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TOPICS:
- Free Jazz
- Fusion
STANDARDS:
National Standards for United States History1 (grades 5-12)
Historical Thinking
Students should be able to:
- 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).
National Standards for Music Education2 (grades K-12)
Students will be:
- 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 full understanding of:
- free jazz
- fusion
- explore how free jazz and fusion reflected American culture and society in the 1960's and 1970'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:
- free jazz
- fusion
- discuss American history and culture regarding:
- free jazz
- fusion
- play various jazz recordings, including examples of free jazz and fusion
STUDENT ACTIVITIES
The students will:
- participate in a class discussion regarding free jazz and fusion
- participate in a class discussion regarding jazz history as a part of American history in the 1960’s and 1970’s
- listen to jazz recordings of free jazz and fusion
- follow and interact with the animated student handout entitled "Journey #7: Monterey Jazz Festival and Newport Jazz Festival" (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:
Monterey Jazz Festival
Newport Jazz Festival
mid 1950's to present
- Historical Events:
Civil Rights Movement
Bicentennial of the United States
1st Amendment to the U.S. Constitution
- Vocabulary:
backup singers
call and response
Civil Rights
gospel music
jazz festival
jazz rock fusion
modal harmony |
narration
protest song
quote
Soul Jazz
theme song
trading fours
United States National Anthem |
- Experience the Music
Found throughout each student handout, this section provides students with an activity to help them Experience the Music firsthand.
IDENTIFY STYLE: Students listen to a recording and determine the style of the solo.
IDENTIFY INSTRUMENTATION: Students listen to a recording and determine if they hear a solo or an ensemble.
- Jazz Artists:
Art Blakey
Dave Brubeck
Ron Carter
Ray Charles
John Coltrane
Dizzy Gillespie
Herbie Hancock |
Branford Marsalis
Wynton Marsalis
Charles Mingus
Wallace Roney
Wayne Shorter
Thelonious Monk |
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