6.+Lesson+Introducing+Content

Introduction to Jazz
English/Literacy || **Duration **: 1 Hour ||
 * **Lesson title: ** Introducing Jazz |||||| **Lesson Number **: 1/10 || **Stage **: 2 ||
 * **Unit of work: **Jazz |||||| **Learning areas: ** Creative Arts,
 * **Lesson focused on: **Resource 1 - Website ||
 * **Outcomes and Indicators covered: **


 * <span style="font-family: 'Cambria','serif';">MUS2.1 **<span style="font-family: 'Cambria','serif';"> – Sings, plays and moves to a range of music, demonstrating a basic knowledge of musical concepts
 * //<span style="font-family: 'Cambria','serif';">Moves to music maintaining a constant beat //


 * <span style="color: #141413; font-family: 'Cambria','serif';">RS2.6 **<span style="color: #141413; font-family: 'Cambria','serif';"> - Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts.
 * //<span style="color: #141413; font-family: 'Cambria','serif';">uses headings and key words to find information //
 * //<span style="color: #141413; font-family: 'Cambria','serif';">makes brief notes of information relevant to the topic //


 * <span style="color: #141413; font-family: 'Cambria','serif';">TS2.2 **<span style="color: #141413; font-family: 'Cambria','serif';"> - Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations.
 * //<span style="color: #141413; font-family: 'Cambria','serif';">plans spoken descriptions, recounts and information reports, identifying the main ideas or information to be presented may use notes as prompts when speaking //
 * //<span style="color: #141413; font-family: 'Cambria','serif';">listens to spoken presentations and responds appropriately //
 * //<span style="color: #141413; font-family: 'Cambria','serif';">acts as reporter for group, summarising the main points of a discussion. // |||| **<span style="font-family: 'Cambria','serif';">Assessment **

<span style="font-family: 'Cambria','serif';">- __Observation__ of students movement and discussion of the differences of the beat in different Jazz music.

<span style="font-family: 'Cambria','serif';">- __Work sample__ : students group summaries of information (see appendix 2)

<span style="font-family: 'Cambria','serif';">- __Group discussion__ about how to summarise the information concerning their musician.

<span style="font-family: 'Cambria','serif';">- __Observation__ of students listening and responding to other groups presentations with questions

<span style="font-family: 'Cambria','serif';">- __Group presentation__ on summary of a famous Jazz musician. || <span style="font-family: 'Cambria','serif'; font-size: 16px;">This lesson will introduce students to Jazz music. Students will explore what types of music come from Jazz, different styles of Jazz such as swing, cool and bebop, a number of instruments used by Jazz musicians and a range of famous Jazz musicians. This lesson is aimed at building the content knowledge for their final summative assessment at the end of the unit of work where they will be required to make a music video based on Jazz. || <span style="font-family: 'Cambria','serif';">[]
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Lesson Aim: **
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Resources: **
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">7 laptops
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Whiteboard and markers
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">IWB
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">7 x role cards (see appendix 1)
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Summarising sheets (see appendix 2) ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Lesson Sequence ** ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Introduction ** ||
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Timing |||| <span style="font-family: 'Cambria','serif'; font-size: 16px;">Teacher does: |||||| <span style="font-family: 'Cambria','serif'; font-size: 16px;">Students do: ||
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">15 mins |||| * <span style="font-family: 'Cambria','serif';">Create a mindmap on the board with the word Jazz in the middle. Ask students what they already know about Jazz to see their background knowledge. Write what they say on the mindmap. As the sociocultural theorist McNaughton (2002) states, the teacher needs to find where the child 'is at' so they can recognise students' current knowledge and skills and build on it (as cited in Hill, 2006, p. 62).
 * <span style="font-family: 'Cambria','serif';">Introduce the topic of JAZZ by showing students the following website:

<span style="font-family: 'Cambria','serif';"> Was the purpose of the lesson achieved? <span style="font-family: 'Cambria','serif';">Were the outcomes/indicators achieved? I.e. Did students explore the concept of jazz? <span style="font-family: 'Cambria','serif';">Were students able to work effectively in groups? <span style="font-family: 'Cambria','serif';">Were students able to summarise the information based on the headings? <span style="font-family: 'Cambria','serif';">Did students present <span style="font-family: 'Cambria','serif';">Did students have any difficulties? <span style="font-family: 'Cambria','serif';">How could this lesson be improved? ||
 * <span style="font-family: 'Cambria','serif';">Click on "Join the Jazz band" and work through the activities as a class. Choose students to come up to the IWB and do the activity. The activities will introduce students to music terms such as melody, rhythm, harmony and solo. Students will explore what types of music come from jazz, different syles of jazz such as swing, cool and bebop, and also a number of instruments used by jazz musicians.
 * <span style="font-family: 'Cambria','serif';">As you play the sample of the different types of music get students to find a space and move to the beat of the song. Ask students: //How are these beats different//? |||||| * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Students will be sitting on the floor facing the IWB and participating in activities. ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Body ** ||
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Timing |||| <span style="font-family: 'Cambria','serif'; font-size: 16px;">Teacher does: |||||| <span style="font-family: 'Cambria','serif'; font-size: 16px;">Students do: ||
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">30 mins |||| * <span style="font-family: 'Cambria','serif';">Explain activity to students. Students will be required to work in groups of four or five (Note: there should be seven groups altogether).
 * <span style="font-family: 'Cambria','serif';">Show students how to get to the following webpage about different Jazz musicians: <span style="font-family: 'Cambria','serif';">[]
 * <span style="font-family: 'Cambria','serif';">Tell students that each group will be given one of the musicians to focus on and one laptop. For this task, each group member will be given a card with a role (see appendix 1). The roles are READER, SUMMARISER, WRITER and REPORTER. These students will facilitate that role, but everyone should be involved in all stages. If there is a group of five then two people can be the SUMMARISERS. Tell students that they are to click on their specific musician, read it through together and summarise the key points using the headings provided (see appendix 2). Students will then be required to report back to the class for about one-two minutes, the key points about their musician. |||||| * <span style="font-family: 'Cambria','serif';">Listen carefully to instructions.
 * <span style="font-family: 'Cambria','serif';">Sit at their tables in their groups.
 * <span style="font-family: 'Cambria','serif';">Students will open the webpage. Students will each be given a role that they will facilitate.
 * <span style="font-family: 'Cambria','serif';">Students will read through their page. The READER facilitator may divide paragraphs for each student to read. Students will than summarise the information based on the headings. As students do this, one student must write down what the group discusses. Students than need to prepare for the quick talk about their Jazz musician. ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Conclusion ** ||
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Timing |||| <span style="font-family: 'Cambria','serif'; font-size: 16px;">Teacher does: |||||| <span style="font-family: 'Cambria','serif'; font-size: 16px;">Students do: ||
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">15 mins |||| * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Ask students to sit back on the floor.
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Ask each group to come up one by one and briefly talk about their musician so that each student in the class can know a little bit about each of the famous Jazz musicians.
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Allow students in the groups not presenting to ask any questions to the groups that are presenting about their musician. |||||| * <span style="font-family: 'Cambria','serif';">Students will present their summary of their Jazz musician to the class.
 * <span style="font-family: 'Cambria','serif';">Students will listen carefully while other groups present and prepare any questions they may have. ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Evaluation **

