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5

Bebop

Overview

I.

Bebop

II.

Cultural Implications of Bebop

Student Handout

Test Bank

Answer Key

footnotes

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, click here.

4. Student handouts can be downloaded from the Jazz in America website and photocopied.

5. Any material from the Jazz in America website may be downloaded, printed, and/or made into a PowerPoint slide as the instructor sees fit.

TOPICS:

  1. Bebop
  2. Cultural Implications of Bebop
STANDARDS:
National Standards for United States History1

Historical Thinking
Students should be able to:
  1. Appreciate historical perspectives – including the ability to (a) describe the past on its own terms, through the eyes and experiences of those who were there, as revealed through their literature, diaries, letters, debates, arts, artifacts, and the like; (b) consider the historical context in which the event unfolded–the values, outlook, options, and contingencies of that time and place; and (c) avoid “present-mindedness,” judging the past solely in terms of present-day norms and values (Historical Comprehension Standard 2F).
  2. Draw upon the visual, literary, and musical sources, including (a) photographs, paintings, cartoons, and architectural drawings; (b) novels, poetry, and plays; and (c) folk, popular and classical music, to clarify, illustrate, or elaborate upon information presented in the historical narrative (Historical Comprehension Standard 2I).
  3. 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Historical Content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 understand the extent and impact of economic changes in the postwar period (Era 9: Postwar United States Standard 1A) and how the social changes of the postwar period affected various Americans (Era 9: Postwar United States Standard 1B). Therefore, the student should be able to:
  1. Explain the reasons for the sustained growth of the postwar consumer economy.
  2. Analyze the impact of the Cold War on the economy.
ARTS STANDARDS
National Standards for Music Education2

Artistic Process - Creating: Imagine, Plan and Make, Evaluate and Refine, and Present Music
Students:
  1. Generate musical ideas for various purposes and contexts. – Improvise rhythmic, melodic, and harmonic ideas, and explain connections to specific purpose and context (such as social, cultural, and historical) (MU:Cr1.1.5a); Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes (MU:Cr1.1.5b).
  2. Select and develop musical ideas for defined purposes and contexts. – Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context (MU:Cr2.1.5a).
Artistic Process - Responding: Select, Analyze, Interpret and Evaluate Music
Students:
  1. Choose music appropriate for a specific purpose or context. – Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts (MU:Re7.1.5a).
  2. Analyze how the structure and context of varied musical works inform the response. – Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical) (MU:Re7.2.5a).
  3. Support interpretations of musical works that reflect creators’/performers’ expressive intent. – Demonstrate and explain how the expressive qualities (such as dynamics, tempo, timbre, and articulation) are used in performers’ and personal interpretations to reflect expressive intent (MU:Re8.1.5a).
  4. Support evaluations of musical works and performances based on analysis, interpretation, and established criteria. – Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music (MU:Re9.1.5a).
Artistic Process - Connecting: Synthesize and Relate Musical Ideas
Students:
  1. Synthesize and relate knowledge and personal experiences to make music. – Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding (MU:Cn10.0.5a).
  2. Relate musical ideas and works with varied context to deepen understanding. – Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life (MU:Cn11.0.5a).
SESSION OBJECTIVES:
The student will:
  1. gain a fundamental understanding of bebop
  2. explore how bebop reflected American culture and society in the 1940's and 1950's
EQUIPMENT:
  1. computer logged onto www.jazzinamerica.org
  2. LCD projector and screen
  3. CD player (optional)
MATERIALS:
  1. The Instrumental History of Jazz (IHJ)3 – optional
    1. two CDs
    2. accompanying booklet
  2. Student Handouts4 (one per student)
INSTRUCTIONAL ACTIVITIES
The instructor will:
  1. distribute student handouts5
  2. discuss the fundamentals of bebop
  3. discuss American history and culture regarding bebop
  4. play various jazz recordings, including examples of bebop
STUDENT ACTIVITIES
The students will:
  1. participate in a class discussion regarding bebop
  2. participate in a class discussion regarding jazz history as a part of American history in the 1940's and 1950's
  3. listen to jazz recordings of bebop
  4. 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.
  1. Multiple Choice
  2. Fill in the Blanks
  3. True / False
  4. Matching
STUDENT HANDOUT OVERVIEW
The following topics and activities are covered in the Student Handout:

  1. Destination and Dates: New York City (52nd Street), 1940's


  2. Historical Event: World War II


  3. Vocabulary:
    Afro-Cuban rhythms
    Bebop
    big band
    gig
    improvisation    		 jam
    lynching
    Modern Jazz
    sit-in
    Swing
  4. 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.
  5. Jazz Artists:
    Kenny Clarke
    Miles Davis
    Dizzy Gillespie
    Billie Holiday
    Thelonious Monk    		 Charlie Parker
    Tommy Potter
    Bud Powell
    Max Roach

Video Clips
videospacer Dizzy Gillespie and Charlie Parker - Hot House
videospacer Ella Fitzgerald - How High the Moon
videospacer JJ Johnson, Howard McGee, and Sonny Stitt - Now's the Time
the Herbie Hancock institute of jazz
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