All that Jazz Masters of Ragtime Bud, Not Buddy Thematic Unit

Transcription

1 All that Jazz Masters of Ragtime Bud, Not Buddy Thematic Unit Subject: Social Studies, incorporating music/drama/visual arts Grade Level: 4 th grade Overview/Purpose Students will explore how jazz music represented and portrayed the mood of the country during the Great Depression. They will listen to jazz music, learn about the jazz Greats, create their own bands, and make presentations. Standards Social Studies State Standards o Strand 1: American History, Concept 8: Great Depression and WWII, POI: Describe the changes in lives of U.S. and Arizona residents during the Great Depression (poverty, unemployment, loss of homes or businesses, migration). o Strand 1: American History, Concept 8: Great Depression and WWII, PO4: Describe how lives were affected during WWII (e.g. limited goods, women worked in factories, increased patriotism). Social Studies National Standards o Culture c. describe ways in which languages, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture. Time: 1 hour on first day, 1 hour on second day Connection to the Curriculum Through this lesson, students will learn about the Jazz culture that encompassed the United States during the depression. Students will be able to reflect on how jazz represented the changes that the nation was experiencing through the activities. Materials Hot Jazz Special by J. Hannah CD/MP3 player Database of Jazz songs M&Ms for assigning group roles All That Jazz worksheet Instrument props Art supplies: construction paper, crayons, markers, etc. Objective(s) Students will be able to: o Identify about popular jazz artists o Identify the characteristics of jazz music o Provide connections to jazz music and the state of the country during the depression

2 Procedures 1. After reading chapters 17 and 18 from Bud, Not Buddy the teacher will introduce Jazz music to students. 2. Teacher will begin the lesson by playing the song What s New as performed by Louis Armstrong and Oscar Peterson (this is the song Miss Thomas sings with the band in chapter 17). 3. Have students talk about what they heard: How did it make you feel? How would you describe this type of music? What kind of instruments were being played? 4. Explain to students that this music is called jazz. This kind of music played a huge role in the culture of the Great Depression. It is considered to be one of the most genuine expressions of American art/music. The music tackled the hardships of the time and portrayed the mood of the country. It also signified hope to many. 5. Break students into groups of 4-5 students. Give each member of the group a different colored M&M which will serve to designate the roles. These roles will be used later Blue: Lead Singer Brown: Saxophone Red: Bass Green: Trumpet Yellow: Piano 6. Explain the assignment to the students: o In groups, they will form a Jazz band. Each band will be assigned the music of one of the Jazz greats. o They will look up their performer in book provided: Hot Jazz Special which provides biographies about Jazz artists. The groups will read as a group the section about their musician. Teacher can choose to direct students to PBS Kids: Jazz website if they choose for more information. o Students will fill out information on the All That Jazz worksheet about their musician. o Then the students will pretend they are just starting a band, with their musician as the lead. o Students will fill out the second half of the worksheet to create a band name, write a biography and explain why Jazz is so important to America during the Great Depression. 7. Students will pick a song from the selection the teacher provides that they will perform (lip-sync to) in front of the class. Fake instruments will be provided for students to use as props. 8. Students will also create flyers as an advertisement for their performance, like the ones in Bud, Not Buddy. 9. Students will present their bands and share their musician biographies on the second day of the activity. 10. After the presentations have been completed, students will be asked to answer the following questions in a brief paragraph based on their experience: How did jazz music relate to what was going on in the country? What did you learn about the Great Depression era through learning about the jazz era? Assessment Students will be assessed informally throughout the activity based on their collaborative effort with their classmates. Students will also be assessed on the completion of their All That Jazz worksheets. Each member of the group will be responsible for turning in the worksheet. Students participation in the

3 presentations will be assessed based upon effort. As a summative assessment for the lesson, students will be assessed on brief paragraphs reflecting on the importance of jazz in the Great Depression Era. Extensions/Enrichment Students can dress up as their artists and prepare monologues chronicling their influence in Jazz and other pertinent information. The speeches can also include why jazz was so monumental during the Great Depression. Modifications for Diverse Learners Students will work in carefully formed groups that are purposefully assembled to meet students specific needs (learning disabilities, ELLs, gifted). Many visuals will be used through presentations and research to help support students who have language/reading difficulties. Resources Hannah, J. (2005). Hot Jazz Special. Cambridge, MA: Candlewick Press. PBS Kids: Jazz (2005). Retrieved from What's New (1957) [Recorded by Louis Armstrong and Oscar Peterson]. On Louis Armstrong Meets Oscar Peterson [Medium of recording: Audio Download] Verve Music Group.

4 Group Members: All That Jazz Use your resources to find out biographical information on your Jazz musician and answer the following questions. Jazz Artist: Where did they live? Did they play any instruments? Popular Songs: Accomplishments: Three Interesting Facts

5 Now it s your turn to get in on the act! Pretend that you are apart of your Jazz musician s new band. Create a band name and nicknames for each member of the band. Then, pick a song you will perform for the class that this artist is famous for. Be creative! Band Name: Band Members Nicknames and Instruments: Song that will be performed: Write a short biography about how your band came to be and why Jazz music is so important during this period in America (the Great Depression). As a group, create a flyer that advertises an upcoming performance. Make it true to the times, and full of ragtime excitement!