Jazz at the Smyphony Teacher's Guide- Oakland East Bay Symphony

<BODY BGCOLOR="#FFFFFF" BACKGROUND="../images/backgrounds/p12c04.gif"> <DIV ID="dmbri" STYLE="position:absolute;"> <IMG SRC="../menu_imgxp/dmb_i.gif" NAME="dmbif" WIDTH="1" HEIGHT="1" BORDER="0" ALT=""> <IMG SRC="../menu_filesxp/dmb_m.gif" NAME="dmbjs" WIDTH="1" HEIGHT="1" BORDER="0" ALT=""> </DIV> <SCRIPT LANGUAGE="JavaScript" TYPE="text/javascript"> var rimPath=null;var rjsPath=null;var rPath2Root=null;function InitRelCode(){var iImg;var jImg;var tObj;if(!document.layers){iImg=document.images['dmbif'];jImg=document.images['dmbjs'];tObj=jImg;}else{tObj=document.layers['dmbri'];if(tObj){iImg=tObj.document.images['dmbif'];jImg=tObj.document.images['dmbjs'];}}if(!tObj){window.setTimeout("InitRelCode()",700);return false;}rimPath=_gp(iImg.src);rjsPath=_gp(jImg.src);rPath2Root=rjsPath+"../";return true;}function _purl(u){return xrep(xrep(u,"%%REP%%",rPath2Root),"\\","/");}function _fip(img){if(img.src.indexOf("%%REL%%")!=-1) img.src=rimPath+img.src.split("%%REL%%")[1];return img.src;}function _gp(p){return p.substr(0,p.lastIndexOf("/")+1);}function xrep(s,f,n){if(s) s=s.split(f).join(n);return s;}InitRelCode(); </SCRIPT> <SCRIPT LANGUAGE="JavaScript" TYPE="text/javascript"> function LoadMenus() {if(!rjsPath){window.setTimeout("LoadMenus()", 10);return false;}var navVer = navigator.appVersion; if(navVer.substr(0,3) >= 4) if((navigator.appName=="Netscape") && (parseInt(navigator.appVersion)==4)) { document.write('<' + 'script language="JavaScript" type="text/javascript" src="' + rjsPath + 'nsmenu_frames.js"><\/script\>'); } else { document.write('<' + 'script language="JavaScript" type="text/javascript" src="' + rjsPath + 'iemenu_frames.js"><\/script\>'); }return true;}LoadMenus();</SCRIPT>  <DIV CLASS="Section1"> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P ALIGN="center" STYLE="margin:0in;margin-bottom:.0001pt;text-align:center"><B><SPAN STYLE="font-family:Verdana">JAZZ AT THE SYMPHONY TEACHERS GUIDE</SPAN></B></P> <P ALIGN="center" STYLE="margin:0in;margin-bottom:.0001pt;text-align:center"> </P> <TABLE CELLPADDING="0" CELLSPACING="0" ALIGN="left"> <TR> <TD WIDTH="310" HEIGHT="13"></TD> </TR> <TR> <TD></TD> <TD><IMG WIDTH="283" HEIGHT="203" SRC="jazzteach1_files/image001.gif"></TD> </TR> </TABLE> <B><SPAN STYLE="font-family:Verdana"> </SPAN></B> <P ALIGN="center" STYLE="margin:0in;margin-bottom:.0001pt;text-align:center"><B><SPAN STYLE="font-family:Verdana;color:blue"> </SPAN></B></P> <P ALIGN="center" STYLE="margin:0in;margin-bottom:.0001pt;text-align:center"><B><SPAN STYLE="font-family:Verdana;color:blue"> </SPAN></B></P> <P ALIGN="center" STYLE="margin:0in;margin-bottom:.0001pt;text-align:center"><B><SPAN STYLE="font-family:Verdana;color:blue"> </SPAN></B></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal" ALIGN="center" STYLE="text-align:center"><B><SPAN STYLE="font-family:Verdana"> </SPAN></B></P> <BR CLEAR="ALL"> <P CLASS="MsoNormal" ALIGN="center" STYLE="text-align:center"><B><SPAN STYLE="font-family:Verdana">YOUNG PEOPLES CONCERT</SPAN></B></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <H3>INTRODUCTION</H3> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">The Oakland East Bay Symphonys Jazz at the Symphony Teachers Guide is designed to enrich students Young Peoples Concert experience. A series of activities for students in the elementary grades are provided, each focusing on different aspects of the Jazz at the Symphony performance. Students will have an opportunity to listen to jazz music, and complete hands-on activities to learn about call-and-response and improvisation. They will also make a memory book, write poems and create jazz art.</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <H3>PRE-CONCERT ACTIVITIES</H3> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <H2>Grade Level: K-5</H2> <P CLASS="MsoNormal"><B><SPAN STYLE="font-family:Verdana"> </SPAN></B></P> <P CLASS="MsoNormal"><B><SPAN STYLE="font-family:Verdana">Materials:</SPAN></B></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">Chart paper</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">Marker</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">Several jazz CDs or cassettes</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">Internet access</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">Art supplies</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><B><SPAN STYLE="font-family:Verdana">Teacher Note:</SPAN></B><SPAN STYLE="font-family:Verdana"> To prepare for these activities, you will need to have access to jazz CDs or tapes. You may bring in jazz CDs or cassettes from home or your local library. If these options are unavailable, jazz music samples may also be found on the PBS Ken Burns Jazz website at <A HREF="http://www.pbs.org/jazz/">http://www.pbs.org/jazz/</A>. A selection by Duke Ellington might be a good choice for these activities, as students will be listening to Duke Ellingtons work when they attend the Young Peoples Concert.</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <H2>Activity One</H2> <P CLASS="MsoNormal"> </P> <H3>What is Jazz?</H3> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">The purpose of this lesson is for students to experience jazz and answer the question, What is jazz?</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">1. Tell students that you are going to play a piece of music for them to listen to. Explain to students that after they listen to the piece, they are going to call out words that describe the music. Tell students to make sure to include words that describe how the music makes them feel. </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">2. As students call out words, record their responses on the board or on a piece of chart paper. You may choose to play another musical piece and continue the same process. </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">3. After you have finished recording all of the students responses, write the word, JAZZ across the top of the paper. Explain that the music they just listened to is known as jazz.</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">4. Ask students to share what they know about jazz. This may include information as well as personal experiences. Record the information on a KWL chart.