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\n\"Ella\n\n
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\nCurated OER\n
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\nElla Fitzgerald\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents examine the life and music of Ella Fitzgerald. They participate in a matching game, explore an Internet website, and write in response to Ella Fitzgerald's music.\n
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\n\"African-American\n\n
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\nCurated OER\n
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\nAfrican-American Gospel Music\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents examine gospel music including the lyrics and instrumentation. They explain the meaning of the lyrics and how they are related to the cultural values associated with the music. They differentiate between gospel and spiritual music.\n
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\n\"Jazz:\n\n
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\nCurated OER\n
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\nJazz: An Expression of Democracy\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents watch a video segment about the distinguishing characteristics of jazz. They describe those characteristics and the relation between the culture of jazz and democracy. They improvise simple rhythms and melodies.\n
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\n\"Women\n\n
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\nCurated OER\n
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\nWomen in Jazz\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents watch a video: \"VH1 Millennium Jazz Festival From The White House\" to become familiar with prominent women in jazz. They discuss the vocally oriented nature of jazz and the contributions made by women on and off stage.\n
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\n\"Hearing\n\n
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\nCurated OER\n
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\nHearing the Poetry of Langston Hughes Through the Sounds of Jazz\n

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\n\nFor Teachers\n\n9th - Higher Ed\n
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\nStudents have an appreciation of Langston Hughe's poetry and his use of jazz rhythms, have the ability to read poetry closely, and freewrite to gain a fresh perspective on music and literature.\n
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\n\"Blue\n\n
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\nCurated OER\n
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\nBlue Jazz Scale\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents engage in a study of music that includes the Blue Jazz scale. They listen to pieces of music in the targeted style while becoming familiar with the scale. Students then describe how the scale is built and demonstrate by playing...\n
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\n\"Smithsonian\n\n
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\nCurated OER\n
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\nSmithsonian Jazz Class: Benny Carter\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents play \"Benny's Match Game\" to learn about the life and career of Benny Carter. Students listen to samples of Benny Carter's music and create written responses that evaluate his music.\n
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\n\"Poetry\n\n
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\nCurated OER\n
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\nPoetry through Jazz, Rap, and Hip Hop\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nYoung scholars explore poetry through jazz, rap, and hip hop music. They discover the common threads that run through the poetry and music. Students design their own lyrics to a jazz, rap, or hip hop selection and share their songs...\n
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\n\"Visualizing\n\n
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\nCurated OER\n
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\nVisualizing Jazz Scenes From the Harlem Renaissance\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nStudents identify themes of selected nonfiction, fiction, poetry and art to Harlem Renaissance jazz and describe the impact of jazz on African-American literature of the Harlem Renaissance\n
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\n\"In\n\n
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\nCurated OER\n
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\nIn My Dream\n

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\n\nFor Teachers\n\nHigher Ed\n
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\nStudents 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.\n
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\n\"Jammin'\n\n
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\nCurated OER\n
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\nJammin' to Jazz\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nYoung scholars identify integral parts of jazz music by listening to Quincy Jones' We Be Doin' It. They note the bass and drum sounds, scat solos, and also sing parts of the ostinato and chorus.\n
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Instructional Video3:33
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\n\"Langston\n\n
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\nBiography\n
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\nLangston Hughes- Mini Biography\n

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\n\nFor Teachers\n\n8th - 12th\n\nStandards\n
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\nWhen delving into such writings as \"I Too Sing America\" or \"The Negro Speaks of Rivers\" by poet, novelist, and playwright Langston Hughes, don't forget to provide this important historical background information on the Harlem...\n
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PPT
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\n\"Bali\n\n
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\nCurated OER\n
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\nBali and Indio Pop\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nHow has music influenced culture? This can be a great way to start this presentation on Bali and Indio pop. Balinese music from the past and how it has changed because of modern pop influences is covered in this informational resource....\n
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\n\"The\n\n
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\nSmithsonian Institution\n
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\nThe Vocal Blues: Created in the Deep South of the U.S.\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nBring the sounds of the deep South vocal blues to the classroom with a Smithsonian Folkways lesson plan. In preparation, scholars listen to and count the 12 bar blues patterns in several works and identify the I, II, IV, and V chords as...\n
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\n\"Introduce\n\n
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\nCurated OER\n
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\nIntroduce Vocabulary: Charlie Parker Played Be Bop (Raschka)\n

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\n\nFor Teachers\n\nK - 3rd\n
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\nGet in touch with Charlie Parker's jazz beats as learners explore new words in Chris Raschka's onomatopoeic book Charlie Parker Played Be Bop. Scholars are acquainted with some musical terminology before they hear these terms in the...\n
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Instructional Video4:38
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\n\"Measuring\n\n
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\nMeasuring Instruments for Physics-VERNIER RULER\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nA gentle voice and jazz music make this video easy on the senses. It provides a close-up view of a Vernier Ruler as the narrator explains how it works and how to use one to measure the diameter of a pen. Since this ruler is used for...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe History of Rock and Roll: Part 6 - My Generation - Lesson 2\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents identify musical characteristics of baroque, jazz, and psychedelic music. They arrange traditional music into the style of baroque, jazz, and psychedelic music.\n
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\n\"Louis\n\n
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\nCurated OER\n
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\nLouis Armstrong\n

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\n\nFor Teachers\n\n2nd - 3rd\n
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\nIn this reading comprehension worksheet young scholars read a biography of jazz musician Louis Armstrong. Students answer 6 questions.\n
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\n\"Louis\n\n
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\nLouis Armstrong Hot Five\n

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\n\nFor Teachers\n\n8th - 10th\n
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\nStudents investigate the history and development of jazz by studying the Louis Armstrong Hot Five. They listen to music and define how Armstrong strengthened the concept of the solo as a part of jazz. They complete guided listening lessons.\n
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\n\"Summertime\n\n
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\nSummertime - Miles Davis\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nStudents examine the George Gershwin opera, \"Porgy and Bess.\" The rhythms to some of the musical pieces are mimicked and identified as belonging to the music of jazz.\n
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\n\"Satchmo's\n\n
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\nSatchmo's Blues\n

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\n\nFor Teachers\n\n4th - 11th\n
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\nStudents work cooperatively to create a jazz composition using the computer program GarageBand and incorporating the musical stylings of musician Louis Armstrong. Internet access is required for this lesson.\n
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\n\"Louis\n\n
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\nLouis Armstrong\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents discover the music of Louis Armstrong. In this jazz lesson plan, students are introduced to Armstrong's trumpet and vocal art in a matching game, then listen to a sampling of his music and respond in writing.\n
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\n\"Black\n\n
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\nBlack American Musicans: Precursors of Jazz\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents trace the course of Black music from the 1900's to the beginning of the jazz age. They realize that when education is defined as enlightened training for a place in society and for individual personal development, it was highly...\n
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\n\"Duke\n\n
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\nDuke Ellington\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nLearners discover a variety of Duke Ellington compositions and the elements that make his sound unique. In this jazz lesson plan, students participate in a Duke Ellington Matching Game and an activity based on his music.\n
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