IV


2.2 SWBAT demonstrate the ability to perform an appropriate instrumental part in an ensemble.

3.2 SWBAT Improvise a simple variation

9.1 SWBAT Distinguish characteristics of representative musical genres and styles from a variety of historical periods and cultures.

9.2 SWBAT Examine the evolution of American musical genres and cite well-known musicians associated with them.



Domain)

Cognitive (Understanding): The student will be able to describe the connection Jazz has to African music.

Psychomotor (Adaptation): The student will be able to modify rhythms to in a small drum circle.

Psychomotor (Origination): The student will be able to perform a simple rhythmic improvisation in a large drum circle.


How can cultures distant from ours affect our culture?


CD Player

Percussion instruments for each student


Preassign groups so that students of different improvisational skill levels are evenly distributed.

Bell Ringer

"Stompin' The Savoy" by Louis Armstrong http://www.youtube.com/watch?v=VraBEa3U_Wg

Drum Circle http://www.youtube.com/watch?v=PJs0Y5LMl0A

Focus


Discuss the meaning of call and response and syncopation and what these terms mean in jazz.

Relate to Real Life

Anyone can drum anytime, anywhere. You can use the world around you to create rhythm.


All students will be asked to make up a pattern at the end of class during the call and response game.


Today we will learn the connection between African Drum music and jazz. Then, we will practice playing some rhythmic patterns and improvisations.


Today, we will talk about the great grandfather of Jazz, African tribal music. Can anyone tell me what the most commonly used instrument in African tribal music is. (Drums). So, knowing that, what is the most important piece of African music? (Rhythm). Jazz gets most of it's rhythmic qualities from African drum music. Can anyone name on of these qualities that jazz may have inherited from African music? (Prompts: We talked about it not too long ago. It starts with an s.) Syncopation (write on board). Remind me what syncopation is. Syncopation is an emphasis on what we normally consider to be weak beats. (demonstrate and have students join.) Another rhythmic aspect of African music that is used in jazz is called polyrhythm (write polyrhythm on board). Does anyone know what the prefix poly- means? (Many). So, polyrhythm means “many rhythms”. This is when you have different kinds of rhythm happening at the same time (write musical example on the board.) Let's make a polyrhythm together. (stand, divide class in half, while a metronome keeps the beat lead one half in playing eighth notes while the other half plays triplets.) Good job! Hear how unique that sound is? (Sit back down) Something else that jazz and African music have in common is community. In tribes, everyone would play, sing, and/or dance together. Without a director telling them what to do, all the participants would communicate through their music using improvisation and call and response, just like jazz musicians do when they play. We're going to practice this communication in a couple of ways today. First, I'm going to break you up into groups so you can get some practice with syncopation on the drums. After that, we will come together and have a drum circle.

(Break students into groups) One person will start your drum circle by playing a simple beat. Then, the person to their left will add something to that beat. Then the person to their left will add something, and so on until everyone is playing. Everyone should get a turn starting and ending the pattern.

Have students put their instruments away and bring their chairs into a circle. Call and Response: A player calls and the group responds to that call. Following that response, the next player in the circle calls, and the group responds. This goes on until everyone in the circle has had a turn.

Closure

What did you think about your small group drum circles? What about our call and response activity. Remind me, what is call and response? Syncopation? Polyrhythm?

Guided Practice

Polyrhythm practice and small group work



Call and response activity


Lesson Plan V


2.1 The student will demonstrate the ability to perform appropriate instrumental musical examples alone.

3.2 The student will be able to improvise a simple variation.



Domain)

The student will be able to improvise a variation of “Twinkle, Twinkle Little Star” on the keyboard.

The student will be able to identify the importance of variation in Jazz music.


How are variations used in Jazz?

Why is it important to understand theme?


Keyboards, recorders, or other melodic instrument for each student

Computer or CD player with good speaker for listenings

Sheet music, projector, or other way for students to read music for “Twinkle, Twinkle, Little Star”

Metronome


Discussion of the Bell Ringer. Do the students notice that the two songs are the same? Do they mention the words theme or variation?

