Jazz’s Beginnings

TOPICS: Jazz's Beginnings

1. Roots
2. Ragtime
3. Early Jazz ("Dixieland")

1. 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).
2. Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions by identifying likenesses and differences (Historical Analysis and Interpretation Standard 3a).
3. Consider multiple perspectives of various peoples in the past by demonstrating their differing motives, beliefs, interests, hopes, and fears (Historical Analysis and Interpretation Standard 3b).
4. Hypothesize the influence of the past, including both the limitations and opportunities made possible by past decision (Historical Analysis and Interpretation Standard 3j).
5. Obtain historical data from a variety of sources, including: library and museum collections, historic sites, historical photos, journals, diaries, eyewitness accounts, newspapers, and the like; documentary films, oral testimony from living witnesses, censuses, tax records, city directories, statistical compilations, and economic indicators (Historical Research Capabilities Standard 4b).

1. Understand African life under slavery (Colonization and Settlement (1585-1763) Standard 3C); “scientific racism”, race relations, and the struggle for equal rights (The Development of the Industrial United States (1870-1900) Standard 2B); how new cultural movements at different social levels affected American life (Standard 2C); how new cultural movements reflected and changed American society (The Emergence of Modern America (1890-1930) Standard 3C). Therefore, the student should be able to:
2. Analyze how Africans in North America drew upon their African past and upon selected European (and sometimes Indian) customs and values to develop a distinctive African American culture.
3. Analyze the role of new laws and the federal judiciary in instituting racial inequality and in disfranchising various racial groups.
4. Investigate new forms of popular culture and leisure activities at different levels of American society.
5. Examine the contributions of artists and writers of the Harlem Renaissance and assess their popularity.

1. Choose music appropriate for specific purposes and contexts. – Identify reasons for selecting music based on characteristics found in the music, connection to interest, and purpose or context (MU:Re7.1.E.5a); Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the music and the specified purpose and context (MU:Re7.1.E.IIa).
2. Analyze how the structure and context of varied musical works inform the response. – Compare how the elements of music and expressive qualities relate to the structure within programs of music (MU:Re7.2.8a); Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods (MU:Re7.2.8b).
3. Support an interpretation of a musical work that reflects the creators’/performers’ expressive intent. – Support personal interpretation of contrasting programs of music and explain how creators or performers apply the elements of music and expressive qualities, within genres, cultures, and historical periods to convey expressive intent (MU:Re8.1.7a).
4. Support personal evaluation of musical works and performance(s) based on analysis, interpretation, and established criteria. – Apply appropriate personally developed criteria to evaluate musical works or performances (MU:Re9.1.8a).
5. 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.T.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 to music (MU:Cn10.0.H.5a); Identify reasons for selecting music based on characteristics found in the music, connection to interest, and purpose or context (MU:Re7.1E.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.T.5a); Evaluate works and performances based on research as well as personally- and collaboratively-developed criteria, including analysis and interpretation of the structure and context (MU:Re9.1.E.IIa).

1. gain a fundamental understanding of jazz's roots and their hybridization in New Orleans in the early 20th century
   1. African Roots
   2. European Influences
   3. blues, dance music and parade bands, and ragtime
2. gain a fundamental understanding of Early Jazz (Dixieland) - 1900-mid 1920s
3. learn the basic definition of several terms associated with jazz
   1. blues
   2. ragtime
   3. polyrhythm
   4. solo/soloist
   5. ensemble
   6. break (stop time)
   7. mute
4. listen to ragtime and early jazz recordings
5. become acquainted with Louis Armstrong and Bix Beiderbecke
6. participate in a class discussion regarding jazz's contribution to and reflection of American culture in the first quarter of the 20th century

1. computer logged onto www.jazzinamerica.org
2. LCD projector and screen
3. CD player (optional)

1. The Instrumental History of Jazz (IHJ) – optional
   1. two CDs
   2. accompanying booklet
2. Student Handouts (one per student)³
   1. chapter glossary⁴
   2. two American History (AH) handouts: Slavery in America and Jim Crow America
   3. Primarily African/Primarily European Influences on Jazz chart
   4. Ragtime Characteristics
   5. Early Jazz Characteristics
   6. time line (first quarter of 20th century)
   7. Important Jazz "Firsts"
   8. Jazz Biographies (JB) handout (Louis Armstrong and Bix Beiderbecke)

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   INSTRUCTIONAL ACTIVITIES:
   The instructor will
   1. distribute student handouts
   2. discuss how the Black experience in America led to the development of a distinct African American culture
   3. discuss jazz's roots and their hybridization in New Orleans in the early 20th century, defining terms associated with jazz as needed
      1. African influences
      2. European influences
      3. blues
      4. dance music and parade bands
      5. ragtime
   4. discuss Early Jazz (Dixieland)
   5. have students read and discuss the student handouts, Slavery in America and Jim Crow America
   6. discuss how new interpretations of the Fourteenth Amendment legalized segregation
   7. examine the biographical sketches of Louis Armstrong and Bix Beiderbecke
   8. play significant recordings of ragtime and early jazz
      1. Maple Leaf Rag, Scott Joplin (IHJ) or The Entertainer, Scott Joplin (JIA)⁵
      2. Dippermouth Blues, King Oliver/Louis Armstrong (IHJ) or Working Man Blues, King Oliver/Louis Armstrong (JIA)
      3. Dixie Jazz Band One Step, Original Dixieland Jazz Band (IHJ) or Livery Stable Blues,Original Dixieland Jazz Band (JIA)
   9. lead a class discussion regarding jazz's contribution to and reflection of American culture in the first quarter of the 20th century

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