</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">5. Share the following key points about jazz with your students:</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <UL STYLE="margin-top:0in" TYPE="circle"> <LI CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">West African tribe members brought their music and traditions with them when they arrived as slaves in the United States. The roots of jazz were planted in America as they struggled to adapt to their new lives as slaves.</SPAN></LI> <LI CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">African-American spirituals and work songs are part of the foundation of jazz.</SPAN></LI> <LI CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">The music called jazz was born sometime around 1895 in New Orleans.</SPAN></LI> <LI CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana;color:black">Jazz is musical conversation: a partly planned and partly spontaneous musical dialogue among the musicians who are performing it. </SPAN></LI> <LI CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">In most jazz performances, musicians play solos that they make up on the spot. This is called improvisation and is an important part of jazz.</SPAN></LI> <LI CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">In most jazz performances, you will hear one instrument answer another instrument. This is called a call-and-response pattern. </SPAN></LI> <LI CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">Jazz can express many different emotions, from pain to pleasure.</SPAN></LI> <LI CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">The theme of freedom is often heard in jazz music. Jazz has a history of voicing peoples suffering due to how they were treated because of their skin color. </SPAN></LI> </UL> <P><SPAN STYLE="font-family:Verdana">6. Add any new information to the KWL chart. Continue to add information to the chart as you complete activities and attend the performance.</SPAN></P> <P><SPAN STYLE="font-family:Verdana"> </SPAN></P> <H2>Activity Two</H2> <P CLASS="MsoNormal"> </P> <H3>Call-and-Response</H3> <P CLASS="MsoNormal"> </P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">The purpose of this activity is for students to develop an understanding of the role that call-and-response plays in the African-American culture and how it relates to jazz.</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">1. Explain to students that call-and-response is an important element of jazz that has its roots in spiritual and slave songs. Explain that spirituals were group expressions used to convey religious convictions. Spirituals were used as a comforter against a harsh existence, to teach, to express a yearning for freedom and to plan escapes from slavery.</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">2. Copy the song lyrics below on a piece of paper. This may be a piece of small paper if you are going to be the only one reading the lyrics or a piece of chart paper if you want to share the lyrics with the entire class.</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <H1><B><SPAN STYLE="font-family:Verdana">Couldnt Hear Nobody Pray</SPAN></B></H1> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">An I couldnt hear nobody pray.<BR> O Lord!<BR> Couldnt hear nobody pray,<BR> O-way down yonder<BR> By myself,<BR> I couldnt hear nobody pray,<BR> <BR> In the valley,<BR> Couldnt hear nobody pray,<BR> On my knees, <BR> Couldnt hear nobody pray,<BR> With my burden,<BR> Couldnt hear nobody pray,<BR> An my Savior,<BR> Couldnt hear nobody pray.<BR> <BR> O Lord!<BR> <BR> I couldnt hear nobody pray,<BR> O Lord!<BR> Couldnt hear nobody pray.<BR> O-way down yonder<BR> By myself,<BR> I couldnt hear nobody pray.<BR> <BR> Chilly waters,<BR> Couldnt hear nobody pray,<BR> In the Jordan,<BR> Couldnt hear nobody pray,<BR> Crossing over,<BR> Couldnt hear nobody pray.<BR> Into Canaan,<BR> Couldnt hear nobody pray.<BR> <BR> O Lord!<BR> <BR> I couldnt hear nobody pray,<BR> O Lord!<BR> Couldnt hear nobody pray.<BR> O-way down yonder<BR> By myself,<BR> I couldnt hear nobody pray.<BR> <BR> Hallejuh!<BR> Couldnt hear nobody pray,<BR> Troubles over, <BR> Couldnt hear nobody pray,<BR> In the Kingdom,<BR> Couldnt hear nobody pray,<BR> With my Jesus,<BR> Couldnt hear nobody pray.<BR> <BR> O Lord!<BR> <BR> I couldnt hear nobody pray,<BR> O Lord!<BR> Couldnt hear nobody pray.<BR> O-way down yonder <BR> By myself,<BR> I couldnt hear nobody pray.<BR> <BR> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">This song, or parts of this song, can be heard on these websites:</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">PBS American Experience website</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"><A HREF="http://www.pbs.org/wgbh/amex/singers/sfeature/songs_couldnt_l.html">http://www.pbs.org/wgbh/amex/singers/sfeature/songs_couldnt_l.html</A></SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">Sam McClain</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">Authentic History website</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"><A HREF="http://www.authentichistory.com/audio/antebellum/AA_Spiritual_Couldnt_Hear_Nobody_Pray.html">http://www.authentichistory.com/audio/antebellum/AA_Spiritual_Couldnt_Hear_Nobody_Pray.html</A></SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">Tuskegee Institute Choir</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">Amazon.com</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"><A HREF="http://www.amazon.com/exec/obidos/tg/detail/-/B000002NHD/102-5994362-5880156?v=glance">http://www.amazon.com/exec/obidos/tg/detail/-/B000002NHD/102-5994362-5880156?v=glance</A></SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">The Fairfield Five</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">3. Have students gather on the floor in a circle. Read, or sing, the part of the caller and have the class answer the response line, Couldnt hear nobody pray, when you point to them. After finishing the song, discuss how this song was probably more of a signal song than a spiritual song. Ask students to think about what lines from the song would lead them to believe that it was a signal song. (The line Couldnt hear nobody pray might suggest that it was a signal song because when an escaping slave got far enough away that they could no longer hear the singing, he or she knew that the chances of a successful escape were greater.)