Bell Ringer

Listenings: Two versions of “My Favorite Things”

Julie Andrews: http://www.youtube.com/watch?v=dw2VX5wQYQg

John Coltrane: http://www.youtube.com/watch?v=0I6xkVRWzCY

Focus


Our second listening today was of John Coltrane playing “My Favorite Things.” Who can tell me something you learned about him when we made our timelines?

Relate to Real Life

We’ll be working on “Twinkle, Twinkle Little Star,” which the vast majority will be familiar with. Also, if there are any pop songs that have been varied, they can replace the listenings to heighten the students interest.


If I notice students who aren’t participating I will ask them specifically for answers.


Today we’re going to talk about theme and variation in Jazz music. Then, you are going to produce some variations.


The words THEME and VARIATION are written on the board. Throughout the class discussion, as students mention qualities of these terms, the teacher will write them on the board.

Teacher: (pointing to THEME) What do you know about this word? What does it mean in different subjects? What is a theme party? Based on those definitions, what do you think a theme is in music?

- Probe torward words like melody, idea, foundation, phrase, same, repeat.

I’m going to play (sing) the theme from the piece “Ah, vous dirai je, maman” (Twinkle, Twinkle, Little Star). If you recognize it, raise your hand.

What do we call this theme? (Twinkle, Twinkle, Little Star)

Mozart composed 12 variations of this theme. I want you to get out your music journals, and while we listen to them, think about what I mean by the word variation. Write down ideas about what you hear. http://www.youtube.com/watch?v=NO-ecxHEPqI

Based on what you heard, what is a variation? (Write answers on board)

-Probe torward words like repeat, change, restate, rhythm, harmony, melody, mood, new

So, based on what we know now about theme, variation, and Jazz, why are theme and variation important in Jazz music? Variation is a way of improvising. Many Jazz musicians (for example, John Coltrane) do variations. Now that we know some basics, I want you guys to come up with your own jazzy versions of “Twinkle, Twinkle” to share. Let’s start by playing it together a few times. (Pass out sheet music or put music on the projector while students get instruments). I’ll play with you for a few times, then I want you guys to keep playing while I walk around and help. (If the students are a lower profficiency at playing, then the teacher should call out note names as they’re played). Now that we’re familiar with the theme of “Twinkle, Twinkle” let’s vary it. Each of you work separately and see what you can come up with. I’ll be walking around to see what you’ve got and to help if you need it. At the end of class, we’ll share some variations with each other.

Closure

Call on students to play some variations. Encourage students to share what they like about the different variations.

Based on what you learned today, what can you say about our listenings earlier? What about listenings from other days? (Have earlier listenings ready to be played as needed). For next time, I want you guys to think about some of the variations you heard today and what were your favorites. We’ll be using your ideas next time.

Guided Practice

Playing of “Twinkle, Twinkle” together


N/A


Working on variations


N/A

Lesson Plan VI


4.2 The student will create simple arrangements within specified guidelines.

5.2 The student will demonstrate skills in notating musical examples using standard notation that include rhythm, melody, and symbols of musical expression.

2.2 The student will demonstrate the ability to perform an appropriate instrumental part in an ensemble.



Domain)

The student will be able to work affectively with a partner to arrange and notate a variation of “Twinkle, Twinkle Little Star.”

The student will be able to perform his/her arrangement creation with a partner.


How are variations created in Jazz?


Instruments (preferably keyborads) for each student or pair.

Variation worksheet (attatched)


Teacher will need to have students paired strategically so those who have trouble with playing/notation won’t be left behind.

Bell Ringer

Different versions of “Twinkle, Twinkle Little Star” http://www.youtube.com/watch?v=JoONXJSthxw

http://www.youtube.com/watch?v=21pueGSYSNg

How do these artists vary this theme? What ideas do you like/dislike?

Focus


Last time we talked about theme and variation. What do these words mean? Sing the theme of “Twinkle, Twinkle” for me. What are some of the ways we varied it last time?

Relate to Real Life

We’ll be working on “Twinkle, Twinkle Little Star,” which the vast majority will be familiar with.


All the students will actively be working together, and they will all perform.


Today, I will pair you up, and you and your partner are going to compose a variation of “Twinkle, Twinkle.” As you work on it, you’ll follow the steps on the worksheet I’ll give you. At the end of class, we’ll perform for each other.


