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TOPICS:
- Bebop
- Cultural Implications of Bebop
STANDARDS:
National Standards for United States History1 (grades 5-12)
Historical Thinking
Students should be able to:
- 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).
Historical Content
Students should be able to:
- understand the extent and impact of economic changes in the postwar period (Era 9: Postwar United States Standard 1a).
- understand how the social changes of the postwar period affected various Americans (Era 9: Postwar United States Standard 1b).
National Standards for Music Education2 (grades K-12)
Students will be:
- Singing, alone, and with others. (Standard #1)
- Listening to, analyzing, and describing music. (Standard #6)
- Understanding relationships between music, the other arts, and disciplines outside the arts. (Standard #8)
- Understanding music in relation to history and culture. (Standard #9)
SESSION OBJECTIVES:
The student will:
- gain a fundamental understanding of bebop
- explore how bebop reflected American culture and society in the 1940's and 1950's
EQUIPMENT:
- CD player
- chalkboard (with chalk and eraser)
- overhead projector (optional)
- computer logged onto www.jazzinamerica.org (optional)
MATERIALS:
- The Instrumental History of Jazz3 (IHJ) (optional)
- two CDs
- accompanying booklet
- student handouts4 (one per student)
- overhead project transparencies5
INSTRUCTIONAL ACTIVITIES
The instructor will:
- distribute student handouts
- discuss the fundamentals of bebop
- discuss American history and culture regarding bebop
- play various jazz recordings, including examples of bebop
STUDENT ACTIVITIES
The students will:
- participate in a class discussion regarding bebop
- participate in a class discussion regarding jazz history as a part of American history in the 1940's and 1950's
- listen to jazz recordings of bebop
- follow and interact with the animated student handout entitled "Journey #5: New York – 52nd Street" (click on the Student Handout button on the left-hand side of your screen)
ASSESSMENT
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
- Matching
STUDENT HANDOUT OVERVIEW
The following topics and activities are covered in the Student Handout:
- Destination and Dates: New York City (52nd Street), 1940's
- Historical Event: World War II
- Vocabulary:
Afro-Cuban rhythms
Bebop
big band
gig
improvisation |
jam
lynching
Modern Jazz
sit-in
Swing |
- Experience the Music
Found throughout each student handout, this section provides students with an activity to help them Experience the Music firsthand.
CALL and RESPONSE: Students sing back Bebop lines.
- Jazz Artists:
Kenny Clarke
Miles Davis
Dizzy Gillespie
Billie Holiday
Thelonious Monk |
Charlie Parker
Tommy Potter
Bud Powell
Max Roach |
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