5.+Resource+4+-+Children's+Picture+Book

This resource is a book called //Jazz Baby //, written by Lisa Wheeler. The book tells a story about a family listening to jazz music and it describes the sounds and noises of jazz, for example “rat tat tat” and “beat beat beat”. This resource was chosen as it focuses on jazz music, which is the theme of our unit of work. It thus relates to the creative arts KLA, specifically the music strand. It could also be used as a starting point to explore singing or dancing.
 *  Jazz Baby! **

//Jazz Baby // utilises a variety of poetic devices to describe jazz music. It incorporates rhyme (e.g. “snappy, happy”), repetition (e.g. “snap, snap, snap”) and alliteration (e.g. “bouncin’ baby bebops”). Most importantly, the book incorporates onomatopoeia to describe the sounds of jazz music. For example, “bop”, “boom”, “toot” and “snap”. Evidently, //Jazz Baby // links appropriately to English and literacy, as it incorporates various adjectives and descriptive words and also poetic devices. Learning about these poetic devices can assist in improving and developing students’ literacy skills. For example, the rhyme and rhythm in poetry greatly assists students’ speaking and listening skills, and also provides students with enjoyable and memorable experiences (Winch, 2006, pp. 509-510, 513). Exploring rhyme can improve students’ knowledge of sound differences and expand upon phonological awareness by exploring sounds in language e.g. “scary hairy fairy” (Hill, 2006, p.117). This knowledge allows students to identify and explore rhyme, alliteration etc., as well as improving their reading abilities (Hill, p.117, 120). Hence, this resource can assist students in developing students’ knowledge and understanding of poetic devices. In addition, reading aloud to students can engage students, promote discussion and encourage spoken language (Hill, 2006, p.40).

//Jazz Baby // will be used to explore these poetic devices and will provide a basis for a descriptive activity, in which students will create a short rhyme/poem describing the sounds of jazz music. Students will also utilise percussion instruments to perform their rhyme to the class. This activity will cover the English outcome WS2.9, specifically the indicators “w//rites simple poems” // and //“uses simple poetic devices in writing e.g. rhyme, alliteration, repetition, onomatopoeia”. // It also cove rs the TS2.2 outcome, including the indicators //" performs, giving some consideration to use of voice and gesture, e.g. in poetry, drama" // and // "e <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 13.3333px;">ngages with the audience and uses appropriate body language when presenting". // <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 13.3333px;">This activity also links to the <span style="color: #000000; font-family: 'Cambria','serif';">music outcome MUS2.1, specifically the indicators “//<span style="font-family: 'Cambria','serif';">explores basic aspects of musical concepts” // and //<span style="font-family: 'Cambria','serif';">“uses percussion instruments to explore and demonstrate concepts of music”. // <span style="font-family: 'Cambria','serif';">This activity will develop skills in both literacy and music, as it will improve students’ knowledge of jazz music and poetic devices, as well as improve their writing, talking and listening skills. //<span style="font-family: 'Cambria','serif';">Jazz Baby // thus has the potential to integrate key learning areas of creative arts and English and literacy. This curriculum integration provides students with learning experiences which can enhance learning and develops skills, values and attitudes necessary across a variety of key learning areas (NSW Board of Studies, 1996, p.2) The use of //<span style="font-family: 'Cambria','serif';">Jazz Baby // will also create a foundation for the multimodal text which will be created by students towards the end of the unit. Students will be asked to create a short video clip, which will incorporate jazz music, dance and facts about jazz. The //<span style="font-family: 'Cambria','serif';">Jazz Baby // resource will hence support students’ learning of jazz music and the types of sounds it utilises, which will assist them in creating their own jazz music for their video clip. This will allow students to apply the four resources to create meaning in their multimodal text (Healy, 2004, p.23) while also developing a range of skills such as communication skills.

<span style="font-family: 'Cambria','serif';">Board of Studies NSW (2006). //<span style="font-family: 'Cambria','serif';">Creative Arts K-6 Syllabus //. Sydney: Board of Studies NSW. <span style="font-family: 'Cambria','serif';">Board of Studies NSW (1998). //<span style="font-family: 'Cambria','serif';">English K-6 Syllabus. // Sydney: Board of Studies NSW. <span style="font-family: 'Cambria','serif';">Board of Studies NSW (1996). //<span style="font-family: 'Cambria','serif';">Curriculum Integration: Guiding statement. // Retrieved 30th September, 2011 from: [] <span style="font-family: 'Cambria','serif';">Healy, A. (2004). The critical heart of multiliteracies: four resources, multimodal texts and classroom practice in //<span style="font-family: 'Cambria','serif';">Text next: new resources for literacy learning // (pp.19-35). Newtown, NSW: PETA. <span style="font-family: 'Cambria','serif';">Hill, S. (2006). Developing early literacy: Assessment and Teaching. Prahran, Victoria: Eleanor Curtain Publishing. <span style="font-family: 'Cambria','serif';">Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2006). //<span style="font-family: 'Cambria','serif';">Literacy: reading, writing and children’s literature (third edition). // Melbourne: Oxford University Press. <span style="font-family: 'Cambria','serif';">Wheeler, L. (2007). //<span style="font-family: 'Cambria','serif';">Jazz Baby. // Orlando, Florida: Harcourt, Inc.
 * __<span style="font-family: 'Cambria','serif';">References: __**

