Lesson Overview:
Students will receive an introduction to jazz or the blues by reading and writing about a jazz or blues musician.
Length of Lesson:
Two 45-minute periods
Instructional Objectives:
Students will:
- choose and read an article, an essay, or a short story about a jazz or blues musician.
- formulate an outline or a graphic organizer that compares and contrasts
the motivation of the musician to play music and their own motivation to learn more about
music. (A Venn Diagram is the ideal graphic organizer, but others can be used.)
- compose a rough draft that compares and contrasts the motivation of the musician to play music and their own motivation to learn more about music.
- follow the writing process when composing their essays.
- write an essay following the essay guidelines.
Supplies:
- Books on jazz and blues musicians
- Pens and pencils
- Paper
Instructional Plan:
Warm Up
Students will brainstorm as many names of jazz or blues musicians they
can think of in two minutes. Students will brainstorm again, listing the names
of musical instruments used in jazz music. Make sure students have included such jazz giants as Louis Armstrong, Miles Davis, John Coltrane, and Duke Ellington. These lists should be compiled on
the board. By comparing totals of both lists, students will see that there are many musicians they can read and write about.
Developmental Activity
Students will review the writing process and discuss the essay guidelines on
the Assignment
Checklist. Students will visit the school library or research on the Internet to choose a reading selection. Ask the media specialist to pull reading material that covers a variety of jazz
musicians. No two students should have to read and write about the same musician.
If resources are scarce in the school library, you may choose to visit
the public library or provide Internet resources for the student. All students should provide you with the name of the
musician and selected resources for your approval.
Guided Practice
Review the example outline below:
Paragraph I: Introduction (at least three sentences)
- Introduce the written work and the author.
- Introduce yourself and the musician.
- Introduce your common interest in music.
Paragraph II: Development (at least four sentences)
- Examples of two motivating influences you have in common.
- Examples of two motivating influences that differ between you.
- OR four examples of similarities or differences.
Paragraph III: Closing (two to three sentences)
- Reemphasize major points of the essay.
- Summarize essay.
Independent Practice
Students will follow the writing process, referring to the Assignment
Checklist.
Closure
Students will share the name of the musician they chose and the instrument the
musician played, and a list will be compiled on the board. Remind students that
there are many more jazz or blues musicians whose lives have not been explored
by members of the class.
Assessment:
Each step of the writing process must be checked before the student proceeds to the next step. One grade should be given for the writing process and another grade for the final product. Follow the Assessment
Checklist when grading the final work.
Extensions:
Go on to Twelve-Bar Blues, in which students will learn about the history of blues music, and will compose a melody using a 12-bar blues chord progression.
Sources:
Web:
Authors:
-
Leslie Thomas, Teacher
Thomas Pullen Arts Magnet School
Landover, MD