__<span style="font-family: 'Cambria','serif'; font-size: 16px;">References __

<span style="font-family: 'Cambria','serif';">BOS NSW. (2007). //<span style="font-family: 'Cambria','serif';">K-6 english syllabus //. Sydney: Author. <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';">PBS KIDS (2005). //<span style="font-family: 'Cambria','serif';">Jazz //. Retrieved September 27, 2011 from []

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

**APPENDIX 1**


 * = = READER = ||= = SUMMARISER = ||
 * = = WRITER = ||= = REPORTER = ||

**APPENDIX 2** (PBS KIDS, 2005)

** GROUP 1: LOUIS ARMSTRONG ** // After reading each paragraph about your Jazz musician, summarise the key points that you want to present to the class. //
 * Louis Armstrong was seven when he started working. **


 * How did Louis begin to learn music? **


 * Louis dropped out of school in third grade. **


 * Louis became leader of the band. **


 * Louis became a professional musician. **


 * Louis moved to New York. **


 * Louis made his first recording. **


 * Louis could use his voice like an instrument. **


 * Louis became the greatest jazz musician in the world. **

** GROUP 2: MILES DAVIS **// After reading each paragraph about your Jazz musician, summarise the key points that you want to present to the class. //
 * Miles Davis began playing the trumpet when he was 13. **


 * During his high school years, he studied musical theory and received classical training. **


 * Miles had his first professional gig when he was 17. **


 * Miles had to find a way to get to New York. **


 * After attending Julliard for a semester, Miles dropped out to pursue jazz full-time. **


 * Miles found his own style. **


 * Miles had an influential career. **

** GROUP 3: CHARLIE PARKER **// After reading each paragraph about your Jazz musician, summarise the key points that you want to present to the class. //
 * Charlie Parker grew up listening to music. **


 * He learned to play the sax but it wasn't easy. **


 * Charlie was different from other high school students. **


 * Charlie wanted to play new sounds and rhythms. **


 * Bebop was challenging and energetic. **


 * Charlie was a brilliant musician. **

** GROUP 4: BILLIE HOLIDAY **// After reading each paragraph about your Jazz musician, summarise the key points that you want to present to the class. //
 * Billie Holiday had a tough childhood. **


 * Billie moved to New York. **


 * Billie tried to be a dancer. **


 * Billie became a jazz singer. **


 * Billie went on the road. **


 * Billie managed to make beautiful music despite her personal struggles. **

** GROUP 5: ORNETTE COLEMAN **// After reading each paragraph about your Jazz musician, summarise the key points that you want to present to the class. //
 * Ornette Coleman grew up during the Great Depression. **


 * Ornette began learning alto saxophone during his early teens. **


 * Early in Ornette's career, he received little praise for his music. **


 * Audiences rejected Ornette's progressive style. **


 * In the 1950's, Ornette formed a quartet in Los Angeles. **


 * Ornette became a leading musician the free jazz movement. **

** GROUP 6: DUKE ELLINGTON **// After reading each paragraph about your Jazz musician, summarise the key points that you want to present to the class. //
 * Who was Duke Ellington? **


 * How did Duke get his nickname? **


 * As a child, Duke disliked his piano lessons. **


 * Duke Ellington was attracted to girls and they were attracted to piano players. **


 * Duke began his career performing at his high school dances. **


 * How did Duke become a bandleader and composer? **


 * Duke's music impressed audiences all over the world. **


 * Duke was a brilliant composer and musician. **


 * Duke earned the Presidential Medal of Freedom. **

** GROUP 7: BENNY GOODMAN **// After reading each paragraph about your Jazz musician, summarise the key points that you want to present to the class. //
 * Benny Goodman (1909-1986) was born in Chicago's toughest neighbourhood, The Maxwell Street Ghetto. **


 * Life in the ghetto was tough. **


 * Playing music was a way to earn extra money for Benny's family. **


 * Benny practiced, practiced, practiced... **


 * Then came jazz. **


 * At 14, Benny began to play as a professional musician. **


 * Benny becomes the King of Swing. **


 * Benny captures the attention of the nation. **


 * As a bandleader Benny wanted the best musicians, race didn't matter. **