<span style="display: block; height: 1px; left: -40px; line-height: normal; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">My chosen resource is a book called //Jazz Baby//, written by Lisa Wheeler. The book tells a story about a family listening to jazz music and it describes the sounds and noises of jazz, for example “rat tat tat” and “beat beat beat”. This resource was chosen as it focuses on jazz music, which is the theme of our unit of work. It thus relates to the creative arts KLA, specifically the music strand. It could also be used as a starting point to explore singing or dancing. <span style="display: block; height: 1px; left: -40px; line-height: normal; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">//Jazz Baby// utilises a variety of poetic devices to describe jazz music. It incorporates rhyme (e.g. “snappy, happy”), repetition (e.g. “snap, snap, snap”) and alliteration (e.g. “bouncin’ baby bebops”). Most importantly, the book incorporates onomatopoeia to describe the sounds of jazz music. For example, “bop”, “boom”, “toot” and “snap”. Evidently, //Jazz Baby// links appropriately to English and literacy, as it incorporates various adjectives and descriptive words and also poetic devices. Learning about these poetic devices can assist in improving and developing students’ literacy skills. For example, the rhyme and rhythm in poetry greatly assists students’ speaking and listening skills, and also provides students with enjoyable and memorable experiences (Winch, 2006, pp. 509-510, 513). Exploring rhyme can improve students’ knowledge of sound differences and expand upon phonological awareness by exploring sounds in language e.g. “scary hairy fairy” (Hill, 2006, p.117). This knowledge allows students to identify and explore rhyme, alliteration etc., as well as improving their reading abilities (Hill, p.117, 120). Hence, this resource can assist students in developing students’ knowledge and understanding of poetic devices. <span style="display: block; height: 1px; left: -40px; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">//Jazz Baby// will be used to explore these poetic devices and will provide a basis for a descriptive activity, in which students will create a short rhyme/poem which describes the sounds of jazz music. Students will also utilise percussion instruments to perform their rhyme to the class. This activity will cover the English outcome WS2.9, specifically the indicators “w//rites simple poems”// and //“uses simple poetic devices in writing e.g. rhyme, alliteration, repetition, onomatopoeia”.// It will also cover the music outcome MUS2.1, specifically the indicators “//explores basic aspects of musical concepts”// and //“uses percussion instruments to explore and demonstrate concepts of music”.// <span style="display: block; height: 1px; left: -40px; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">This activity will develop skills in both literacy and music, as it will improve students’ knowledge of jazz music and poetic devices, as well as improve their writing, talking and listening skills. //Jazz Baby// thus has the potential to integrate key learning areas of creative arts and English and literacy. This curriculum integration provides students with learning experiences which can enhance learning and develops skills, values and attitudes necessary across a variety of key learning areas (NSW Board of Studies, 1996, p.2) <span style="display: block; height: 1px; left: -40px; line-height: normal; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">The use of //Jazz Baby// will also create a foundation for the multimodal text which will be created by students towards the end of the unit. Students will be asked to create a short video clip, which will incorporate jazz music, dance and facts about jazz. The //Jazz Baby// resource will hence support students’ learning of jazz music and the types of sounds it utilises, which will assist them in creating their own jazz music for their video clip. This will allow students to apply the four resources to create meaning in their multimodal text (Healy, 2004, p.23) while also developing a range of skills such as communication skills. <span style="display: block; height: 1px; left: -40px; line-height: normal; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">References: <span style="display: block; height: 1px; left: -40px; line-height: normal; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">Board of Studies NSW (2006). //Creative Arts K-6 Syllabus//. Sydney: Board of Studies NSW. <span style="display: block; height: 1px; left: -40px; line-height: normal; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">Board of Studies NSW (1998). //English K-6.// Sydney: Board of Studies NSW. <span style="display: block; height: 1px; left: -40px; line-height: normal; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">Board of Studies NSW (1996). //Curriculum Integration: Guiding statement.// Retrieved 30th September, 2011 from: [] <span style="display: block; height: 1px; left: -40px; line-height: normal; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">Healy, A. (2004). The critical heart of multiliteracies: four resources, multimodal texts and classroom practice in //Text next: new resources for literacy learning// (pp.19-35). Newtown, NSW: PETA. <span style="display: block; height: 1px; left: -40px; line-height: normal; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">Hill, S. (2006). Developing early literacy: Assessment and Teaching. Prahran, Victoria: Eleanor Curtain Publishing. <span style="display: block; height: 1px; left: -40px; line-height: normal; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2006). //Literacy: reading, writing and children’s literature (third edition).// Melbourne: Oxford University Press. <span style="display: block; height: 1px; left: -40px; line-height: normal; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">Wheeler, L. (2007). //Jazz Baby.// Orlando, Florida: Harcourt, Inc.

<span style="display: block; height: 1px; left: -40px; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">This activity will develop skills in both literacy and music, as it will improve students’ knowledge of jazz music and poetic devices, as well as improve their writing, talking and listening skills. //Jazz Baby// thus has the potential to integrate key learning areas of creative arts and English and literacy. This curriculum integration provides students with learning experiences which can enhance learning and develops skills, values and attitudes necessary across a variety of key learning areas (NSW Board of Studies, 1996, p.2) The use of //Jazz Baby// will also create a foundation for the multimodal text which will be created by students towards the end of the unit. Students will be asked to create a short video clip, which will incorporate jazz music, dance and facts about jazz. The //Jazz Baby// resource will hence support students’ learning of jazz music and the types of sounds it utilises, which will assist them in creating their own jazz music for their video clip. This will allow students to apply the four resources to create meaning in their multimodal text (Healy, 2004, p.23) while also developing a range of skills such as communication skills.