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TOPICS:
- The Harlem Renaissance
- Jazz as Part of the Harlem Renaissance
- Effects of the Harlem Renaissance on Jazz
STANDARDS:
National Standards for United States History1 (grades 5-12)
Historical Thinking
Students should be able to:
- appreciate historical perspectives (Historical Comprehension Standard 2f).
- 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).
- analyze cause-and-effect relationships (Historical Analysis and Interpretation Standard 3c).
- 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).
Historical Content
Students should be able to:
- examine the contributions of artists and writers of the Harlem Renaissance and assess their popularity (Era 7: The Emergence of Modern America Standard 3c).
National Standards for Music Education2 (grades K-12)
Students will be:
- Singing, alone and with others. (Standard #1)
- Listening to, analyzing, and describing music. (Standard #6)
- Evaluating music and music performances. (Standard #7)
- Understanding relationships between music, the other arts, and disciplines outside the arts. (Standard #8)
- Understanding music in relation to history and culture. (Standard #9)
SESSION OBJECTIVES
Students will:
- gain a fundamental understanding of the Harlem Renaissance
- gain a fundamental understanding of the role of jazz in the Harlem Renaissance
- understand the American historical significance and cultural implications of the Harlem Renaissance
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)
- student handouts4 (one per student)
- overhead projector transparencies5
INSTRUCTIONAL ACTIVITIES
The instructor will:
- distribute student handouts
- discuss the background of the Harlem Renaissance
- discuss the role of jazz during the Harlem Renaissance
- play various jazz recordings
STUDENT ACTIVITIES
The students will:
- participate in a class discussion regarding the history of the Harlem Renaissance
- participate in a class discussion regarding jazz history as a part of American history during the 1910's and 1920's
- listen to jazz recordings
- follow and interact with the animated student handout entitled "Journey #4: New York City - Harlem Renaissance" (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:
New York City
Harlem
mid 1920's to mid 1930's
- Historical Events:
Harlem Renaissance (1920's)
Stock Market Crash
Great Depression
New Deal
- Vocabulary:
battle of the bands
big band
call and response
cutting contest
Great Depression
Harlem
Harlem Renaissance
jitterbug
jukebox |
Lindy Hop
NAACP
New Deal
rent party
segregated
stock market
Swing
Urban League
Works Progress Administration |
- 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 sing back a "response."
- Jazz Artists:
Cab Calloway
Benny Goodman
Fletcher Henderson
James P. Johnson |
Willie 'the Lion' Smith
Art Tatum
Fats Waller
Chick Webb |
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