THE ERA OF JAZZ
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Lesson Component |
Plan |
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Target Audience: |
5th-7th grade students |
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Title and Introduction:
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The Era of Jazz This lesson is designed to give students a basic understanding of what makes jazz music unique. The student will gain knowledge of the pioneers of jazz music. Students will gain a deeper understanding of jazz music’s role in the culture and history of our country. Students will also recognize the blues as an important expression of African-American culture. Students will make the connection black speech and music in literature. |
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Subject: |
Language Arts |
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Topic: |
The effect of jazz music on today’s culture. |
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Objectives:
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Curriculum
Objectives based on the Ohio Content Standards for Grades 5-7: Writing Processes Determine
audience and purpose for self-selected and assigned writing tasks Use
revision strategies to improve the overall organization, the clarity and
consistency of ideas within and among paragraphs and the logic and
effectiveness of word choices. Select
more effective vocabulary when editing by using a variety of resources and
reference materials. Edit
to improve fluency, grammar and usage. Apply
tools to judge the quality of writing. Writing Applications Write responses to literature that extend beyond the summary
and support judgments through references to the text. Write responses to literature that extend beyond the summary
and support judgments through references to the text. Writing Conventions Use correct spelling conventions. Use conventions of punctuation and capitalization in written
work. Use grammatical structures to effectively communicate ideas
in writing. Research Formulate open-ended research questions suitable for inquiry
and investigation and develop a plan for gathering information. Locate and summarize important information from multiple
sources. Organize information in a systematic way. Acknowledge quoted and paraphrased information and document
sources used. Communicate findings orally, visually and in writing or
through multimedia. Communication: Oral and Visual Use effective listening strategies, summarize major ideas
and draw logical inferences from presentations and visual media. Explain a speaker’s point of view and use of persuasive
techniques in presentations and visual media. Vary language choice and use effective presentation techniques
including voice modulation and enunciation. Select an organizational structure appropriate to the topic,
audience, setting and purpose. Present ideas in a logical sequence and use effective
introductions and conclusions that guide and inform a listener’s
understanding of key ideas. Give presentations using a variety of delivery methods,
visual materials and technology. Acquisition of Vocabulary Use context clues and text structures to determine the
meaning of new vocabulary. Infer word meaning through identification and analysis of
analogies and other word relationships. Apply knowledge of connotation and denotation to learn the
meanings of words. Use knowledge of symbols, acronyms, word origins and
derivations to determine the meanings of unknown words. Use knowledge of roots and affixes to determine the meanings
of complex words. Use multiple resources to enhance comprehension of
vocabulary. Reading Process: Concepts of Print, Comprehension Strategies and
Self-Monitoring Strategies Determine a purpose for reading and use a range of reading comprehension
strategies to better understand text. Apply effective reading comprehension strategies, including summarizing
and making predictions and comparisons, using information in text, between text
and across subject areas. Make meaning through asking and responding to a variety of questions
related to text. Apply self-monitoring strategies to clarify confusion about text and to
monitor comprehension. Reading Applications: Informational, Technical and Persuasive
Text Use text features and graphics to organize,
analyze and draw inferences from content and to gain additional information. Reading Applications: Literary Text Explain how figurative language expresses ideas and conveys
mood. |
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Procedures: |
Instructional
Roles: The library media specialist and the teacher will work collaboratively during these lessons. The actual roles are defined in the activities and procedures for completion, but roles may be changed as needed in order to carry out the instruction. The library media specialist and collaborating teacher will determine the length and duration of the unit. The library media specialist will provide books, audio resources, and videos. Day 1: The teacher will introduce the lesson by writing the following statements on the board and ask students to rate their responses ‘+’ or ‘- ` . Copy the following statements about jazz. If you agree with the statement, place a positive symbol (+) next to the number; if you disagree with the statement, place a negative symbol (-) next to the numbered statement. Jazz is noise. Jazz is music that’s always different. Jazz is an American art form. Jazz is revolutionary. Jazz is the same as bebop, hip-hop, and the blues. Jazz is new and old. Students will share and compare statements of agreement and disagreement. Students may tabulate their answers to determine which statement most people agreed and/or disagreed. Next the teacher will play Duke Ellington’s Take the A Train. The teacher will give the students the opportunity to revise their answers and discuss their findings. Days 2 and 3: Students will go to the library for a showing of the videos JAZZ Episodes Two (“The Gift”) and Three (“Our Language”). Following the videos explain to students that they are going to read a short essay written by Duke Ellington. Explain that he discusses what he thinks jazz is and why there has been some confusion about the way it is described. Pass out copies of essay and ask students to write reflections or thoughts in the margins of the essay. Write the following question on the board and tell students they will be answering the question when they are finished reading. “What does Ellington say the definition of jazz is, and how does he explain it?” The school library media specialist will write responses on a sheet of poster board or other available material. Day 4: The teacher will distribute copies of
Langston Hughes’ 1940 essay “Songs Called the
Blues.” Short Stories of Langston
Hughes. Hill & Wang Pub, Reprint 1997. Days 5-7 (more as needed) : Students will use a Pathfinder and other resources provided by the library media specialist to research topics such as Jazz, Blues, Duke Ellington, Bessie Smith, Langston Hughes, The Harlem Renaissance, etc. The purpose of the Pathfinder is for students to have the freedom to look up sites of interest to share with the class. Students will do 4-5 minute oral presentations using visuals or audio components. Examples of these include: visual pictures printed from the Internet, musical instruments, books, or music clips. An outline of the presentation will be given to the teacher and library media specialist. |
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Evaluation: |
The student will complete the series of questions in the Pathfinder and will be evaluated using a rubric. The student will successfully present an oral presentation on an element from the era of jazz music based on information found in the Pathfnder. Rubrics will be used to assess the oral presentations, outline, and the timeline. |
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Materials: |
The following are valuable
resources. Starred items are essential
for this lesson. Print Resources: Asivatham, Sandhya.