</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">4. Tell students that they are going to create a call-and-response pattern of their own. Ask students to stand up in the circle and take turns creating a rhythmic pattern. Explain to students that they can use hand clapping, foot stomping, finger snapping, etc. to create this pattern. Ask the rest of the class to respond by repeating the pattern. After completing a number of patterns, discuss how the spiritual and the patterns they created relate to jazz music. (In the activities the leader sang or tapped out a line and the listeners repeated after them. This is referred to as call-and-response. In jazz an instrument will play something and another instrument will answer by playing back.)</SPAN></P> <P CLASS="MsoNormal"><B><SPAN STYLE="font-family:Verdana">Teacher Note:</SPAN></B><SPAN STYLE="font-family:Verdana"> Older students might want to try taking the pattern that the caller started with and expanding on it in their response. This would give students an idea of what jazz musicians do when they improvise.</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <H2>Activity Three</H2> <P CLASS="MsoNormal"><B><SPAN STYLE="font-family:Verdana"> </SPAN></B></P> <H3>Improvisation</H3> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">The purpose of this activity is for students to experience improvisation and how it relates to jazz. </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">1. Have students stand in a circle. Tell students that they are going to create an improvisational story. Explain that you are going to begin the story and then touch a person on the shoulder and that whomever you touch is going to continue with the story, picking up where the last person left off, and making it up as they go. Explain that the story is going to continue around the circle until everyone has had a chance to add to the story. Tell students to keep in mind that every story has a beginning, middle and an end and that they should consider that as the story goes around the circle. In other words, students should be aware of the fact that when they are half way around the circle, they have also reached the middle of the story and that when the story is headed back toward the place in the circle where the story began that they will be coming to the end of the story.</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">2. You may choose your own beginning for the story or use the following story starter: One bright and sunny day Ms /Mr. /Mrs. <U>INSERT YOUR NAMEs </U>class was on the way to the Young Peoples Concert. The kids were excited to be leaving the school and everyone was smiling and laughing when all of a sudden At this point, tap the student standing to your left on the shoulder and have that person continue the story. Continue in this same manner, tapping the student standing next to the student who is telling the story. When you tap the next person in the circle, the person who is talking immediately stops talking and the next person picks up the story where that person left off.</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">4. After the story ends, relate the activity to jazz. Discuss how improvisation is an important element in jazz and is a way for musicians to express themselves through music. Explain that when jazz musicians improvise, they are making up music as they go along, and that, much like the story they told, there is a beginning, middle and end when a musician is improvising. </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <H2>Activity Four</H2> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P ALIGN="center" STYLE="margin:0in;margin-bottom:.0001pt;text-align:center"><B><SPAN STYLE="font-family:Verdana;color:blue">Hear the Music</SPAN></B></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">The purpose of this activity is to expose students to jazz music and to begin to understand what to listen for in a jazz performance.</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">During the time leading up to the performance, take some time to listen to jazz. Pass out and review the Bring on the Jazz Handout included in this lesson.  Play selections from a jazz CD for the students. After listening to the selected pieces, engage students in a conversation about the music. Ask students what they liked about the piece and ask them to share if they heard anything that was mentioned in the handout. <B>Teacher Note: With younger students you might simply have them listen to jazz and talk about it after. They might also free draw as they listen to the music and share their pictures after they finish listening. Another possibility is to choose one or two things from the Bring on the Jazz handout to listen for, or ask them to identify instruments that they heard in the piece. This Online Jazz Appreciation website contains examples of jazz instruments and features the instruments in audio clips. <A HREF="http://www.ccsn.nevada.edu/finearts/music/wherry/jazz/syllabus/instrument.html">http://www.ccsn.nevada.edu/finearts/music/wherry/jazz/syllabus/instrument.html</A></B></SPAN></P> <P CLASS="MsoNormal"><B><SPAN STYLE="font-family:Verdana"> </SPAN></B></P> <P CLASS="MsoNormal"><B><SPAN STYLE="font-family:Verdana"> </SPAN></B></P> <P CLASS="MsoNormal"><B><SPAN STYLE="font-family:Verdana"> </SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana">Activity Five</SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <H3>The Duke</H3> <P CLASS="MsoNormal"> </P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">The purpose of this activity is for students to learn about Duke Ellington. </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">Several of the selections that the students will hear at the concert were composed by Duke Ellington. Before going to the concert, students might benefit from visiting the Jazz Class section of the <I>Smithsonian Jazz</I> website. This website may be found at <A HREF="http://www.smithsonianjazz.org/class/jc_start.asp">http://www.smithsonianjazz.org/class/jc_start.asp</A>. Students may want to visit the engaging interactive to learn about Duke Ellington. This interactive may be found by clicking on the blue underlined Duke Ellingtons interactive class text found under the Welcome section. <B>Teacher Note: </B>This interactive could be completed as a whole class activity with students who are unable to read the text. For a challenge, older students might want to try the Dukes Match Game that is found under the Jazz Classes heading. </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <H2>Activity Six</H2> <P CLASS="MsoNormal"> </P> <H4 ALIGN="center" STYLE="text-align:center">Meet the Artists</H4> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">The purpose of this activity is to introduce the students to the musicians who will be performing at the Jazz at the Symphony concert. </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">Share the following information about the artists who will be performing at the Jazz at the Symphony concert:</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><B><SPAN STYLE="font-family:Verdana">Keith Doelling</SPAN></B><SPAN STYLE="font-family:Verdana"> is a 15 year old, 10<SUP>th</SUP> grader who currently attends College Preparatory School in Oakland. He has studied the double bass for five years under the tutelage of Michel Taddei of the Crowden Music Center. In addition to studying the double bass, Keith also studies piano with Chip Brimhall and music composition with Arkadi Serper.  