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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 District of Columbia Public Schools Materials needed Page 1 of 5 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 District of Columbia Public Schools 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. District of Columbia Public Schools 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?” Page 3 of 5 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. District of Columbia Public Schools 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. District of Columbia Public Schools Page 5 of 5