Jazz
Develop Schema
Activate Schema
Listen to Duke Ellington and this band on “YouTube” playing "Satin Doll"
NETS-s Standard: # 3 Research and Information Fluency
Students will research a
technology system called “You Tube” and how it operates.
Students will use youtube to research information by watch and
listen to different jazz styles, jazz
instruments, and the many musicians of jazz on “You Tube”.
A problem will occur and then is does, the class will analyze the
problem together to gain better concept about the systems. Student will
show their peers their favorite jazz videos from “You Tube”
by email their videos to each other, which is using the applications
effective. The technology will strengthen my lesson by given the
visional and audio to the text. “You Tube” helps the music
and history come alive through the videos. “You Tube” will
be used by students during the vocabulary. The use of youtube
will help students research the many different types of music, anyalze,
and evaluate the information that has been gathered.
Pre-reading questions:
What do you notice about this type of music?
How does this music make you feel?
What does this music make you think of?
What do you like about Jazz?
Compare and contrast Jazz and Classical Music?
How does Jazz affect your life?
How does Jazz affect the world?
Music: John Coltrane “Love Supreme”
Building Schema
Ask students to interview an
elder and a youngster about jazz; question like; who do you listen to?
How does it make you feel when you listen to it? How is jazz different
from other types of music you listen to?
Purpose for Reading
The purpose of reading is for
students to understand and learn more about the art form jazz and to
learn how jazz is defined as a music art form.
Vocabulary
Visually display the vocabulary
words and speak them orally. The vocabulary will be broken in to
sections, people, styles, places, the roots, and the instruments.
Students will watch videos through “You Tube” for each
section to understand the key terms.
Styles:
Ragtime, Bebop, fusion, free jazz, vocal jazz, Dixieland revival, cool
jazz, , hard bop, big band & swing, improvisation, soul jazz, Latin
jazz.
People:
Billie Holiday, Fat Waller, Duke Ellington, Ella Fitzgerald, Benny
Goodman, Count Basie, Bennie Moten, Louis Armstrong, Coleman Hawkins,
Fletcher Henderson, Earl Hiness, Johnny Dodds, King Oliver.
Places: Chicago, New York, New Orleans, St. Louis, Memphis, and Washington, DC.
Instruments: Guitar, piano, bass, drums, trumpet, trombone, saxophone, Clarinet, and vocal.
The roots: spirituals, west Africa, minstrel show, hymns, ragtime, Dixieland, maple leaf rag, cotton clubs, Scoot Joplin
Vocabulary reinforcement activity:
The vocabulary activity
game will be played after each vocabulary section is learned to conform
the students learning. I will play an instrument (from a cd) and you
have to be able name if it is a trumpet or guitar. This will continue
with the different styles, musicians, and locations.
Different theme games:
Name that style
Name that Jazz musician
Name that place
Name that instrument
Preview text
Discuss genre and the books features: cover, back, content, index, chapter titles, and vocabulary.
Extensions
Bring in pictures and art of some of the great jazz musicians.
Play different styles of jazz through out the unit.
Read a book aloud that around center around the jazz theme.
Taking my class on a field trip to hear a live jazz performance.
Watch a P.B.S. documentary on jazz history through out the unit.
Take another field trip to a jazz museum.