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TOPICS:
- Cool Jazz
- Cultural Implications of Cool Jazz
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Historical Content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:
- 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:
- Listening to, analyzing, and describing music. (Standard #6)
- Understanding music in relation to history and culture. (Standard #9)
SESSION OBJECTIVES:
The student will:
- gain a fundamental understanding of cool jazz
- explore how cool jazz 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 projector transparencies5
INSTRUCTIONAL ACTIVITIES
The instructor will:
- distribute student handouts
- discuss the fundamentals of cool jazz
- discuss American history and culture regarding cool jazz
- play various recordings, including examples of cool jazz
STUDENT ACTIVITIES
The students will:
- participate in a class discussion regarding cool jazz
- participate in a class discussion regarding jazz history as a part of American history during the 1940’s and 1950’s
- listen to jazz recordings of cool jazz
- follow and interact with the animated student handout entitled "Journey #6: California West Coast Jazz" (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: West Coast Jazz, mid 1940's to 1960
- Historical Events:
building of the Panama Canal
Civil Rights Act
Fair Housing Act
- Vocabulary:
arranger
Bebop
Civil Rights Movement
Cool Jazz
dissonance
Early Jazz
Fair Housing Act
flute
improvisation
Latin Percussion Instruments |
New Orleans jazz
Panama Canal
Progressive Jazz
rodeo
steady beat
Swing style jazz
trombone
vamp
West Coast Jazz |
- Experience the Music
Found throughout each student handout, this section provides students with an activity to help them Experience the Music firsthand.
IDENTIFY STYLES: Students listen to a recording and identify a particular jazz style.
IDENTIFY VAMP: Students say lyrics with "Take Five" vamp.
IDENTIFY INSTRUMENTS: Students listen to a recording and identify which instrument is being played.
- Jazz Artists:
Count Basie
Dave Brubeck
Clora Bryant
Nat 'King' Cole
Buddy Collette
Duke Ellington
Dizzy Gillespie |
Benny Goodman
Lionel Hampton
Stan Kenton
Melba Liston
Kid Ory
Charlie Parker |
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