1 / 16

Music

This music curriculum explores the rich heritage of Jazz and Blues, focusing on vocal and instrumental performance, improvisation, and critical listening. Students will engage with a variety of musical styles, learning to identify and apply key concepts in music through hands-on activities and discussions. They will analyze the elements that define these genres and create their own compositions, reflecting on the historical and cultural impact of Jazz and Blues. The course culminates in performances and collaborative projects, fostering a deep appreciation for this vital aspect of American music.

zenia
Télécharger la présentation

Music

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Music Jazz and Blues Stage 3

  2. Outcomes and Indicators • MUS3.1 Sings, plays and moves to a range of music, individually and in groups, demonstrating a knowledge of musical concepts. • MUS3.2 Improvises, experiments, selects, combines and orders sound using musical concepts. • MUS3.3 Notates and discusses own work and the work of others. • MUS3.4 Identifies the use of musical concepts and symbols in a range of musical styles.

  3. Unit design – Quality Teaching

  4. Elements of Music

  5. Background • Jazz This style of music was created in New York, after World War 1 in the 1920s. Style – triplets behind the beat, characterised by improvisation, syncopation, steady tempo *Swing –bigger bands, more organised and structured. *Bebop – smaller ensembles and less organised music, more solos, Jam session – the equivalent of religion, the supernatural moment when art was created. Famous performers: Dizzy Gillespie, Sarah Vaughn, Louis Armstrong, Charlie Parker, Ella Fitzgerald, Nina Simone

  6. Background • Blues History – created in the southern states of the USA at the beginning of the 20th century. Roots were from African American slave songs (Underground Railroad codes) Style – acoustic, electrical, Ragtime – led the way for Rock ‘n’ Roll, Famous performers: BB King, Muddy Waters, Nat King Cole, Ella Fitzgerald, Louis Armstrong, Ma Rainey

  7. Lesson 1 • Pretest – mind map elements of music, jazz and blues. • Write up the elements of music diagram. • What is Jazz? • Listen – what can you hear? • Summertime, Whatever Lola wants, Feeling Good • Write notes – what elements of music are emphasized? • Notes on what makes jazz.

  8. Lesson 2 • What is Blues? • Listen – what can you hear? • Memphis Blues, Crazy Blues, Think • Boogie Woogie • Write notes – what elements of music are emphasized? • Notes on what makes blues • Analyse – create a Venn diagram to compare and contrast these two styles of music.

  9. Lesson 3 • Perform – Jazz • It don’t mean a thing • CD Sing • Remix • Lyrics • Beat and rhythm • Ostinato

  10. Lesson 4 • Perform – Blues • Lyrics • Beat and rhythm • Ostinato • NB bring instruments for next lesson

  11. Lesson 5 • 12 bar blues – repeated, 3 x 4 bar segments (1st, 4th, 5th) • Listen – impro, guitar instructions • Theory – matching melody and harmony, restricting tempo, format AABA, 4 chords, varied rhythm • Blues scale – flattened fifth, piano • Experiment – piano, keys, own instruments • http://www.youtube.com/watch?v=XGAax-4wH0g&feature=related Boogie Woogie tutorial

  12. Lesson 6 • Improvisation • Combing melody and harmony – what chords go with what scales • Noodling – experimenting, improvise and play around until you find something you like! • AABA (8 measures in each, As have slight variation and the B serves as a bridge) • Audacity / Finale notepad /garage band /

  13. Assessment • Post Test - mind map elements of music, jazz and blues. • Observation of performance – ability to move, sing, and note elements and concepts of music. • Explain to a friend / family member how to play and improvise around the 12 bar blues • Compose a piece –record and upload to wikispace!

  14. Evaluation • From Students: • From Teacher: • From Peers:

  15. Extension • Use windows photo story or photo peach to create a piece with jazz related pictures and jazz music in the background. • Learn and play a jazz piece – perhaps record it and load it onto the wikispace. • Find a blues song that was used for the Underground Railroad in the American civil war – can you decode it and explain to another?

  16. Sources • http://musiced.about.com/od/beginnerstheory/a/musicelements.htm [4/10/11] • http://www.enotes.com/jazz/historical-background [4/10/11] • http://www.scaruffi.com/history/jazz8.html • http://www.kennedy-center.org/programs/jazz/ambassadors/Lesson1.html • http://web.li.gatech.edu/~rdrury/700/write/sp2_01/jazz/tempforjazz.htm • http://www.digitaldreamdoor.com/pages/best_bluesong.html • http://www.pbs.org/theblues/classroom/lessons.html

More Related