His compositions have won national acclaim and have been performed by the Berkeley Symphony Orchestra, the CPS Chamber Orchestra and the The Crowden Music School. An article in the SF Chronicle has described Keith as one of the Bay Areas most promising young musicians.</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">Keiths musicianship has been widely recognized.   He was a finalist in the SF Youth Orchestra Concerto Competition in 2004 and a soloist for Chichester Psalms for the Santa Rosa Symphony at the age of 11. His virtuoso talent has been widely acknowledged by international double bass artists such as Gary Karr, Diane Gannett and John Clayton.  Keith has recently returned from a tour of Europe with the San Francisco Symphony Youth Orchestra where he serves as the Assistant Principal bassist.</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><B><SPAN STYLE="font-family:Verdana">Zenas Hsu</SPAN></B><SPAN STYLE="font-family:Verdana"> was born in 1991. He began violin at the age of five and is currently studying with Wei He and Camilla Wicks at the San Francisco Conservatory of Music.</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">Zenas will attend the 9<SUP>th</SUP> grade in Lynbrook High School in San Jose, California this fall.</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana">Zenas has been a winner of many competitions. This year, in addition to the Oakland East Bay Symphonys 9<SUP>th</SUP> Annual Young Artist Competition, he has also won the 2004 Pacific Musical Society Violin Competition, the Contra Costa Strings Competition including their Turner award for exceptional performance, the 2004 Nueva Competition, the Prometheus Symphony Competition, including a performance with the Prometheus Symphony, and the 2004 CMTANC (Chinese Music Teachers Association of Northern California) Violin Competition.</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P><B><SPAN STYLE="font-family:Verdana;color:black">Jeremy Cohen </SPAN></B><SPAN STYLE="font-family:Verdana;color:black">is a faculty member of the Henry Mancini Institute at UCLA and has taught with the Stanford Jazz Workshop for six years. He is a long-time resident of the San Francisco Bay Area, where he lives and makes music with his two sons.</SPAN></P> <P><SPAN STYLE="font-family:Verdana;color:black">His<B> </B>electrifying recorded and live performances of jazz violin have earned him </SPAN><SPAN STYLE="font-family:Verdana">accolades <SPAN STYLE="color:black">across the country. As a soloist, Jeremy Cohen has performed with numerous symphony orchestras including the Virginia Symphony, California Symphony, Los Angeles Modern String Orchestra, the Monterey Bay Symphony, and the Reno Philharmonic. </SPAN></SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana;color:black">As a recording musician, his </SPAN><SPAN STYLE="font-family:Verdana">credits<SPAN STYLE="color:black"> include numerous motion picture and television soundtracks, including "The Dukes of Hazard," and Jane Fonda's "Dollmaker" & studio orchestra concertmaster on recordings with Linda Rondstadt, Cleo Laine, Ray Charles, Howard Keel and Aaron Neville. He appears in Carlos Santana's two most recent recordings and has recorded on many occasions at George Lucas' Skywalker Ranch, including "Star Wars" with John Williams.</SPAN></SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana;color:black"> </SPAN></P> <P><B><SPAN STYLE="font-family:Verdana">Paul Hanson</SPAN></B><SPAN STYLE="font-family:Verdana"> is a Bay Area musician and composer who is rapidly gaining international recognition for his unique bassoon playing. His repertoire incorporates aspects of jazz, funk, world music, classical and electronic music.</SPAN></P> <P><SPAN STYLE="font-family:Verdana">He has mastered the bassoon using many different playing techniques not usually associated with this classical instrument.</SPAN></P> <P><SPAN STYLE="font-family:Verdana">From performances in small chamber music settings to outdoor festival concerts for thousands, Paul Hanson is redefining the perception of what the bassoon can do.</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana;color:black">You may choose to w</SPAN><SPAN STYLE="font-family:Verdana">atch the streaming video of part of their SmileFest 2004 performance at <A HREF="http://www.abstractlogix.com/webcasts.php" TARGET="_blank"><SPAN STYLE="color:#000033">www.abstractlogix.com</SPAN></A>. Click the "Watch the Video" link underneath the title Paul Hanson, Jonas Hellborg and Jeff Sipe.</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P ALIGN="center" STYLE="margin:0in;margin-bottom:.0001pt;text-align:center"><B><SPAN STYLE="font-family:Verdana;color:blue"> </SPAN></B></P> <P ALIGN="center" STYLE="margin:0in;margin-bottom:.0001pt;text-align:center"><B><SPAN STYLE="font-family:Verdana;color:blue"> </SPAN></B></P> <P ALIGN="center" STYLE="margin:0in;margin-bottom:.0001pt;text-align:center"><B><SPAN STYLE="font-family:Verdana;color:blue"> </SPAN></B></P> <P ALIGN="center" STYLE="margin:0in;margin-bottom:.0001pt;text-align:center"><B><SPAN STYLE="font-family:Verdana;color:blue">Post-Viewing Activities</SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana">Activity One</SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P ALIGN="center" STYLE="margin:0in;margin-bottom:.0001pt;text-align:center"><B><SPAN STYLE="font-family:Verdana;color:blue">Memory Book</SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">The purpose of this activity is to help students reflect upon and capture their experiences at the Jazz At The Symphony concert.