Download Lesson Plan 1

Subject: Music
Title: Genres over Time day 1
Grade: 9-12
Standards
MU:Re8.1.C.HSI
Develop and explain interpretations of varied works, demonstrating an
understanding of the composers’ intent by citing technical and expressive
aspects as well as the style/genre of each work
Objectives
By the end of the lesson, students will:
Analyze the development of Jazz music from earlier styles of music by connecting key musical
details in Jazz, Brass Band, Blues, and Spirituals on a musical “family tree”
Essential Question
Where did American music begin?
Rationale
All genres of American music are interrelated. Jazz is the first style of American music that became
famous across the country and across the globe.
Task
Elemental analysis of Dixieland Jazz, Blues, Spirituals, and Brass Bands.
Time
Student actions
Teacher actions
5 mins
Read Smithsonian Project entry
document, answer teacher
questions. Students take notes
on peer suggestions on back of
Entry Document.
Teacher presents project to class. Smithsonian
Students read and review Entry
Project Entry
Document. Ask students: “What
Document
kind of tasks do you think you will
need to do in order to complete
this project? What kind of skills
do you think you will need to
have in order to complete this
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Materials needed
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project?” (Responses may
include: listening to several types
of music, finding important artists
in American history, interviewing
artists about their work, tracking
the relation between genres of
music.)
2 mins
Review example Smithsonian
Project audio timeline, take
notes on peer suggestions on
back of Entry Document.
Play recording of example audio
timeline for students.
Example
Smithsonian
Project audio
timeline
2 mins
Answer teacher questions
Pose questions to class (open
ended): “Who are some of the
oldest American musical artists
you can name? What do you
think is the oldest American
genre of music? Where do you
think our American musical style
comes from?” (Many students
may identify Jazz or Blues as
genres. Artists may vary.)
--
5 mins
Take notes on teacher model
analysis
Play recording of “Potato Head
Blues.” Within the first 1-2
minutes, teacher records
elements of music found in the
song on the whiteboard. Students
also record on family tree graphic
organizer. Focus on
instrumentation, melody, and
accompaniment. After 1-2
minutes, teacher identifies
melody(ies) and accompaniment
instruments, asks students to
analyze texture and explain their
analysis
Dixieland Jazz
family tree graphic
organizer
4 mins
Analyze “Uptown Funk” by Mark Play recording of “Uptown Funk.
Ronson. Think-pair-share.
Individuals analyze elements of
music in “Uptown Funk” and
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Whiteboard where
teacher has drawn
blank family tree
graphic organizer
Recording of
“Potato Head
Blues”
Recording of
“Uptown Funk” by
Mark Ronson.
Page 2 of 5
record in notebook. Share
thoughts with partner.
4 mins
Share out partner responses
with class
Probe students for analysis. Ask
“What connections do you hear
between Uptown Funk and Jazz?
What instruments do they have
in common? Which instruments
perform melody(ies) in both? Are
the instruments used in similar or
different ways in each style?
What, if any, rhythms are similar
in each style? What things did
Mark Ronson borrow from Jazz
music?”
5 mins
Jigsaw: each partner pair selects
one style to compare to
Dixieland Jazz music: Brass
Band, Spiritual, or Blues.
Partner pairs analyze their
examples. Think-pair-share.
Individuals analyze elements of
music in bubbles on the top row
of the graphic organizer. Share
thoughts with partner.
Help students analyze elements
of music in each style. Help
students dictate rhythms from
each recording
Recordings of
“Battle Hymn of
the Republic,”
“Wade in the
Water,” and
“Ramblin’ on My
Mind.”
3 mins
Each partner pair sends one
Keep students moving quickly to
student to write one musical
the board and quickly back to
element or trait they analyzed in their seats
their selected genre on the
whiteboard in the bubble for
the selected genre.
4 mins
Share out partner responses
with class.
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Internet access,
smartphones, mp3
playback, etc.
Whiteboard
Probe students for analysis. Ask
“What connections do you hear
between Brass Bands and Jazz?
What elements of Brass Band
music are used in Jazz? Are
instruments used in similar ways
in each song?”
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3 mins
Answer teacher questions and
pose questions to peers,
teacher.
Ask: “What musical ideas were
important in Jazz music? What
musical ideas did Jazz artists use
to elicit a response from the
audience? Which type of music
do you think was most similar to
Jazz? Can you hear some of these
musical ideas in the music of
modern artists?”
5 mins
Answer exit ticket questions
(bottom of family tree graphic
organizer)
Answer student questions about
exit ticket.
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Dixieland
Development
Graphic Organizer
Page 4 of 5
Assessment
Family Tree graphic organizer
Exit ticket: How do you think Dixieland Jazz was influenced by earlier styles of music? Which style
of music do you think influenced the development of Jazz the most? Without these styles of music,
how do you think American music might sound different?
Standard
MU:Re8.1.C.
HSI
Spelling/ Grammar
Use of class time
Exceeds Expectation
Meets Expectation
Needs Improvement
Analysis of music
includes multiple
elements of music in
each of the four styles
of music, including
analysis of lyrics and
texture, and connects
many of these
elements to other
genres of music.
Analysis of music
includes an element of
music in each of the
four styles of music,
and connects similar
elements to other
genres of music.
Analysis of music
includes few or no
elements of music, or
individual styles are not
analyzed. Few or no
connections between
similar elements
between genres.
The project is free of
errors in spelling and/ or
grammar.
Used class time well.
Focused on getting the
project done.
Cooperated with others.
The project contains 1-3
errors in spelling/
grammar.
Used class time well.
Focused on getting the
project done. Did not
distract others.
The project contains 4 or
more errors in spelling/
grammar.
Did not use class time to
focus on the project.
Distracted others.
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