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Jazz Music, Dance, and Poetry

Classroom Resource Information

Title:

Jazz Music, Dance, and Poetry

URL:

https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/3-5/jazz-music-dance-and-poetry/

Content Source:

Other
The Kennedy Center

Type:

Lesson/Unit Plan

Overview:

In this 3-5 lesson, students will explore jazz music and dance, then write a jazz-inspired cinquain poem. They will build their background on the history of jazz and its use of improvisation to demonstrate jazz dance movements.

Content Standard(s):

Arts Education ARTS (2017) Grade: 3 Music: General	16) Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 7: Perceive and analyze artistic work. Process Components: Select Essential Questions: EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. EQ: How do individuals choose music to experience? Concepts & Vocabulary: Rhythm Bar lines Measures Melody Pitch set: Low So, Low La, High Do Treble clef reading (Mi, Re, Do) Middle C to high G Ledger lines Harmony Partner songs Rounds Ostinati Form Theme and variations Coda D.S. al coda Repeat sign Fermata Expression Phrase/ phrasing Pianissimo (pp), fortissimo (ff) Other Age-appropriate audience and performer etiquette Orchestral instruments: 4 families Age-appropriate pitch matching (Bb3 - Eb5) Skill Examples: Performing Using movement, manipulatives, or visual representation, demonstrate and describe how specific music concepts are used to support a specific purpose in music (such as different sections, selected orchestral, band, folk, or ethnic instruments). Creating Express melodic contour through movement. Reading/ Writing When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation. Develop criteria and use them to critique their own performances and the performances of others. Responding/ Evaluating Identify and respond to simple music forms (e.g., AB, ABA). Identify elements of music using appropriate vocabulary.
Arts Education ARTS (2017) Grade: 4 Music: General	16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 7: Perceive and analyze artistic work. Process Components: Select Essential Questions: EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. EQ: How do individuals choose music to experience? Concepts & Vocabulary: Rhythm Conducting patterns in Syncopation Melody Pitch set: Do, Re, Mi, Fa, So, Ti Treble clef reading (La, So, Mi, Re, Do) Middle C through High B Create melodic sequences Half-step Whole step Harmony Canons Chord components Chord progression (I, V) Crossover bordun Form Phrasing: antecedent and consequent D.C. al coda Fine Expression pp through ff Other Age-appropriate audience and performer etiquette Orchestra instruments within the 4 families Age-appropriate pitch matching (A3-E5) Skill Examples: Performing Demonstrate and explain how specific music concepts (such as form, timbre, etc.) are used to support a specific purpose in music (such as social and cultural contexts) through various means (such as manipulatives, movement, and/or pictorial representation). Creating Develop criteria and use them to critique their own performances and the performances of others. Reading/ Writing Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music. When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation. Responding/ Evaluating Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.). Explain how the elements and subject matter of music connect with disciplines outside the arts.
Arts Education ARTS (2017) Grade: 5 Music: General	16) Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 7: Perceive and analyze artistic work. Process Components: Select Essential Questions: EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. EQ: How do individuals choose music to experience? Concepts & Vocabulary: Rhythm Melody Pitch set: Do-centered diatonic Treble clef reading (choral octavos) Grand staff Bass clef Accidentals Major scale Harmony Part singing/ playing Chord progression (I, IV, V) Arpeggio Descant Level bordun Form Rondo form 12-Bar blues Expression Vibrato Tremolo Reggae Blues Timbre: soprano, alto, tenor, bass Other Age-appropriate audience and performer etiquette Age-appropriate pitch matching (Ab3-F5) Skill Examples: Performing Analyze the formal structure of music that is to be performed. Identify elements of music to be performed for a specific context (for example, dynamic markings that are appropriate for a lullaby). Creating Choose a literary work, such as a poem or story, to generate musical ideas for performance. Reading/ Writing Examine performance music for expressive elements, and use correct notation to indicate placement. Responding/ Evaluating Justify personal preferences for certain musical pieces, performance, composers and musical genres both orally and in writing. Discuss contributions of musical elements to aesthetic qualities in performances of self and others. Consider and articulate the influence of technology on music careers. Develop and apply criteria for critiquing more complex performances of live and recorded music.
English Language Arts ELA2021 (2021) Grade: 3	42. Write poetry or prose in response to visual images to interpret their meanings. Unpacked Content Teacher Vocabulary: 42. Poetry Prose Visual images Interpret Knowledge: 42. Students know: Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings, while prose is written in ordinary language. Writing can be created in response to visual images. Visual images carry meaning to viewers. Skills: 42. Students are able to: Write poetry or prose after viewing visual images to explain their meaning. Understanding: 42. Students understand that: Visual images can inspire them to write poetry or prose to describe their feelings and explain the image's meaning.
English Language Arts ELA2021 (2021) Grade: 4	32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency. Unpacked Content Teacher Vocabulary: 32. Respond Writing Literature Informational texts Stories Dramas Poetry Cross-curricular texts Independently With support Grade-level proficiency Knowledge: 32. Students know: Responding to text in a written format demonstrates comprehension of the text. Skills: 32. Students are able to: Independently and with support, create grade-appropriate written responses after reading literature and informational text. Understanding: 32. Students understand that: To respond in writing to literature and informational texts, they must read critically, have a deep understanding of the text's content, and use appropriate writing skills.
English Language Arts ELA2021 (2021) Grade: 5	32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency. Unpacked Content Teacher Vocabulary: 32. Literature Informational text Stories Dramas Poetry Cross-curricular texts Independently Proficiency Knowledge: 32. Students know: Responding to text in a written format demonstrates comprehension of the text. Skills: 32. Students are able to: Independently create grade-appropriate written responses after reading literature and informational text. Understanding: 32. Students understand that: To respond in writing to literature and informational texts, they must read critically, have a deep understanding of the text's content, and use appropriate writing skills.

Tags:

cinquain, jazz, poetry

License Type:

Custom Permission Type
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Accessibility

Comments

The lesson can be printed here: https://docs.google.com/document/u/1/d/1JiNx8w5v9hoImrpvBOjSvMrdpWDP3w6nzLkZEiHvp18/copy

This resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

Jazz Music, Dance, and Poetry