</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">1. Tell the students that they are going to create a memory book called My Day at the Oakland East Bay Symphony.</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">2. Provide students with the following templates to use in creating a memory book called My Day at the Oakland East Bay Symphony.</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana">Activity Two</SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P ALIGN="center" STYLE="margin:0in;margin-bottom:.0001pt;text-align:center"><B><SPAN STYLE="font-family:Verdana;color:blue">Jazz Poetry</SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">The purpose of this activity is for students to write a poem that portrays images of jazz. </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P><SPAN STYLE="font-family:Verdana">OPTION ONE</SPAN></P> <P><SPAN STYLE="font-family:Verdana">1. Share the poems below with the class. Ask students to write a poem based on their Jazz At The Symphony experience.</SPAN></P> <P><STRONG><SPAN STYLE="font-family:Verdana">THE JAZZ MAGICIAN</SPAN></STRONG><SPAN STYLE="font-family:Verdana"><BR> He turned his<BR> saxophone<BR> into a hat of satin</SPAN></P> <P><SPAN STYLE="font-family:Verdana">and pulled <BR> a silky rabbit<BR> out of every note.</SPAN></P> <P><B><SPAN STYLE="font-family:Verdana">Charles Ghigna</SPAN></B></P> <P><B><SPAN STYLE="font-family:Verdana"> </SPAN></B></P> <P><STRONG><SPAN STYLE="font-family:Verdana">MILES DAVIS</SPAN></STRONG><SPAN STYLE="font-family:Verdana"><BR> On stage<BR> in a spotlight<BR> of smoke<BR> a cool, blue</SPAN></P> <P><SPAN STYLE="font-family:Verdana">question mark<BR> of a man<BR> blows ashes<BR> into answers.</SPAN></P> <P><B><SPAN STYLE="font-family:Verdana">Charles Ghigna</SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">These poems may be found on Charles Ghignas website. This website contains excellent information on using poetry in the classroom.   <A HREF="http://www.charlesghigna.com/classroom.html">http://www.charlesghigna.com/classroom.html</A></SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana">Jazz </SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana"> </SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">Jazz the ritz</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">And the glamour,</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">The razzmatazz.</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">The sounds that one hears</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">Takes you to another realm,</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">The tones</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">The bass, trumpet and drums</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">Each has a sound</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">Very much to ones</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">Ear to please.</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">Pleasure of jazz</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">Razzmatazz</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">Jazz Jazz Jazz.</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana">Sally Davis</SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"><A HREF="http://www.poemhunter.com/p/m/poem.asp?poem=25196">http://www.poemhunter.com/p/m/poem.asp?poem=25196</A></SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana; color:maroon"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana; color:maroon"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana">Greens</SPAN></B></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">Lid's on, steam's risin':<BR> collard greens, Lord, bubblin' JAZZ!<BR> That's      appetizin'. <BR> <BR> <B>James A. Emanuel</B></SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"><A HREF="http://www.poemhunter.com/p/m/poem.asp?poem=102858">http://www.poemhunter.com/p/m/poem.asp?poem=102858</A></SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana; color:maroon"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana; color:maroon"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana">Im A Jazz Singer, She Replied</SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">He dug what she said:<BR> bright jellies, smooth marmalade<BR> spread on warm brown bread.<BR> <BR> "Jazz" from drowsy lips<BR> orchids lift to honeybees<BR> floating on long sips.<BR> <BR> "Jazz": quick fingerpops<BR> pancake on a griddle-top<BR> of memories.     Stop.<BR> <BR> "Jazz": mysterious<BR> as nutmeg, missing fingers,<BR> gold,    Less serious.<BR> <BR> "Jazz": cool bannister.<BR> Don't need no stair.      </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">Ways to climb<BR> when the sax is there.<SPAN STYLE="color:maroon"> <BR> </SPAN><BR> <B>James A. Emanuel</B></SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"><A HREF="http://www.poemhunter.com/p/m/poem.asp?poem=25196">http://www.poemhunter.com/p/m/poem.asp?poem=25196</A></SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">2. Involve students in a discussion about the images and sounds and feelings created in the poems. </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">3. Tell students to refer back to their memory book for words and ideas for their poems.</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">4. After students have finished their poems you may choose to bind the work into a class book.</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">OPTION TWO</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana"> </SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">1. In this option, students will visit the PBS Ken Burns Jazz website <A HREF="http://www.pbs.org/jazz/">http://www.pbs.org/jazz/</A> and explore the different sections of the site to learn about jazz.  