UNIT PLAN
During student teaching, I created a unit for 5th grade general music students. We spent approximately two months learning about, performing, and listening to jazz music! An overview of my plan is below.
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5th Grade General Music
“All That Jazz”
5th Grade General Music
“All That Jazz”
GOALS:
- SWBAT perform elements of jazz music.
- SWBAT identify elements of jazz music through listening examples.
- SWBAT use proper jazz terminology.
- SW(BAT) become familiar with famous jazz musicians.
- SWBAT identify instruments commonly found in jazz music.
- SW(BAT) know a brief history of jazz music.
- SWBAT create jazz or blues lyrics.
LESSON PLANS and VIDEO
Here a few lesson plans from my jazz unit. Throughout the unit, all national and state standards were addressed!
Here a few lesson plans from my jazz unit. Throughout the unit, all national and state standards were addressed!
National Standards 1. Singing alone and with others, a varied repertoire of music. 2. Performing on instruments alone and with others, a varied repertoire of music. 3.Improvising melodies, variations, and accompaniments. 4. Composing and arranging music within specified guidelines. 5. Reading and notating music. 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music and the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture. |
Pennsylvania Standards 9.1.5 B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 9.1.5 C Recognize and use fundamental vocabulary within each of the art forms. 9.2.5 A Explain the historical, cultural, and social context of an individual work in the arts. 9.2.5 C Relate works in the arts to geographic regions (Africa). 9.3.5 A Recognize critical processes used in the examination of works in the arts and humanities. 9.3.5 D Compare similar and contrasting important aspects of works in the arts and humanities based on a set of guidelines using a comprehensive vocabulary of critical response. |
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As part of the unit, students learned to sing "This Little Light of Mine," an African American spiritual. Students learned that spirituals were a precursor to jazz music. After singing "This Little Light of Mine," students labeled note names, practiced syncopated rhythms, and played the song on the recorder!
At the end of the unit, students learned about the 12 bar blues, or blues progression. I taught the students a blues vocal exercise and then we learned a short melody on recorder using this concept.
TECHNOLOGY and SUPPLEMENTARY MATERIALS
Many parts of my lesson were enhanced by the use of technology. I used the SMARTBoard to project pictures and facts about jazz musicians, as well as having students label instruments heard in listening examples. I also showed YouTube videos of jazz performances, and used iTunes to buy and play supplemental recordings. Here are some slides that I created for the SMARTBoard and a YouTube video that I shared with my students!
STUDENT WORK and ASSESSMENT
During this unit, I formally and informally assessed student work. I used a variety of assessment tools, such as worksheets, question and answer sessions, and performance opportunities.
For this worksheet, students listened to a piece of music sung by Ella Fitzgerald. As the piece was playing, students identified solo instruments. Here is a sample:
For this worksheet, students listened to a piece of music sung by Ella Fitzgerald. As the piece was playing, students identified solo instruments. Here is a sample:
As a performance-based assessment, students improvised call and response patterns using recorders. I used the following rubric:
In order to earn all 4 points, you must:
In order to earn all 4 points, you must:
- give your best effort/participate (1 point)
- play recorder with left hand on top and good tone (1 point)
- use assigned notes (G and A) for response (1 point)
- play a 4-beat response pattern (1 point)
5th GRADE REACTIONS!
At the conclusion of our jazz unit, students filled out a "Ticket Out the Door" paper. They were instructed to write down three facts about jazz, two questions they still have, and one surprising fact that they learned. Here are some of
their thoughts!
Facts:
"Jazz has many instruments."
"Jazz was brought to America by African American slaves."
"In scat singing, you make things up as you go."
"Louis Armstrong played the trumpet."
"Jazz is famous in Louisiana."
"Ella Fitzgerald was famous for scat singing."
"I learned how to actually perform jazz music."
"Louis Armstrong wrote 'What a Wonderful World.'"
"I learned that Ella Fitzgerald sang 'Blue Skies,' and that is one of my dad's favorite songs!"
Questions:
"What other jazz musicians did we not learn about?"
"Did Ella Fitzgerald play any instruments?"
"Is jazz famous in other parts of the world?"
"Why does Louis Armstrong have a funky voice?"
Surprises:
"...Louis Armstrong's voice!"
"I actually like jazz music! I used to not like it."
"I didn't know that jazz had singing in it."
"You can play jazz on a recorder."
"There are so many different styles of jazz."
their thoughts!
Facts:
"Jazz has many instruments."
"Jazz was brought to America by African American slaves."
"In scat singing, you make things up as you go."
"Louis Armstrong played the trumpet."
"Jazz is famous in Louisiana."
"Ella Fitzgerald was famous for scat singing."
"I learned how to actually perform jazz music."
"Louis Armstrong wrote 'What a Wonderful World.'"
"I learned that Ella Fitzgerald sang 'Blue Skies,' and that is one of my dad's favorite songs!"
Questions:
"What other jazz musicians did we not learn about?"
"Did Ella Fitzgerald play any instruments?"
"Is jazz famous in other parts of the world?"
"Why does Louis Armstrong have a funky voice?"
Surprises:
"...Louis Armstrong's voice!"
"I actually like jazz music! I used to not like it."
"I didn't know that jazz had singing in it."
"You can play jazz on a recorder."
"There are so many different styles of jazz."
REFLECTION
Overall, my jazz unit was very successful. Students met and even exceeded my expectations with performance and knowledge. The variety of activities allowed for diverse and engaging lessons. This blend of history, culture, listening, and performance gave students an adequate understanding of jazz music! If I were to do this unit again, I would include current jazz musicians in our study!