The
History of Jazz (American Mosaic: American Contributions. 2003. Charters, Samuel.
Jazz: A History of the Chilton, John. Who’s
Who of Jazz : Storyville
to Collier, James. Lincoln. Jazz : An American Saga. Henry Holt and Co., 1997. Gourse, Leslie. Deep Down in Music: The Art of the Great
Jazz Bassists
Hughes, Langston. The First Book of Jazz. Ecco Press, 1985 Hughes, Langston. “Cora
Unashamed.” “Songs Called the Blues.” Short
Stories of **Langston Hughes. Hill & Wang Pub, Reprint 1997. Morgan, Thomas L., Barlow, William. From Cakewalks to Concert Halls : An Illustrated History of African American Popular Music, From 1895-1930. Black Belt Press, 1992. Pinkney, Andrea Davis. Duke Ellington: The Piano Prince and His Orchestra. Jump Sun, 1998. Raschka, Chris. Mysterious Thelonious , Orchard Books, 1997. Raschka, Christopher. Charlie Parker Played Be Bop. Orchard Books, 2004. Selfridge, John W. John Coltrane: A Sound Supreme. Franklin Watts, 2000. Audio ** Duke Ellington’s “Take The A Train” The Very Best of Duke Ellington, RCA, Audio CD ReRelease, 2000. “It Don’t Mean A Thing” (Alternate Selection) “Drop Me Off in Both alternates
can be heard on Golden Greats
Videotapes **JAZZ Episodes Two (“The Gift”) and Three (“Our Language”) Available through PBS , Ken Burns Jazz, Item no: JAZZ900. JAZZ is a ten-part, eighteen-hour documentary series that
celebrates http://www.shoppbs.org/family/index.jsp?categoryId=1412587&clickid=lftnav_sbs_txt Art Work Your choice of selected fine arts work. Suggestions include: en, Romare . “Jamming at the Savoy” and “Bopping at Birdland” Douglas, Aaron. “Play de Blues” Igus, Illustrations in “I see the rhythm” . Children’s Book Press, 1998. Johnson, William H. “Street Life, Harlem” and “Jitterbugs (III)” Suggestions for these and other jazz themed posters: Art.com |
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Follow-Up: |
Continue listening to jazz music in the classroom Contact local Blues talent to sing for the students. Research foods that originated in the South and prepare a meal and entertain parents complete with jazz music. |
Resources :
American Collection
http://www.pbs.org/wpgh/masterpiece/americancollection/amc.html
This site is a comprehensive site for all of the
series entries. Airtimes, lesson plans and background information. and purchasing information is available.
ExxonMobil Masterpiece Theatre\American Collection.
This site contains teacher resources, teaching guides, timelines and learning links for the American Collection series.
I’ll Make Me A World
http://www.pbs.org/immaw/
Literature & Life
http://www.pbs.org/ktca/litandlife/index.html
Masterpiece Theater:
Langston Hughes Biography
http://www.pbs.org/wgbh/masterpiece/americancollection/cora/ei_hughesbiography.html
PBS Jazz Series Web site: www.pbs.org/jazz/
Swingin’ with the Duke
http://www.pbs.org/wnet/gperf/ellington/
Thelonious Monk Institute of Jazz
http://teacher.scholastic.com/professional/music/jazz.htm
http://www.webenglishteacher.com/hughes.html
http://www.pbs.org/jazz/links/