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6

BeBop, Cool Jazz, and Hard Bop

Overview

I.

Bebop

II.

Cool Jazz

III.

Hard Bop

Student Handout

Test Bank

Answer Key

footnotes

1. National Center for History in the Schools, UCLA

2. NAfME: The National Association for Music Education

3. For information on ordering The Instrumental History of Jazz 2-CD set, click here.

4. Student handouts can be downloaded from the Jazz in America website and photocopied.

5. Any material from the Jazz in America website may be downloaded, printed, and/or made into a PowerPoint slide as the instructor sees fit.

TOPICS:

  1. Bebop
  2. Cool Jazz
  3. Hard Bop
STANDARDS:
National Standards for United States History1

Historical Thinking
Students should be able to:
  1. Appreciate historical perspectives – (a) describing 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) considering the historical context in which the event unfolded–the values, outlook, options, and contingencies of that time and place; and (c) avoiding “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 issuesas well as large-scale or long-term developments that transcend regional and temporal boundaries (Historical Analysis and Interpretation Standard 3D).
Historical Content
Students should understand the extent and impact of economic changes in the postwar period (Era 9: Postwar United States Standard 1A) and how the social changes of the postwar period affected various Americans (Era 9: Postwar United States Standard 1B). Therefore, the student should be able to:
  1. Explain the reasons for the sustained growth of the postwar consumer economy.
  2. Explain the growth of the service, white collar, and professional sectors of the economy that led to the enlargement of the middle class.
ARTS STANDARDS
National Standards for Music Education2

Artistic Process - Responding: Select, Analyze, Interpret, and Evaluate Music
Students:
  1. Choose music appropriate for specific purposes and contexts. – Select programs of music (such as a CD mix or live performances) and demonstrate the connections to an interest or experience for a specific purpose (MU:Re7.1.8a).
  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 evaluations 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).
Artistic Process - Connecting: Select, Analyze, Interpret, and Evaluate Music
Students:
  1. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music (MU:Cn10.0.8a).
  2. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life (MU:Cn11.0.8a).
SESSION OBJECTIVES:
The student will:
  1. gain a fundamental understanding of
    1. bebop
    2. cool jazz
    3. hard bop
  2. explore how bebop, cool jazz, and hard bop reflected American culture and society in the 1940s and 1950s
EQUIPMENT:
  1. computer logged onto www.jazzinamerica.org
  2. LCD projector and screen
  3. CD player (optional)
MATERIALS:
  1. The Instrumental History of Jazz (IHJ)3 – optional
    1. two CDs
    2. accompanying booklet
  2. Student Handouts4 (one per student)
    1. chapter glossary
INSTRUCTIONAL ACTIVITIES:
The instructor will:
  1. distribute student handouts5

  2. discuss the fundamentals of
    1. bebop
    2. cool jazz
    3. hard bop
  3. discuss American history and culture regarding
    1. bebop
    2. cool jazz
    3. hard bop
  4. play various jazz recordings, including examples of bebop, cool jazz, and hard bop
STUDENT ACTIVITIES:
The students will:
  1. participate in a class discussion regarding bebop, cool jazz, and hard bop
  2. participate in a class discussion regarding jazz history as a part of American history in the 1940s and 1950s
  3. listen to jazz recordings of bebop, cool jazz, and hard bop
ASSESSMENT:
Test Bank
  1. Multiple Choice Test
  2. Essay/Discussion Questions at the Teacher’s Discretion

Video Clips
videospacer JJ Johnson, Howard McGee, and Sonny Stitt - Now's the Time
the Herbie Hancock institute of jazz
home overview lesson plans jazz resources what's new jazz in america