What is Jazz?

TOPICS:

Teachers may use the following topics at their discretion, based on the experiences of their particular students. For example, if students already have a basic understanding of the elements of music, teachers may omit topic 4. This lesson plan can also be divided into smaller lesson plans to accommodate classroom schedules.

1. Course Introduction for the Teacher
2. What is Jazz?
3. Jazz Recordings
4. Basic Musical Elements
5. Improvisation
6. Jazz Sounds
7. Rhythm
8. A Perfect Democracy
9. Where Did Jazz Come From?
10. Ragtime: The Precursor to Jazz

1. Appreciate historical perspectives – including the ability to (a) describe the past on its own terms, through the eyes and experiences of those who were there, as revealed through their literature, diaries, letters, debates, arts, artifacts, and the like; (b) consider the historical context in which the event unfolded–the values, outlook, options, and contingencies of that time and place; and (c) avoid “present-mindedness,” judging the past solely in terms of present-day norms and values (Historical Comprehension Standard 2F).
2. Draw upon the visual, literary, and musical sources, including (a) photographs, paintings, cartoons, and architectural drawings; (b) novels, poetry, and plays; and (c) folk, popular and classical music, to clarify, illustrate, or elaborate upon information presented in the historical narrative (Historical Comprehension Standard 2I).
3. Draw comparisons across eras and regions in order to define enduring issues, as well as large-scale or long-term developments that transcend regional and temporal boundaries (Historical Analysis and Interpretation Standard 3D).
4. Hypothesize the influence of the past, including both the limitations and opportunities made possible by past decisions (Historical Analysis and Interpretation Standard 3J)

1. Generate musical ideas for various purposes and contexts.. – Improvise rhythmic, melodic, and harmonic ideas, and explain connections to specific purpose and context (such as social, cultural, and historical) (MU:Cr1.1.5a); Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes (MU:Cr1.1.5b).
2. Select and develop musical ideas for defined purposes and contexts. – Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context (MU:Cr2.1.5a).

1. Choose music appropriate for a specific purpose or context. – Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts (MU:Re7.1.5a).
2. Analyze how the structure and context of varied musical works inform the response. – Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical) (MU:Re7.2.5a).
3. Support interpretations of musical works that reflect creators’/performers’ expressive intent. – Demonstrate and explain how the expressive qualities (such as dynamics, tempo, timbre, and articulation) are used in performers’ and personal interpretations to reflect expressive intent (MU:Re8.1.5a).
4. Support evaluations of musical works and performances based on analysis, interpretation, and established criteria. – Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music (MU:Re9.1.5a).

1. Synthesize and relate knowledge and personal experiences to make music. – Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding (MU:Cn10.0.5a).
2. Relate musical ideas and works with varied context to deepen understanding. – Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life (MU:Cn11.0.5a).