Pass out one worksheet per pair. (Have extra scrap paper and sheet music on hand if they need it).

Teacher: You are simply going to follow the steps on the worksheet. First, practice playing the theme a few times. Then brainstorm with your partner about how you can change it. I’ll write the different aspects of the theme you can change on the board (mood, rhythm, harmony). Try improvising some variations for each other using your brainstorming ideas. Decide what you like and write it on your sheet music. Then, practice so you’ll be ready to play it for the class!

Throughout the class the teacher should prompt the students so they don’t get stuck in one spot.

Closure

After the performances, discuss some interesting methods that were used and changes that were made.

Guided Practice

N/A


N/A


N/A


N/A

Name:__________________________________

1. Play through the theme.

2. Brainstorm some general ways to vary this melody.

3. Improvise some variations of the melody.

4. Make decisions. What were some of your favorite ideas?

5. Use the staff paper to notate some of your best ideas

Lesson Plan VII


8.1: The student will compare characteristics of two or more arts.

9.1: The student will distinguish characteristics of representative music genres and styles from a variety of historical periods and cultures.



Domain)

Cognitive (Understanding): The student will be able to expain how Swing Jazz was the result of historical events such as the Great Depression and Prohibition.

Psychomotor (Origination): The student will be able to execute learned swing dancing steps in a random order.

Cognitive (Understanding): The student will be able to describe the relationship between Swing Jazz and Swing Dance.


Why is dance an important part of our society?


Powerpoint, SmartBoard, or other presentation tool; projector/screen; CD player


Find out from history teacher if they've covered the 1920's and 1930's and what they were taught about those decades. Adjust the lecture portion of the lesson accordingly.

Figure out which students will have trouble learning the dance moves and plan pairs accordingly.

Bell Ringer

Benny Goodman “Sing, Sing, Sing” http://www.youtube.com/watch?v=r2S1I_ien6A

The Dave Brubeck Quartet “Take Five” http://www.youtube.com/watch?v=BwNrmYRiX_o

Focus


Reference the timelines and discuss the periods of jazz that have been covered already. If other dance forms were discussed in past units, reference the significance of those as well.

Relate to Real Life

Dancing is a huge part of culture. It is and always has been used as a way to socialize and meet new people.


The teacher will need to be aware of who is volunteering information, and call on those who aren't.


Today we will talk about an important style of Jazz Music, and how it was developed by certain events. We'll also learn some popular dance moves from that time period.


Before we begin, I want you to silently look at these pictures and see if you can guess what time period we'll be talking about (Flip through Powerpoint slides).

Who can tell me when these image are from (If students are having trouble, point out qualities of certain pictures, for example, the sign in the first picture says, “Free coffee and donuts for the unemployed” - a clue to the Depression).

So, here we have some images from the 1930's and 40's. Who can tell me what this time period was called in Jazz? (Probe by reminding students of the timelines they made).

This was the Swing Era, the time when Jazz was the most popular music in America. Why do you think it was popular? What was going on during this time? What was life like for Americans? (This was the time of the Great Depression and WWII. Everyone had to work very hard, and many lost their homes when the stock market crashed. Then, all the men had to go fight in the war, and everyone else labored tirelessly). On the other hand, what is this music like? (Upbeat, fun). Why was the music they were making like this? (Because people needed an outlet, they needed a way to have fun). Did people just sit in their living rooms and listen to Swing Jazz? What did they do? (dance).

Because this music and dance was so important and fun, we're going to spend the rest of our time learning how to Swing Dance!

(Randomly distribute pennies to half the children, and put the students in two single file lines facing each other. One line should have all children wearing pennies, the other should have students without pennies. Stand in the middle of the head of the line facing the students so they can all see your feet.)

First we'll learn the basic step. If you're wearing a penny, you will do this. Step right, step left, step back with right foot.(demonstrate while saying, “step, step, rock step,” and have the students say and try it.) If you're not wearing a penny, you'll do the opposite. Step left, step right, step back with left foot. (Demonstrate and have students participate.) Now, everyone try it together while I count (do the step in time until everyone seems to grasp it.) The next part is to actually do it with a partner, so grab the hands of the person across from you, and we'll do it again. We're gping to stand in open position which means you should be standing about a foot from your partner, and if you're wearing a penny, keep your hands on the bottom (demonstrate proper handholding). Alright, partner up and try it (do the step a few times while counting, then try it with music.)

