Dizzy Gillespie Teacher Resources

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Students compare and contrast two songs by Dizzy Gillespie and identify elements of bebop. They construct a Web page about Gillespie and his music.
Students discuss musical instruments common to jazz and compare several songs by various artists. They identify musical grooves common to jazz music. They compare a string quartet to a traditional jazz group.
The music of the Harlem Renaissance can provide a way for students to learn about musicians like Dizzy Gillespie and Louis Armstrong.
After a review of comma rules, young grammarians correct 16 sentences by inserting commas where they are necessary. An answer key is provided.
Students research composers of their choice and include information about the historical period and the style of music. They use various sources, including the Internet, to gather information. Students include written material and graphics in brochures.
Are literature and jazz dangerous as Jazz Master Paquito D'Rivera contends? To establish the cultural and historical context of Fahrenheit 451, class members read a short essay about the 1950s and listen to classic jazz artists.
Pull a root word from a hat and make new words by adding prefixes and suffixes. After a read aloud of the Peggy Parish book No More Monsters for Me and whole group practice identifying root words and affixes, youngsters play a game to develop syllabication and word-building skills. Includes solid modification and extension ideas.
Learners survey Bebop and identify the basic terms associated with jazz.They experience the music of Charlie Parker and Billie Holiday and participate in a class discussion regarding jazz's contribution to and reflection of American culture in the 1940s and early '50s.
Students explore African american culture of the late 1950's and 60's through various primary sources including literature, music, art and others. They then prepare and conduct a mock interview and present with the class.
Harlem Renaissance lesson plans can bring the music, poetry, and literature of this time period alive.
Students listen to an original recording of Louis Armstrong and discuss instrumentation. They identify an AABA song form as they listen. They list similarities between the following: traditional meets modern and small group vs. big band.
Students examine the significance of the Harlem Renaissance. In this African American history lesson, students investigate images and biographies about African Americans who contributed writing and art during the time period. Students use KWL charts and notes to determine how the work of artists and writers reflected the changing society.
Groups collaborate to create historical documentaries. In this American Civil Rights lesson, groups research primary and secondary sources about the events and people pertinent to the movement in the 1950s and 1960s. They then use Windows Movie Maker to create classroom presentations to share with their classmates. Several online resources are suggested here to explore the Montgomery bus boycott, the lunch counter sit-ins, Freedom Rides, etc. 
Young scholars define the community of Harlem. They explain the growth of music in this area and identify important people who spearheaded this movement. They identify places where music grew in Harlem and establish a visual as well as an aural account of the musical history of this era.
Students listen to recordings of early jazz and identify examples of ostinato and syncopation. They discuss important personalities from jazz cultures and take a quiz on aspects of jazz.
Students explore Bebop in America by listening to music and answering questions.
Students explore Free Jazz and Fusion by answering questions and listening to music.
Fifth graders explore the current jazz scene and how it reflects American culture. They listen to jazz recordings of current artists and speculate on which direction jazz is likely heading.
Young scholars delve into the music of bebop style jazz and the life and talents of some of the great musicians. The styles of Charlie Parker and James Moody are compared and contrasted in this lesson.
Students examine the beginnings of jazz in New Orleans. They relate the music to the history and culture of the region. They also perform the music for their classmates.

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Dizzy Gillespie