Tell students to record artists names, facts, song titles and lyrics, and use this information to create a poem mirroring the style of Ray Riveras <B>Jazz</B>. </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana"> </SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana">JAZZ</SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">Jazz! Blue Monk Played by Thelonious Monk, Jazz! Lady Day Singing <BR> 'Bout her "Lover Man" Jazz! Stan Getz and the Girl from Ipanema, Hey dig <BR> Jackie Williams, Mr. Cool himself beatin' time on "Caravan" Jazz! Hank <BR> Jones, piano playing is such a delight, have you heard Horace Silver <BR> playing "Song for my Father" or Billy Taylor play "Ray's Tune" as only he can. Jazz! Lester Young leaps in with his cool, cool sound. Jazz! Ella sings 'bout the moon, while Dakota Staton tells you of the late, late show. Jazz! Count Basie is down for the count. Cause Joe Williams has the blues. Jazz! I've got a hunch that's John Bunch on that Edgar Samson tune. Jazz! Have you taken a trip on route 66, with Nat King Cole 'cause if you haven't Duke Ellington will take you for a ride on the A Train. Jazz! Major Holly, Slam Stewart, Milt Hinton, Richard Davis, Ray Brown, Red Mitchele - Can you picture them all playin' together, Jazz! Feet tapping to the drum beat of Papa Jo Jones, Ray Mosca, Cozy Cole, Percy Brice, Art Blakely, Buddy Rich, Louie Belson, Max Roach. The beat goes on and on. Jazz! The guitar of Gene Bertoncini, on a soulful Bossa Nova, Kenny Burrell, Playin' the Blues, Wes doing it his way, the rhythm of Freddy Green. Jazz! Paul Desmond takin'five while Yard Bird Charlie Parker let's you know that now's the time for jazz. There are so many past and present who have given to this great American art from we call Jazz.</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana">Ray Rivera</SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"><A HREF="http://www.poemhunter.com/p/m/poem.asp?poem=24739">http://www.poemhunter.com/p/m/poem.asp?poem=24739</A></SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana"> </SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana"> </SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana"> </SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana"> </SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana"> </SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">OPTION THREE</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">1. Share Betty Swain Wyeths poem <B>Black Man Walking</B> with your class. After reading the poem, play some jazz music and have the students move to the music. When the music has ended, have the students write a poem about how it felt to move to the music.</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana">Black Man Walking</SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">I saw a Black Man walking <BR> in Old Orleans,<BR> In a day when it wasn't fashionable<BR> to be black.<BR> His body was twisted and bent out of shape,<BR> And I noticed as he shuffled along,<BR> that his feet didn't keep beat with the street.<BR> When I stopped and asked him what he minded most,<BR> (an arrogant assumption that he minded both),<BR> He stood as tall as his frame would allow...<BR> "No Ma'am, I don't mind being a Black Man,<BR> And I don't mind this old body being twisted,<BR> And beat out of shape, but I sure hates livin' in a city<BR> Where Jazz is the King, and my feet won't keep <BR> the beat of the street.<BR> Yes, I sure hates livin' in a city where Jazz is the King,<BR> and my feet won't keep beat with the street."<BR> Awed by his countenance,<BR> I felt a deep loss.<BR> For I of fair skin and freedom of movement,<BR> Had Never..<BR> No Never...<BR> Felt the beat of the street.<BR> I live in this city,<BR> Where Jazz is the King,<BR> And I never have felt<BR> The beat of the street.<BR> Oh, Life's never fair, as it deals out our fate-<BR> But, are some refined and others defeated?<BR> If the truth were known, we're all<BR> Winners,<BR> Losers;<BR> And, who can know the strength of the straw?<BR> Oh, how did I find favor in the eyes of a God,<BR> To meet the Black Mass of Bourbon Street<BR> Who had conquered a complex of faces.<SPAN STYLE="color:maroon"><BR> </SPAN>In the end...would his love of the Jazz defeat him?<BR> I see him as then, as he ambled away-<BR> Truth revealed, if only he knew it.<BR> He was the King, not the Jazz, or the beat...<BR> But, the Black Man of Bourbon Street. <BR> <BR> <B>Betty Swain Wyeth</B></SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"><A HREF="http://www.poemhunter.com/p/m/poem.asp?poem=18640">http://www.poemhunter.com/p/m/poem.asp?poem=18640</A></SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana"> </SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana">Activity Three</SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana"> </SPAN></B></P> <P ALIGN="center" STYLE="margin:0in;margin-bottom:.0001pt;text-align:center"><B><SPAN STYLE="font-family:Verdana;color:blue">Jazz Art</SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana"> </SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">The purpose of this activity is for students to create a work of art that captures an essence of jazz.</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">1. Share with the class some of the jazz arton the All About Jazz website. Make sure that some of the pieces of art that you share with your students are abstract in nature. </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"><A HREF="http://www.allaboutjazz.com/art.htm">http://www.allaboutjazz.com/art.htm</A></SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">2. Tell students that they are going to create a piece of improvisational jazz art. </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">3. Divide the class into groups of three or four students. Pass out at least five pieces of </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">8.5 X 11paper to each group (this paper may be colored or plain) and one larger piece of construction paper. </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">4. Explain to students that they are going to draw pictures of jazz instruments and jazz musicians playing instruments on the five 8.5 X 11 pieces of paper. Tell them that they are going to draw these people and instruments in an unusual way. Ask them to begin by folding the 8.5 X 11 pieces of paper into thirds. It doesnt matter if the paper is folded lengthwise, crosswise or a combination of the two. Explain to students that the image is going to be drawn in three parts. Tell students that one person will draw the top third of the image. After they have finished drawing, they will fold over what they drew so that the next person cant see what they drew and hand it to the second person. This person will draw the middle of the image, fold it over and hand it to the last person who will draw the bottom of the image. Ask the students to decide what images they will draw on these sheets of paper before they begin drawing. After the students have finished drawing the images, they will unfold the paper, cut out the images, and arrange and glue them on the larger sheet of paper to create an abstract work of art. Students may use paint, markers, chalk, colored pencils, etc. to color their work. Students may also consider incorporating the use of glitter, sand, toothpicks, pipe cleaners, feathers, straws and other items in the creation of their work.