Now we'll learn a few other moves. (Learn as many as time/level of class allows. For each new step, explain slowly while demonstrating a few times. Then have students execute the step slowly while naming the steps. Then have students execute the step in time, still talking through it as needed. Then add music.)

First we'll do the bow tie. You might recognize this. Step away from your partner, then bend your left arm behind your head and slide your right hand down your partner's arm. Then go right back to open position and the basic step.

Next is the basic turn. While you're doing the basic step pennies raise your left hand, and no-pennies will turn clockwise underneath, then counterclockwise back to open position.

Now we'll try the hammerlock. You'll start out by doing the first part of the turn, so pennies raise your hand and no-pennnies walk underneath. BUT before no-pennies let go and and finish the turn, pennies will use their right hand to pull them back.

(After the moves have been taught, have the students practice without music while you call out steps. Then play music and call out steps. If the class is skilled enough, have free dance at the end where they decide what moves to execute.)

Music to use:

http://www.youtube.com/watch?v=q4V8pbg3rNU Jump, Jive an' Wail Louis Prima

http://www.youtube.com/watch?v=MO9nzpZIoFk – In The Mood Glenn Miller

Closure

Now that we've learned a couple of basic steps, let's watch some of what they did in the Swing Era. Some of this is more complicated than what we learned today, but see if you can see some familiar moves.

http://www.youtube.com/watch?v=mcVAKUNrKzE&feature=related This is a more recent video of proffessional dancers.

This http://www.youtube.com/watch?v=EaK5OWztCz8&feature=related is a clip from the movie “Swing Fever” made in 1944.

(Discuss similarities in the videos and what was learned.) Now, before we leave, remind me why this music and dance was so important to people in the 30's and 40's. (Brief recap of earlier discussion.)

Guided Practice

See Instruction. Teacher demonstrating and helping students with dance steps.



Free dancing


Lesson Plan VIII


9.2: The student will examine the evolution of representative musical genres and cite well-known musicians associated with them.



Domain)

Cognitive (Understanding): Students will be able to describe the effect famous jazz musicians had on jazz music.

Affective (Responding to Phenomena): Students will be able to work with a group in order to organize and present information on selected musicians.


Why is it important to know how musicians change the world of music?


Computers for research and/or premade packets of information

CD player

Construction paper and markers for each group.

Bulletin board or some other way to display timelines and bios.


Review groups from the timeline lesson, and make adjustments if necessary. Assign expert groups artists from periods they did not research for the timeline. Also, decide how many musicians each student should research based on the students' research skills and available class time.

Bell Ringer

“Summetime” by Charlie Parker http://www.youtube.com/watch?v=j1bWqViY5F4

“Summertime” by Billie Holiday http://www.youtube.com/watch?v=d7ENPQzlUpY&feature=related

Focus


A while ago, we worked in groups to make timelines of Jazz History. Tell me about the different periods of Jazz. (Lead a brief discussion about the timelines and their contents.)

Relate to Real Life

Most of these musicians were not classically trained. They were not especially rich, and could not afford lessons. They made music for the same reason many people make music now, to have fun.


I will begin calling on students to answer questions if there is little participation in the discussion. See Instruction for Involvement strategies regarding group work.


Today, I will split you into groups to research famous, influential jazz musicians. Then, you will get into the groups you made the timeline with to attatch this new information to the timeline. I want you to find out in which era your artist(s) played, what instrument(s) they played, and what songs/styles the introduced to Jazz.


Students will split into their expert groups to research the assigned artists using the websites provided or handouts of the websites. On the board, “Which era?, What instrument(s)?, and Why famous?” will be written to remind students the specifics of what they are researching. After research, students will go to their learning groups (same as timeline lesson) to add biographical information to their timelines using construction paper and markers. Like the timeline lesson, students may not write the information about which the researched. Also, at the end of the class they will each have to say something about an artist they did not research. This will insure individual accountability.

