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8

Jazz Today, Jazz Tomorrow (1990 - 2000 +)

footnotes

1. all styles of jazz from Dixieland to contemporary are still being performed and recorded today; all style dates given are approximations of when each respective style came to the forefront of jazz and experienced its most concentrated development; of course, styles and dates overlap

2. National Center for History in the Schools, UCLA

3. Music Educators National Association

4. Student handouts may be down loaded from the web site, printed, and photocopied.

5. Any material from the web site may be down loaded, printed, and made into a transparency as the instructor sees fit.

6. IHJ = selection is found on Willie Hill's The Instrumental History of Jazz; Web = selection is found on the Monk Institute Jazz in America National Curriculum web site (www.jazzinamerica.org)

TOPICS:

  1. Jazz Today (1990-2000)1
  2. Important New Performers
  3. Jazz Tomorrow (2000 +)
  4. Cultural Implications

HISTORY STANDARDS
National Standards for United States History (Grades 9-12)2

Historical Thinking
Students should be able to:
  1. draw upon visual, literary, and musical sources. (Historical Comprehension Standard 2i)
  2. compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions (Historical Analysis and Interpretation Standard 3a)
  3. consider multiple perspectives (Historical Analysis and Interpretation Standard 3b)
  4. hypothesize the influence of the past (Historical Analysis and Interpret ion Standard 3j)
  5. obtain historical data (Historical Research Capabilities Standard 4b)
Historical Content
Students should:
  1. understand economic patterns since 1968 (Contemporary United States 1968 to the Present Standard 2a), able to analyze the economic and social effects of the sharp increase in the labor force participation of women and new immigrants, and evaluate how scientific advances and technological changes such as robotics and the computer revolution affect the economy and the nature of work
  2. understand contemporary American culture (Contemporary United States 1968 to the present Standard 2d), able to analyze how social change and renewed ethnic diversity has affected artistic expression and popular culture, explain the influence of media on contemporary American culture, and explore the international influence of American culture

ARTS STANDARDS
National Standards for Arts Education (Music Grades 9-12)3

Content Standard #6 - Listening to, Analyzing, and Describing Music
Students:
  1. analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices
  2. demonstrate extensive knowledge of the technical vocabulary of music
  3. identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques
  4. demonstrate the ability to perceive and remember music events by describing in detail significant events occurring in a given aural example
  5. compare ways in which musical materials are used in a given example relative to ways in which they are used in other works of the same genre or style
  6. analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive
Content Standard #9 - Understanding Music in Relation to History and Culture
Students:
  1. classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications
  2. identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them
  3. identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements
  4. identify and explain the stylistic features of a given musical work that serve to define its aesthetic tradition and its historical or cultural context.
  5. identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences

SESSION OBJECTIVES:
The student will
  1. gain a fundamental understanding of what is happening in jazz today
  2. explore possibilities where jazz is heading in the future
  3. learn the basic definition of several terms associated with jazz
    1. mainstream
    2. straight ahead
    3. sampling
    4. looping
  4. listen to contemporary jazz recordings
  5. become acquainted with Wynton Marsalis and other prominent contemporary jazz artists
  6. participate in a class discussion regarding jazz's contribution to and reflection of American culture in the 1990s and 2000s

EQUIPMENT:
  1. CD player
  2. chalkboard (with chalk and eraser)
  3. overhead projector (optional)
  4. computer logged onto www.jazzinamerica.org (optional)

MATERIALS:
  1. The Instrumental History of Jazz
    1. two CDs
    2. accompanying booklet
  2. Student Handouts (one per student)4
    1. chapter glossary
    2. one American History (AH) handout: The American Century
    3. Today's Jazz Characteristics
    4. Tomorrow's Jazz Possible Characteristics
    5. time line (1990s-2000s)
    6. Jazz Biographies (JB) handout (Wynton Marsalis and other prominent musicians on today's jazz scene)
    7. a selected list of essential recordings (CDs) for any personal jazz library
    8. a selected bibliography/videography for further reading/viewing
  3. Overhead projector transparencies5

INSTRUCTIONAL ACTIVITIES:
The instructor will
  1. distribute student handouts
  2. have students read and discuss the student handout, The American Century
  3. discuss today's jazz
  4. discuss tomorrow's jazz
  5. examine the biographical sketches of Wynton Marsails and other prominent musicians on today's jazz scene
  6. play significant contemporary jazz recordings: Dolphy's Dance, Geri Allen (IHJ), and/or Something's Coming, DIVA (Web), and/or PanaMonk, Danilo Perez (Web)6
  7. play any CDs brought in by students of their favorite jazz recordings
  8. lead a class discussion regarding jazz's contribution to and reflection of American culture today

ASSESSMENT:
Test Bank
  1. Multiple Choice
  2. Fill in the Blank
  3. True-FalseMatching
  4. Matching
  5. Essay

the thelonious monk institute of jazz
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