|
 |
|
TOPICS:
- The Swing Era
- Cultural Implications of Swing
STANDARDS:
National Standards for United States History1 (grades 5-12)
Historical Thinking
Students should be able to:
- draw upon visual, literary, and musical sources including...folk, popular and classical music, to clarify, illustrate, or elaborate upon information presented in the historical narrative (Historical Comprehension Standard 2i).
Historical Content
Students should be able to:
- examine the perspectives of various African Americans on Progressivism and their alternative programs (Era 7: The Emergence of Modern America Standard 1c).
National Standards for Music Education2 (grades K-12)
Students will be:
- Singing, alone and with others. (Standard #1)
- ...arranging music within specified guidelines. (Standard #4)
- Listening to, analyzing, and describing music. (Standard #6)
- Evaluating music and music performances. (Standard #7)
- Understanding music in relation to history and culture. (Standard #9)
SESSION OBJECTIVES
The student will:
- gain a fundamental understanding of Swing
- understand the American historical significance and cultural implications of the Swing Era
EQUIPMENT:
- CD player
- chalkboard (with chalk and eraser)
- overhead projector (optional)
- computer logged onto www.jazzinamerica.org (optional)
MATERIALS:
- The Instrumental History of Jazz3 (IHJ) (optional)
- two CDs
- accompanying booklet
- student handouts4 (one per student)
- overhead projector transparencies5
INSTRUCTIONAL ACTIVITIES
The instructor will:
- distribute student handouts
- discuss the fundamentals of big band swing
- discuss American history and culture regarding the Swing Era
- play various jazz recordings of big band swing
STUDENT ACTIVITIES
The students will:
- participate in a class discussion regarding big band Swing Era jazz
- participate in a class discussion regarding jazz history as a part of American history, including jazz’s cultural implications
- listen to jazz recordings of big band swing
- follow and interact with the animated student handout entitled "Journey #3: Kansas City, Missouri" at www.jazzinamerica.org (click on the Student Handout button on the left-hand side of your screen)
ASSESSMENT
A Test Bank is provided that includes questions in the four formats listed below. At the teacher's discretion, all of the questions in each test bank may be used, or a few questions from each format may be selected to compile a shorter test.
- Multiple Choice
- Fill in the Blanks
- True / False
- Matching
STUDENT HANDOUT OVERVIEW
The following topics and activities are covered in the Student Handout:
- Destination and Dates: Kansas City, 1930's
- Historical Event: The Great Depression
- Vocabulary:
Bebop
calliope
cutting contest
Depression
improvising
inland waterway |
New Deal
riff
stock market
Swing style jazz
twelve-bar blues |
- Experience the Music
Found throughout each student handout, this section provides students with an activity to help them Experience the Music firsthand.
CALL and RESPONSE: Students decide the order and speed of calls and responses.
12-BAR BLUES: Students write blues lyrics.
- Jazz Artists:
Count Basie
Herschel Evans
Coleman Hawkins
Lisa Henry
Andy Kirk
Fate Marable |
Bennie Moten
Charlie Parker
Jimmy Rushing
Mary Lou Williams
Lester Young |
|
|