Expert Group 1:Duke Ellington - http://www.dukeellington.com/ellingtonbio.html

Wynton Marsalis - http://www.wyntonmarsalis.org/about/biography/

Expert Group 2:Charlie Parker - http://www.cmgww.com/music/parker/about/biography.html

Miles Davis - http://www.milesdavis.com/us/biography

Expert Group 3:Jellyroll Morton - http://www.redhotjazz.com/jellyroll.html

Benny Goodman - http://www.bennygoodman.com/about/biography.html

Expert Group 4: Louis Armstrong - http://www.redhotjazz.com/louie.html

Billie Holliday - http://www.cmgww.com/music/holiday/about/biography.htm

Closure

After the student are done adding the bios to their timelines they will display them on a bulliten board or wall. Then the teacher will lead the class in a discussion about each artist's influence on jazz.

Guided Practice




Lesson Plan IX


6.1: Demonstrate the knowledge of the technical vocabulary of music.

7.1: Evaluate the quality and effectiveness of works of music.



Domain)

Cognitive (Evaluating): Students will be able to critique music using correct terminology.

Affective (Valuing): Students will participate in a discussion using their own opinions and respecting the opinions of others.


Why do people like music?


CD Player with good speakers.

Computer with projector


Depending on how well students have been doing with Bell Ringer listenings, they may need extra probing in order to develop opinions about the music.

Bell Ringer

“La vie en Rose” by Louis Armstrong http://www.youtube.com/watch?v=8IJzYAda1wA

“What a Wonderful World” by Louis Armstrong http://www.youtube.com/watch?v=xotoDy5806Y

Focus


Today we will be listening to two very different songs. The first is from the early days of jazz, the second is a modern jazz song. Remind me about the qualities of each of these times.

Relate to Real Life

In our society, it is impossible not to hear (and develop an opinion about) some kind of music.


If students are not participating, the teacher should start directing questions to specific students to encourage answers.


My goal for you today is to learn how to develop an opinion of music you don't hear on a daily basis. We will be sharing opinions with each other, and because we all think differently, I want you all to remain respectful of each other.


Instruct students to listen to the music only.They do not need to talk or write anything. After the song is over, give students a few minutes to jot down their thoughts. Encourage class discussion by asking these questions after each song:

What is (are) the tempo(s), dynamic(s), intrument(s), and form used in this piece?

What is(are) the mood(s) of this piece?

What do you think the artist(s) wanted the audience to know when they played this piece?

(Have students lay their heads down) On a scale of 1 to 3, how much did you like the song? Hold up one finger if you hated it, hold up two fingers if you thought it was OK, and hold up three fingers if you loved it. (Write results in the board)

Ask student(s) of each opinion why they felt that way.

Be sure to encourage them to defend their opinions using musical terminology.

Songs:

“So Flute” by St. Germain http://www.youtube.com/watch?v=tcMXaBXofxY&feature=related

“Pineapple Rag” by Scott Joplin http://www.youtube.com/watch?v=nbEXLujW6vs&feature=related

Closure

Did anyone today hear something completely different from anything they've heard before? What did you think about it? Why is it important for us to listen to others' opinions? (When we learn the opinions of others, we end up broadening our own horizons in order to discover new things).

Guided Practice




Lesson Plan X


7.1 Evaluate the quality and effectiveness of music.

9.1: Distinguish characteristics of representative music genres and styles from a variety of historical periods and cultures

9.2: Examine the evolution of American musical genres and cite well-known musicians associated with them.



Domain)

Cognitive (Remembering): Students will be able to identify elements, people, styles, and history of jazz through a review game. (Jeopardy levels 10-30)

Cognitive (Understanding): Students will be able to describe how certain elements, people, and cultures influenced jazz through a review game. (Jeopardy levels 40-50)

Affective (Responding to Phenomena): Students will be able to discuss their opinions on certain songs.


Why is it important to study jazz?


CD player for listenings

Computer and procector for Jeopardy game


How advanced is the class? Make adjustments to the game as necessary to cover everything they grasped. During the discussion of the bell ringer songs, have students in mind who are struggling with developing an opinion about the music. They should be called to participate so they can have extra practice.

