2.+Resource+1+-+Website

PBS JAZZ WEBSITE __http://pbskids.org/jazz/index.html__



The focus outcome MUS2.1 involves singing, playing and moving to music while demonstrating a knowledge of musical concepts (BOS, 2006, p. 34). For the music video at the end of the unit, students will need to demonstrate these aspects while focusing on Jazz. This is a useful website to use as an introduction to the content of Jazz. The activities on this website will introduce students to music terms such as melody, rhythm, harmony and solo as students match the terms with their definitions (see figure 1). Students will explore what types of music come from Jazz and different styles of Jazz such as swing, cool and bebop (see figure 2). This website is very interactive. There are also videos to watch of musicians playing to these different styles (see figure 3). This website also shows a number of instruments used by Jazz musicians, telling students information about the instrument, a picture of the instrument and a button to click to hear the sound it makes (see figure 4). This multimodal text helps students to "engage with knowledge through a complex simultaneity of texts, delivery modes and media that have specific and general, social and cultural meaning." (Healy, 2000, as cited in Healy, 2004, p. 20)This website can be used on the Interactive Whiteboard as a whole class activity to introduce the content. Students can also work in groups or individually to complete the activities. In addition, there is page with information about a number of famous musicians (see figure 5 & 6). These pages are especially useful for exploring literacy. Students can be engaged in reading the text, summarising the key points and reporting back to the class their findings. Students are given the opportunity to take on different roles as they read through the text as a group, summarise, write and report to the class a summary of what they discussed (Hill, 2006, p. 202). These roles also promote positive interdependence where they can work cooperatively as a group and still express themselves as an individual (Katz & Chard, 1989, as cited in Hill, 2006, p. 359). Students can also show active listening skills as they listen to other groups report back to the class.

 In the unit, this resource has been used to address the following Creative Arts and English outcomes and indicators: **MUS2.1: ** //Moves to music maintaining a constant beat (BOS, 2007, p. 34). // Using this website, as seen in figure 3, students listen to the different types of Jazz including swing, cool and bebop and move to the music maintaining a constant beat. The class discusses the different beats in the different pieces of music. **RS2.6: **//Uses headings and key words to find information, makes brief notes of information relevant to the topic. (BOS, 2006, p. 31) // Students will use the information provided in figure 6 and make brief notes about the topic by using headings and key words. **TS2.2: **//Plans spoken descriptions, recounts and information reports, identifying the main ideas or information to be presented, may use notes as prompts when speaking, ////acts as reporter for group, summarising the main points of a discussion. (BOS, 2006, p. 23) // Students will use the information about musicians on the website to identify the main ideas of the information to present to the class. Students will use headings and point form as prompts when speaking.

This resource supports the learning needed to create the multimodal text. While it does not show students how to create a music video, it provides students with the background knowledge and content needed to complete the music video.













__References __:

<span style="font-family: 'Cambria','serif'; font-size: 16px; text-align: justify;">Board of Studies NSW. (2006). //Creative arts K-6 syllabus//. Sydney: Author.

<span style="font-family: 'Cambria','serif'; font-size: 16px; text-align: justify;">Board of Studies NSW. (2007). //K-6 english syllabus//. Sydney: Author.

<span style="font-family: 'Cambria','serif'; font-size: 16px; text-align: justify;">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, N.S.W.: PETA.

<span style="font-family: 'Cambria','serif'; font-size: 16px; text-align: justify;">Hill, S. (2006). //Developing early literacy: Assessment and Teaching.// Victoria: Eleanor Curtain Publishing.

<span style="font-family: 'Cambria','serif'; font-size: 16px; text-align: justify;">PBS KIDS (2005). //Jazz//. Retrieved September 27, 2011 from []