</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">5. Ask students to title their work and display the work in the classroom.</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P ALIGN="center" STYLE="margin:0in;margin-bottom:.0001pt;text-align:center"><B><SPAN STYLE="font-family:Verdana;color:blue">Extension Ideas</SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana">Oral History Project</SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">Have your students take part in the Jazz Oral History Project sponsored by MENC and the Smithsonian's National Museum of American History. See the "Jazz In Your Community" <A HREF="http://www.menc.org/guides/jazz/Extension.html"><SPAN STYLE="color:windowtext">Oral History Project Extension</SPAN></A>. Also go to the <A HREF="http://www.smithsonianjazz.org"><SPAN STYLE="color:windowtext">Smithsonian Jazz Appreciation Month Site</SPAN></A> for FAQ and audio and video excerpts from oral histories.</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana"> </SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana">Learn More About Jazz</SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">Visit the PBS Kids Jazz site to learn more about jazz.</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"><A HREF="http://www.pbs.org/jazz/kids/">http://www.pbs.org/jazz/kids/</A></SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><SPAN STYLE="font-family:Verdana">Read About Jazz</SPAN></B></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana">Share these books with your class.</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><I><SPAN STYLE="font-family: Verdana">The First Book of Jazz. Hughes, Langston (1982), Hopewell, NJ.: Ecco Press. <BR> </SPAN></I></B><SPAN STYLE="font-family:Verdana"><BR> <B><I>The Blues Singers: Ten Who Rocked the World</I></B> Lester, Julius (2001). New York: Hyperion Books for Children <BR> <BR> <B><I>Charlie Parker Played Bebop</I></B> Rascha, Chris (1992). New York: Orchard Books <BR> <BR> <B><I>Bens Trumpet</I></B> Isadora, Rachel (1979). New York: Greenwillow Books <BR> <BR> <B><I>The Jazz of Our Street</I></B> Shaik, Fatima (1998). New York: Dial Books</SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><I><SPAN STYLE="font-family: Verdana">Rent Party Jazz</SPAN></I></B><SPAN STYLE="font-family:Verdana"> </SPAN><SPAN CLASS="small1">Miller, William and Charlotte Riley-Webb (2001). New York: </SPAN><SPAN STYLE="font-family:Verdana">Lee & Low Books </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P CLASS="MsoNormal"><B><I><SPAN STYLE="font-family:Verdana;color:black">Ella Fitzgerald : The Tale of a Vocal Virtuosa</SPAN></I></B><B><SPAN STYLE="font-family:Verdana; color:black"> </SPAN></B><SPAN STYLE="font-family:Verdana;color:black">Pinkney, Davis Andrea (2002). New York: </SPAN><SPAN STYLE="font-family:Verdana">Jump Sun</SPAN></P> <P CLASS="MsoNormal"><B><SPAN STYLE="font-family:Verdana;color:black"> </SPAN></B></P> <P CLASS="MsoNormal"><B><I><SPAN STYLE="font-family:Verdana;color:black">If I Only Had a Horn : Young Louis Armstrong</SPAN></I></B><B><SPAN STYLE="font-family:Verdana;color:black"> </SPAN></B><SPAN STYLE="font-family: Verdana;color:black">Orgill, Roxane (1997). New York: </SPAN><SPAN STYLE="font-family:Verdana">Houghton Mifflin</SPAN></P> <P CLASS="MsoNormal"><B><SPAN STYLE="font-family:Verdana;color:black"> </SPAN></B></P> <P CLASS="MsoNormal"><B><I><SPAN STYLE="font-family:Verdana;color:black">Satchmo's Blues</SPAN></I></B><SPAN STYLE="font-family:Verdana;color:black">  Schroeder, Alan </SPAN><SPAN STYLE="font-family:Verdana">Reprint edition (1999).<SPAN STYLE="color:black"> New York: </SPAN>Dragonfly Books</SPAN></P> <P CLASS="MsoNormal"><B><SPAN STYLE="font-family:Verdana;color:black"> </SPAN></B></P> <P CLASS="MsoNormal"><B><I><SPAN STYLE="font-family:Verdana;color:black">John Coltrane's Giant Steps</SPAN></I></B><B><SPAN STYLE="font-family:Verdana; color:black"> </SPAN></B><SPAN STYLE="font-family:Verdana;color:black">Raschka, Chris (2002). New York:  Richard Jackson Books </SPAN></P> <P CLASS="MsoNormal"><B><SPAN STYLE="font-family:Verdana;color:black"> </SPAN></B></P> <P CLASS="MsoNormal"><B><I><SPAN STYLE="font-family:Verdana;color:black">The Jazz Fly</SPAN></I></B><B><SPAN STYLE="font-family:Verdana;color:black"> </SPAN></B><SPAN STYLE="font-family:Verdana;color:black">Gollub, Matthew (2000). California: </SPAN><SPAN STYLE="font-family:Verdana">Tortuga Press</SPAN></P> <P CLASS="MsoNormal"><SPAN STYLE="font-family:Verdana;color:black"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><B><I><SPAN STYLE="font-family: Verdana;color:black">Duke Ellington: The Piano Prince and His Orchestra</SPAN></I></B><B><SPAN STYLE="font-family:Verdana;color:black"> </SPAN></B><SPAN STYLE="font-family: Verdana;color:black">Pinkney</SPAN><SPAN STYLE="font-family:Verdana;color:black">, </SPAN><SPAN STYLE="font-family:Verdana;color:black">Andrea Davis </SPAN><SPAN STYLE="font-family:Verdana;color:black">(1998). New York: </SPAN><SPAN STYLE="font-family:Verdana">Jump Sun </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><SPAN STYLE="font-family:Verdana"> </SPAN></P> <P ALIGN="center" STYLE="margin:0in;margin-bottom:.0001pt;text-align:center"><B><SPAN STYLE="font-family:Verdana;color:blue">STANDARDS</SPAN></B></P> <P ALIGN="center" STYLE="margin:0in;margin-bottom:.0001pt;text-align:center"><B><SPAN STYLE="font-family:Verdana;color:blue"> </SPAN></B></P> <P><SPAN STYLE="font-family:Verdana">California Visual and Performing Arts Standards <A HREF="http://www.cde.ca.gov/standards/">http://www.cde.ca.gov/standards/</A></SPAN></P> <P><B><SPAN STYLE="font-family:Verdana">Kindergarten</SPAN></B></P> <P><B><SPAN STYLE="font-family:Verdana">4.0 AESTHETIC VALUING</SPAN></B><SPAN STYLE="font-family:Verdana"><BR> Responding to, Analyzing, and Making Judgments About Works of Music </SPAN></P> <P><SPAN STYLE="font-family:Verdana">Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses. </SPAN></P> <P><I><SPAN STYLE="font-family:Verdana">Derive Meaning</SPAN></I><SPAN STYLE="font-family:Verdana"> <BR> 4.1 Create movements that correspond to specific music.