Bell Ringer

Instead of filling out the worksheet, students will be asked simply to take notes while they're listening and write a brief paragraph response about why they liked/disliked the song. Remind students to use musical vocabulary(3-5 sentences).

“Stardust” by Wynton Marsalis http://www.youtube.com/watch?v=QqubWDSoUrw

“Cool Jazz” by Miles Davis http://www.youtube.com/watch?v=3Ko852-LS9Y&feature=related

Focus


This whole lesson is review. For the bell ringer, remind students to think about the music in the same way they did the lesson before.

Relate to Real Life

Point out that the songs they're listening to for the bell ringer are much more recent than the others they've heard. Wynton Marsalis is still alive, in fact.


Each team will choose a different question picker each time.


Today we're going to review for the test we'll take next time. We'll start by having a review discussion about the music you just heard, then we'll play a game to cover important information about jazz.


Lead the class in a discussion about the Bell Ringer songs. “On the test, you will listen to a song and briefly write what you think about it and why, just like you did for the bell ringer. Now, let's talk about what you thought about these songs for a bit. Who liked the first song? Why?(Pick a few students to discuss) Who liked the second song? Why? (pick different students) Did anyone hate both songs? Why? (Discuss).

Now, it's time for Jeopardy! (Open the Powerpoint and divide the class down the middle). See attachment for Jeopardy game.

Closure

(After the game, have students open their chairs to a circle for discussion.) I want you all to think for a minute about the topic you had the most troube with. Maybe it was a question on the Jeopardy game, or it could've been something we talked about in discussion. (Let them think for a minute). Now, we will go around the circle and each say the thing we've had trouble with. I'll start. Something I've always had trouble with is remembering which artists played in which periods. Who can help me? (Go around the circle)

Guided Practice




Resources for Students

Lesson 1: Research for Definitions http://www.pbs.org/jazz/lounge/

Lesson 3: Research for Timelines http://ils.unc.edu/~jnvicker/inls181/final/history.html

http://www.apassion4jazz.net/jazz_styles.html

http://www.pbs.org/jazz/time/

Lesson 7: Swing Dance Videos: http://www.youtube.com/watch?v=mcVAKUNrKzE&feature=related

http://www.youtube.com/watch?v=EaK5OWztCz8&feature=related

Resources for Teacher

For all listenings: www.youtube.com

Lesson 1: Statements for defining jazz http://www.teachervision.fen.com/music-styles/lesson-plan/4847.html

Lesson 2: Definitions of jazz elements Thelonius Monk Institute of Jazz's Jazz in America

Lesson 4: Jazz's African roots http://www.kennedy-center.org/programs/jazz/ambassadors/Lesson3.html

Lessons 5 and 6: Twinkle, Twinkle, Changing Star http://www.makingmusicfun.net/htm/f_mmf_music_library/twinkle-twinkle-changing-star.htm

Lesson 7: How to teach Swing Dance http://www.ehow.com/how_2155068_teach-child-swing-dance.html

Lesson 8: Biographical Websites: Duke Ellington - http://www.dukeellington.com/ellingtonbio.html

Wynton Marsalis - http://www.wyntonmarsalis.org/about/biography/

Charlie Parker - http://www.cmgww.com/music/parker/about/biography.html

Miles Davis - http://www.milesdavis.com/us/biography

Jellyroll Morton - http://www.redhotjazz.com/jellyroll.html

Benny Goodman - http://www.bennygoodman.com/about/biography.html

Louis Armstrong - http://www.redhotjazz.com/louie.html

Billie Holliday - http://www.cmgww.com/music/holiday/about/biography.htm

Lesson 10: Powerpoint Template http://www.jmu.edu/madison/teacher/jeopardy/jeopardy.htm

Assessment

Formative assessment: Each lesson begins and ends with class discussion. The beginning discussion is about the Bell Ringer listenings, and the teacher should use discussion to assess how well the students are applying their knowledge of the elements, history, and important figures of jazz by asking questions such as "What time period is this from?" and "How does this artist vary the theme in this song? The end of class discussion will be more specifically related to the lesson that day. For cooperative lessons, the each student will share a fact they learned. For other lessons, the teacher will call on students to discuss topics from the lesson to make sure they understood the topic.

