Teachers may use the following topics at their discretion, based on the experiences of their particular students. For example, if students already have a basic understanding of the elements of music, teachers may omit topic 4. This lesson plan can also be divided into smaller lesson plans to accommodate classroom schedules.
- Course Introduction for the Teacher
- What is Jazz?
- Jazz Recordings
- Basic Musical Elements
- Jazz Sounds
- A Perfect Democracy
- Where Did Jazz Come From?
- Ragtime: The Precursor to Jazz
National Standards for United States History1 (grades 5-12)
Students should be able to:
National Standards for Music Education2 (grades K-12)
- appreciate historical perspectives (Historical Comprehension Standard 2f).
- draw upon visual, literary, and musical sources including...folk, popular and classical music, to clarify, illustrate, or elaborate upon information presented in the historical narrative (Historical Comprehension Standard 2i).
- draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries (Historical Analysis and Interpretation Standard 3d).
- analyze...the influence of ideas (Historical Analysis and Interpretation Standard 3e).
- the influence of the past (Historical Analysis and Interpretation 3j).
Students will be:
- Singing, alone and with others. (Standard #1)
- Improvising melodies, variations, and accompaniments. (Standard #3)
- ...arranging music within specified guidelines. (Standard #4)
- Listening to, analyzing, and describing music. (Standard #6)
- Evaluating music and music performances. (Standard #7)
- Understanding music in relation to history and culture. (Standard #9)
The student will:
- gain a fundamental understanding of jazz
- gain a fundamental understanding of basic musical elements
- gain a fundamental understanding of the musical elements of jazz
- gain a fundamental understanding of how, where, and by whom jazz originated
- gain a fundamental understanding of jazz as a metaphor for democracy
- gain a basic understanding of why jazz is America’s music
- CD player
- chalkboard (with chalk and eraser)
- overhead projector (optional)
- computer logged onto www.jazzinamerica.org (optional)
- The Instrumental History of Jazz3 (IHJ) (optional)
- two CDs
- accompanying booklet
- student handouts4 (one per student)
- overhead projector transparencies5
The instructor will:
- distribute student handouts
- discuss basic elements of music
- discuss the basic elements and origins of jazz
- discuss the roles of people in a democratic society using jazz as a metaphor
- individual freedom
- responsibility to the group
- play jazz recordings, discussing with the students what they heard
- discuss why jazz is considered America's music
The students will:
participate in a class discussion regarding:
- "what is jazz"
- the basic elements of music
- the basic elements and origins of jazz
- why jazz is considered America's music
- compare improvisation with regular conversation
- listen to various jazz saxophonists to compare and contrast their individual sounds (tone)
- listen to jazz recordings
- follow and interact with the animated student handout entitled "Journey #1: New Orleans, Louisiana" (click the Student Handout button on the left-hand side of your screen)
A Test Bank is provided that includes questions in the four formats listed below. At the teacher's discretion, all of the questions in each test bank may be used, or a few questions from each format may be selected to compile a shorter test.
- Multiple Choice
- Fill in the Blanks
- True / False
STUDENT HANDOUT OVERVIEW
The following topics and activities are covered in the Student Handout:
- Destination and Dates: New Orleans, early 1900's
- Historical Event: Emancipation Proclamation (1863)
call and response
Jim Crow laws
New Orleans style jazz
- Experience the Music
Found throughout each handout, this section provides students with an activity to help them Experience the Music firsthand.
WORK SONG: Students create a song to fit activity.
CALL and RESPONSE: Students provide a "response" to a recorded "call."
- Jazz Artists:
Huddie "Leadbelly" Leadbetter