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Early Jazz


1. National Center for History in the Schools, UCLA

2. NAfME: The National Association for Music Education

3. For information on ordering The Instrumental History of Jazz 2-CD set, go to www.amazon.com (item #B000001YNU).

4. Student handouts may be down loaded from the Jazz in America website (www.jazzinamerica.org), printed, and photocopied.

5. Any material from the Jazz in America website (www.jazzinamerica.org) may be down loaded, printed, and made into a transparency as the instructor sees fit.


  1. Early Jazz
  2. Cultural Implications of Early Jazz

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).
Historical Content
Students should be able to:
  • examine the perspectives of various African Americans on Progressivism and their alternative programs (Era 7: The Emergence of Modern America Standard 1c).
National Standards for Music Education2 (grades K-12)
Students will be:
  1. Listening to, analyzing, and describing music. (Standard #6)
  2. Understanding music in relation to history and culture. (Standard #9)

The student will:
  1. gain a fundamental understanding of early jazz, including:
    1. Early Jazz and Dixieland
    2. Roaring Twenties
  2. understand the American historical significance and cultural implications of early jazz

  1. CD player
  2. chalkboard (with chalk and eraser)
  3. overhead projector (optional)
  4. computer logged onto www.jazzinamerica.org (optional)

  1. The Instrumental History of Jazz3 (IHJ) (optional)
    1. two CDs
    2. accompanying booklet
  2. student handouts4 (one per student)
  3. overhead projector transparencies5

The instructor will:
  1. distribute student handouts
  2. discuss the fundamentals of Early Jazz and Dixieland
  3. discuss American history and culture regarding Early Jazz
  4. play various jazz recordings of Early Jazz

The students will:
  1. participate in a class discussion regarding Early Jazz and Dixieland
  2. participate in a class discussion regarding jazz history as a part of American history, including jazz's cultural implications
  3. listen to jazz recordings of Early Jazz
  4. follow and interact with the animated student handout entitled "Journey #2: Chicago, Illinois" (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.
  1. Multiple Choice
  2. Fill in the Blanks
  3. True / False
  4. Matching

The following topics and activities are covered in the Student Handout:

  1. Destination and Dates: Chicago, 1920's

  2. Historical Event: Great Migration (1910-1920)

  3. Vocabulary:
    black and tan
    Free Jazz
    Great Migration
    moving assembly line
    steady beat
  4. Jazz Artists:
    Louis Armstrong
    Art Ensemble of Chicago
    Association for the Advancement
    of Creative Musicians
    Bix Beiderbecke
    Eddie Condon
    Bud Freeman
    Earl 'Fatha' Hines
    James P. Johnson
    Freddie Keppard
    Jimmy McPartland
    King Oliver

the Herbie Hancock institute of jazz
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