<BR> 4.2 Identify, talk about, sing, or play music written for specific purposes (e.g., work song, lullaby). </SPAN></P> <P><B><SPAN STYLE="font-family:Verdana">Grade 1</SPAN></B></P> <P><B><SPAN STYLE="font-family:Verdana">3.0 HISTORICAL AND CULTURAL CONTEXT</SPAN></B><SPAN STYLE="font-family:Verdana"><BR> Understanding the Historical Contributions and Cultural Dimensions of Music </SPAN></P> <P><SPAN STYLE="font-family:Verdana">Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers. </SPAN></P> <P><SPAN STYLE="font-family:Verdana;color:black">3.4 Use developmentally appropriate movements in responding to music from various genres, periods, and styles (rhythm, melody, form).</SPAN></P> <P><B><SPAN STYLE="font-family:Verdana">4.0 AESTHETIC VALUING</SPAN></B><SPAN STYLE="font-family:Verdana"><BR> Responding to, Analyzing, and Making Judgments About Works of Music </SPAN></P> <P><SPAN STYLE="font-family:Verdana">Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses. </SPAN></P> <P><I><SPAN STYLE="font-family:Verdana">Derive Meaning</SPAN></I><SPAN STYLE="font-family:Verdana"> <BR> 4.2 Describe how ideas or moods are communicated through music. </SPAN></P> <P><B><SPAN STYLE="font-family:Verdana">Grade 2</SPAN></B></P> <P><B><SPAN STYLE="font-family:Verdana">3.0 HISTORICAL AND CULTURAL CONTEXT</SPAN></B><SPAN STYLE="font-family:Verdana"><BR> Understanding the Historical Contributions and Cultural Dimensions of Music </SPAN></P> <P><SPAN STYLE="font-family:Verdana">Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers. </SPAN></P> <P><I><SPAN STYLE="font-family:Verdana">Role of Music</SPAN></I><SPAN STYLE="font-family:Verdana"><BR> 3.1 Identify the uses of specific music in daily or special events. </SPAN></P> <P><I><SPAN STYLE="font-family:Verdana">Diversity of Music</SPAN></I><SPAN STYLE="font-family:Verdana"><BR> 3.2 Sing simple songs and play singing games from various cultures.<BR> 3.3 Describe music from various cultures. </SPAN></P> <P><B><SPAN STYLE="font-family:Verdana">4.0 AESTHETIC VALUING</SPAN></B><SPAN STYLE="font-family:Verdana"><BR> Responding to, Analyzing, and Making Judgments About Works of Music </SPAN></P> <P><SPAN STYLE="font-family:Verdana">Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses. </SPAN></P> <P><SPAN STYLE="font-family:Verdana">4.4 Respond to a live performance with appropriate audience behavior. </SPAN></P> <P><B><SPAN STYLE="font-family:Verdana">5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS</SPAN></B><SPAN STYLE="font-family:Verdana"><BR> Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers </SPAN></P> <P><SPAN STYLE="font-family:Verdana">Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music. </SPAN></P> <P><I><SPAN STYLE="font-family:Verdana">Careers and Career-Related Skills</SPAN></I><SPAN STYLE="font-family:Verdana"><BR> 5.2 Identify and discuss who composes and performs music. </SPAN></P> <P><B><SPAN STYLE="font-family:Verdana">Grade 3</SPAN></B></P> <P><B><SPAN STYLE="font-family:Verdana">3.0 HISTORICAL AND CULTURAL CONTEXT</SPAN></B><SPAN STYLE="font-family:Verdana"><BR> Understanding the Historical Contributions and Cultural Dimensions of Music </SPAN></P> <P><SPAN STYLE="font-family:Verdana">Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers. </SPAN></P> <P><B><SPAN STYLE="font-family:Verdana">4.0 AESTHETIC VALUING</SPAN></B><SPAN STYLE="font-family:Verdana"><BR> Responding to, Analyzing, and Making Judgments About Works of Music </SPAN></P> <P><SPAN STYLE="font-family:Verdana">Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses. </SPAN></P> <P><I><SPAN STYLE="font-family:Verdana">Derive Meaning</SPAN></I><SPAN STYLE="font-family:Verdana"><BR> 4.3 Describe how specific musical elements communicate particular ideas or moods in music. </SPAN></P> <P CLASS="MsoTitle"><SPAN STYLE="font-size:12.0pt;font-family:Verdana"> </SPAN></P> <P CLASS="MsoTitle" ALIGN="left" STYLE="text-align:left"><B><SPAN STYLE="font-size: 12.0pt;font-family:Verdana">Grade 4</SPAN></B></P> <P><B><SPAN STYLE="font-family:Verdana">3.0 HISTORICAL AND CULTURAL CONTEXT</SPAN></B><SPAN STYLE="font-family:Verdana"><BR> Understanding the Historical Contributions and Cultural Dimensions of Music </SPAN></P> <P><SPAN STYLE="font-family:Verdana">Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers. </SPAN></P> <P><I><SPAN STYLE="font-family:Verdana;color:black">Role of Music</SPAN></I><SPAN STYLE="font-family:Verdana;color:black"><BR> 3.1 Explain the relationship between music and events in history.</SPAN></P> <P CLASS="MsoTitle" ALIGN="left" STYLE="text-align:left"><SPAN STYLE="font-size: 12.0pt;font-family:Verdana"> </SPAN></P> <P CLASS="MsoTitle" ALIGN="left" STYLE="text-align:left"><B><SPAN STYLE="font-size: 12.0pt;font-family:Verdana">Grade 5</SPAN></B></P> <P CLASS="MsoNormal"><B><SPAN STYLE="font-family:Verdana"> </SPAN></B></P> <P CLASS="MsoNormal"><B><SPAN STYLE="font-family:Verdana">1.0 ARTISTIC PERCEPTION</SPAN></B><SPAN STYLE="font-family:Verdana"><BR> Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music </SPAN></P> <P><SPAN STYLE="font-family:Verdana">Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music. </SPAN></P> <P CLASS="MsoTitle" ALIGN="left" STYLE="margin-bottom:13.0pt;text-align:left"><I><SPAN STYLE="font-size:12.0pt;font-family:Verdana">Listen to, Analyze, and Describe Music</SPAN></I><SPAN STYLE="font-size:12.0pt;font-family:Verdana"> <BR> 1.5 Identify vocal and instrumental ensembles from a variety of genres and cultures.</SPAN></P> <P><B><SPAN STYLE="font-family:Verdana">3.0 HISTORICAL AND CULTURAL CONTEXT</SPAN></B><SPAN STYLE="font-family:Verdana"><BR> Understanding the Historical Contributions and Cultural Dimensions of Music </SPAN></P> <P><SPAN STYLE="font-family:Verdana">Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers. </SPAN></P> <P STYLE="margin-right:.5in;background:white"><I><SPAN STYLE="font-family:Verdana; color:black">Role of Music</SPAN></I><SPAN STYLE="font-family:Verdana; color:black"><BR> 3.1 Describe the social functions of a variety of musical forms from various cultures and periods (e.g., folk songs, dances). </SPAN></P> <P STYLE="margin:0in;margin-bottom:.0001pt"><I><SPAN STYLE="font-family:Verdana; color:black">Diversity of Music</SPAN></I><SPAN STYLE="font-family:Verdana; color:black"><BR> 3.2 Identify different or similar uses of musical elements in music from diverse cultures.<BR> 3.3 Sing and play music from diverse cultures and periods.<BR> 3.4 Describe the influence of various cultures and historical events on musical forms and styles.</SPAN></P> </DIV> </BODY>