Smithsonian Folkways - Interactive Jazz Mixer Sing/Perform - Perform bass notes (root) of Demonstrate an understanding of elements Video/Audio Recording (V/A) 12-bar progression on keyboard and drums, of music by singing/chanting. (1.1) or by singing bass notes on blues rhythm - Visual/Aural Observation (with or without drums). Students will perform a capella or with recorded - Audio/video recording accompaniment. EXTENSION: Students will Demonstrate an understanding of elements notate four- or eight-beat rhythm pattern for of music by playing on instruments. (2.1) - Class Discussion/Group Critique bass part performance. (V/A, P/P-A) Movement Develop an original 12-bar blues dance, creating movement that emphasizes each chord in the progression (the I, IV, and V chords). Students can work in small groups or as a class. Record video of dancing and review in class for evaluation/assessment. CREATE Students will Standard 3.0 Improvising: improvise melodies, variations, and accompaniments. Standard 4.0 Composing: Students will compose and arrange music within specific guidelines Identify and Discuss the historical Evaluate musical using elements of Written Pre- and Post-Assessment The Kennedy Center: Arts Edge significance of Tin Pan Alley. music characteristic to each style period. (P/P-A) EXTENSION: Explore sheet music cover art (7.1) of the tin Pan Alley era. Have students - Critical Listening as Evidenced by create their own sheet music cover art for Written Reflection their favorite songs. mprovise simple melodies in the style “scat” Demonstrate an understanding of the Scott Joplin.org - Short Answer and Sentence of Louis Armstrong. Students will perform to connection of Completion recorded accompaniment (jazz or other styles). EXTENSION: Hold a student scat elements (e.g., balance, texture) competition in class having students vote for - Peer evaluation/self assessment between their favorite scat singer. Students will
Smithsonian Folkways - Interactive Jazz Mixer Sing/Perform - Perform bass notes (root) of 12-bar progression on keyboard and drums, or by singing bass notes on blues rhythm (with or without drums). Students will perform a capella or with recorded accompaniment. EXTENSION: Students will notate four- or eight-beat rhythm pattern for bass part performance. Movement Develop an original 12-bar blues dance, creating movement that emphasizes each chord in the progression (the I, IV, and V chords). Students can work in small groups or as a class. Record video of dancing and review in class for evaluation/assessment. Demonstrate an understanding of elements of music by singing/chanting. (1.1) Demonstrate an understanding of elements of music by playing on instruments. (2.1) Video/Audio Recording (V/A) - Visual/Aural Observation - Audio/video recording - Class Discussion/Group Critique (V/A, P/P-A) CREATE Standard 3.0 Improvising: Students will improvise melodies, variations, and accompaniments. Standard 4.0 Composing: Students will compose and arrange music within specific guidelines Identify and Discuss the historical significance of Tin Pan Alley. EXTENSION: Explore sheet music cover art of the tin Pan Alley era. Have students create their own sheet music cover art for their favorite songs. mprovise simple melodies in the “scat” style of Louis Armstrong. Students will perform to recorded accompaniment (jazz or other styles). EXTENSION: Hold a student scat competition in class having students vote for their favorite scat singer. Students will Evaluate musical using elements of music characteristic to each style period. (7.1) Demonstrate an understanding of the connection of elements (e.g., balance, texture) between Written Pre- and Post-Assessment (P/P-A) - Critical Listening as Evidenced by Written Reflection - Short Answer and Sentence Completion - Peer evaluation/self assessment The Kennedy Center: Arts Edge Scott Joplin.org
HS%20Contemporary%20Music%202015.docx