Rubric: This rubric will be used to grade the display projects. Because each person must physically contribute to the display, there will be one rubric per person rather than per group.

I. Definition

1

2

3

4

5

No details whatsoever

Exceptionally detailed

II. Timeline

1

2

3

4

5

Did you do any research?

Clearly researched

III. Biographies

1

2

3

4

5

Did you do any research?

Clearly researched

IV. Creativity

1

2

3

4

5

Boring

Decorative, colorful

Unit Exam: The students will work on the multiple choice, then 20 minutes into the test, we will do the instrumental identification and the listening discussion

Multiple Choice

1. What is considered to be the most important element of jazz?

a. syncopation

b. saxophone

c. skat

d. improvisation

2. Syncopation is...

a. accenting beats that are not normally accented

b. the speed of the beat

c. layering rhythms on top of each other

d. when a musician taps his foot on the floor

3. Which of the following instruments is not commonly associated with jazz?

a. saxophone

b. organ

c. voice

d. trumpet

4. Who was known as the “King of Swing?”

a. Louis Armstrong

b. Benny Goodman

c. Billie Holliday

d. Miles Davis

5. During which time period was jazz the most popular music in America?

a. The Modern Era

b. The Roaring Twenties

c. The Bebop Era

d. The Swing Era

6. Choose the best definition for variation.

a. when a musician makes up a new tune

b. playing in the background

c. restating a theme with changes

d. a musical conversation

7. Improvisation is when...

a. a musician makes up what he is playing.

b. a musician restates a theme but changes the rhythm.

c. emphasizing the upbeat.

d. two or more musicians play at once.

8. Jellyroll Morton played which instrument?

a. saxophone

b. piano

c. oboe

d. trumpet

9. Who was the most influential jazz musician that ever lived?

a. Louis Armstrong

b. Armstrong Gibbs

c. Duke Ellington

d. John Coltrane

10. What is a theme?

a. what a composer writes a song about

b. the emotion a song has

c. the musical idea

d. a made up piece of music

11. The music from the Swing Era was called...

a. ragtime

b. skat

c. big band

d. cool jazz

12. What culture is the “great grandfather” of jazz?

a. African

b. Austrailian

c. German

d. American

13. What event(s) caused a rise in the popularity of dances in the 1930's and 40's?

a. World War I and the Industrial Revolution

b. The Civil War

c. The Women's Rights Movement

d. World War II and the Great Depression

14. Billie Holiday was a...

a. pianist

b. singer

c. writer

d. guitar player

15. In which city was jazz born?

a. Chicago

b. Nashville

c. New York

d. New Orleans

Instrument Identification What is the primary instrument in each clip?

saxophone

piano

voice

guitar

trumpet

oboe

flute

clarinet

drums

bass

16. voice

17. flute

18. drums

19. saxophone

20. trumpet

Write a paragraph about whether you like or dislike this song and why. Be sure to use terms from class!

Songs for Instrument Identification

16. “It Don't Mean a Thing” Duke Ellington (0:25-0:50) http://www.youtube.com/watch?v=qDQpZT3GhDg

17. “Solo Flute” St. Germain http://www.youtube.com/watch?v=4kAOZfyqHSs

18. “Stompin at the Savoy” Louis Armstrong (start at 1:30) http://www.youtube.com/watch?v=VraBEa3U_Wg

19. “My Favorite Things” John Coltrane http://www.youtube.com/watch?v=0I6xkVRWzCY

20. “Cool Jazz” Miles Davis http://www.youtube.com/watch?v=3Ko852-LS9Y

Essay Song

“Don't Know Why” by Norah Jones http://www.youtube.com/watch?v=Ccu9YUgP680&ob=av2n

Technology

Applicable Websites:

http://www.youtube.com/

http://www.neajazzintheschools.org/home.php?uv=s

http://www.pbs.org/jazz/classroom/index612.htm

http://www.redhotjazz.com/

http://www.cmgworldwide.com/

http://ils.unc.edu/~jnvicker/inls181/final/history.html

Documents

jadesefolio.weebly.com€¦ · Web viewThe students will be able to identify the contribution of key figures in jazz (Louis Armstrong, Duke Ellington, Billie Holliday, Jellyroll