The Unique Sound of Jazz

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Objective: Students will learn about the unique sound of Jazz Music.

The Unique Sound of Jazz

  • 3

  • 4

  • 5

Objective: Students will learn about the unique sound of Jazz Music.

Activity:

Activity #1:

When I say play some music, what do you think of? Use Shout out protocol to share out answers. For each person, that answer could be different.

Explain to students that today they are going to look at music that started down in the South, called Jazz. Jazz was invented by North American Slaves, originally from West Africa.

It is music that blends many types of music together: folk songs, gospel music, African music, Spanish music, blues, marching bands, ragtime, and more. (Watch and listen to the video, "Does it Swing? An animated jazz history part 1.")

Using the Thumbs up, Thumbs Down protocol, have students show you what they have learned about Jazz. Thumbs up = true, thumbs down = false. 

  • Jazz was invented in New York? (False- New Orleans)
  • Jazz music puts together many different types of music, to create its sound? (True)
  • Jazz was created by North American Slaves? (True)

 

Activity #2:

Listen to, "1900s New Orleans: The Melting Pot of Sound" and "1901 Louis Armstrong is born: The Jazz Original" from Scholastic.

Use Raise a Hand protocol to see if students can tell what instruments are being played. 

 

Activity #3:

Pull up the article, "US History Jazz." Have students take turns reading the information, in the first five paragraphs, using Jump In Reading protocol.

Next, use "Jazz Terms" to introduce students to terms used by Jazz Musicians. It is like they have their own language.

Take the ten question quiz, at the bottom of the page, to see what students have learned about Jazz. 

 

*Extended Activity:

Watch some videos on Jazz Improv and other fun improvisations:

"Spontaneous Jazz duet on Street Piano in Paris #1 with Frans Bak"

"Piano Jazz - charleston style, fast swing! by Pascal Wintz"

 

Common Core Standards:

  • 3.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 3.SL.1.a ( Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. )

  • 3.SL.1.b ( Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). )

  • 3.SL.1.d ( Explain their own ideas and understanding in light of the discussion. )

  • 4.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 4.SL.1.a ( Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. )

  • 4.SL.1.b ( Follow agreed-upon rules for discussions and carry out assigned roles. )

  • 4.SL.1.d ( Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. )

  • 5.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 5.SL.1.a ( Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. )

  • 5.SL.1.b ( Follow agreed-upon rules for discussions and carry out assigned roles. )

  • 5.SL.1.d ( Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. )