Defining Jazz Music Lesson Plan in Music
Defining Jazz Music
Grade Levels: 9 - 12
Estimated Time
This lesson is composed of four integrated teaching sessions designed for 45-55 minute class periods. Taught as a complete unit, the lesson may span two to three weeks, depending on the amount of time allowed for in-class sharing and writing. The objectives and materials are listed in individual sections.
Overview
Louis Armstrong said, "Jazz is music that's never played the same way once." Ralph Ellison said, "Jazz is an art of individual assertion within and against the group..." With this lesson students will attempt to develop their individual and collective definitions of jazz.
In most cities today, continuous jazz can be heard on a local FM radio station. Usually, the music will be easy listening or "smooth jazz," as it is commonly referred to in urban settings. However, this music does not completely "define" jazz. Does this music represent a particular kind of jazz? Are there other "sounds," that are not "mellow" and "quiet storm" sounding music? If so, where did the sounds come from, and who were the early players? How does this sound distinguish itself from the sounds of earlier years, or is there a distinction? Does everyone like this type of music? What do likes and dislikes have to do with the definition of the jazz art form?
The lessons and activities assembled here will answer these questions and perhaps raise additional questions for students to explore.
Objectives
Session 1
Session 2
Session 3
Session 4
Recommended Resources
Relevant U.S. National Standards
Objectives
Students will read two selected texts and extract definitions of jazz from various famous people, such as Duke Ellington, Louis Armstrong, and Ralph Ellison.
Students will compose a working definition/explanation of jazz.
Students will develop a time line of the jazz era from the early 1900's to mid-century using multiple resources.
Students will read selected biographies.
Students will listen to selected
Grade Levels: 9 - 12
Estimated Time
This lesson is composed of four integrated teaching sessions designed for 45-55 minute class periods. Taught as a complete unit, the lesson may span two to three weeks, depending on the amount of time allowed for in-class sharing and writing. The objectives and materials are listed in individual sections.
Overview
Louis Armstrong said, "Jazz is music that's never played the same way once." Ralph Ellison said, "Jazz is an art of individual assertion within and against the group..." With this lesson students will attempt to develop their individual and collective definitions of jazz.
In most cities today, continuous jazz can be heard on a local FM radio station. Usually, the music will be easy listening or "smooth jazz," as it is commonly referred to in urban settings. However, this music does not completely "define" jazz. Does this music represent a particular kind of jazz? Are there other "sounds," that are not "mellow" and "quiet storm" sounding music? If so, where did the sounds come from, and who were the early players? How does this sound distinguish itself from the sounds of earlier years, or is there a distinction? Does everyone like this type of music? What do likes and dislikes have to do with the definition of the jazz art form?
The lessons and activities assembled here will answer these questions and perhaps raise additional questions for students to explore.
Objectives
Session 1
Session 2
Session 3
Session 4
Recommended Resources
Relevant U.S. National Standards
Objectives
Students will read two selected texts and extract definitions of jazz from various famous people, such as Duke Ellington, Louis Armstrong, and Ralph Ellison.
Students will compose a working definition/explanation of jazz.
Students will develop a time line of the jazz era from the early 1900's to mid-century using multiple resources.
Students will read selected biographies.
Students will listen to selected