Scott Roether Interdisciplinary Unit Lesson Plan Template

Grade Level and Topic Grade Level: 10th grade Topic: Exploring African-American Influence in Music and Literature: Sonnys Blues by James Baldwin The Historical Context of Sonnys Blues Big Ideas Associated with the Topic Ideas that will be discussed throughout the lesson include: American Historical Basis/ Early Foundations of Blues/Jazz: Spirituals, Gospel Music (roots in religious music--eventually moving to a more secular form of music). How the music referred to in the short story relates to both modern music and each students life. Different Eras of Jazz Music (Gospel/Spirituals, Blues, Early Jazz, Big Band, Bebop, Cool Jazz, Hard Bop, Post-Bop, Free Jazz, Jazz Fusion, Post-Jazz, etc.) with a special focus on Bebop, as it was the style that predominated the era in which the story takes place.

Alignment with Content Standards (Both Disciplines) MUSIC: Historical, Cultural and Social Contexts- Students demonstrate knowledge and understanding of a variety of
music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.

ENGLISH: Standards for Literacy in History/ Social Studies, Science, and Technical Subjects 6-12- Write

informative/explanatory texts, including the narration of historical events -Establish and maintain a formal style and objective tone while attending to the norms and conventions of the disciple in which they are writing.

Lesson Objectives Students will be able to identify characteristics of at least half of the jazz eras described in class with 100% accuracy. Every student will participate fully in group discussion, listen-write-pair-share, and will work well with all peers and teachers in each group situation. Students will recognize the historical significance of different musics and its impact on past and present history, and will be fully able to describe the significance in paragraph form using 4-8 sentences.

Materials and Preparation Before Class Materials Include: Copies of Sonnys Blues by James Baldwin for personal and student reference Recordings which are representative of each era of blues and/or jazz A CD Player/Computer/mp3 device with compatible sound system Handouts/Listen-Write-Pair-Share Forms for each student in the class. Exit Slips for each student.

Time 2 Min.

Teachers Work Welcome Students/ Play a bebop tune (Ornithology by Charlie Parker) as the students arrive in class. Introduction: Teacher inquires about the students understanding of the music playing (what type of music? what time period? etc.)

Students Work Students are to listen attentively to the music being played. Students are placed in small groups alphabetically and are instructed to write about what they know concerning the recordings

Assessment -----------------

10 min.

In their small groups, students will participate in a Listen- Write-PairShare Literacy Strategy activity. After sharing in their small groups, volunteers from each group will share with the class. --------------------------

10 Minutes

Class Discussion: Teacher will lead the class in a discussion of the relevance and magnitude of different cultures throughout Americas history, discussing such topics as early foundations of jazz, and its relevance in todays music and society. Direct Instruction: After disseminating materials/handouts with short descriptions of each blues and jazz era (guided notes), the teacher and students will engage in a period of a lecture (historical), pausing for short breaks to play musical examples. EXIT SLIPS: Teacher will pass out the exit slip, which must be completed prior to dismissal.

While still in groups, students will briefly share their experiences that are related to the historical background of the music referred to in the short story.

20 minutes

Students are to take notes, and should participate in the lecture by asking questions and listening critically to each musical example. Because the notes are guided, student will fill-in blanks when prompted. Students will complete the exit slip individually and must complete the slip prior to dismissal.

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7 Minutes

1 Wrap-up and Dismissal -------------------------------minute Adaptations / Accommodations for Students Needs Students with cognitive impairments, physical impairments (visual, hearing, orthopedic, etc.), or other impairment will be accommodated on a case by case basis. Accommodations will include, but are not limited to: - Extra time to complete each assignment (after the bell, take-home) - Large print handouts - An assigned buddy for assignments that require intensive reading or extensive writing.

Students will complete the exit slip in the form of a paragraph outlining the knowledge they gained pertaining to the lesson (blues/jazz music and its historical context) -----------------------

Recordings of the lecture portions, as well as of the musical examples (if applicable) will be available to all students

Listen- Write- Pair- Share

Listen to the musical example.

What do you know about the listening example? (Type of music, Era of music, etc.). If you are unsure, elaborate about any defining characteristics of the music.

Describe a historical event that may have been occurring in the same time period.

When directed, discuss any details concerning the listening example with your small group. ------------------------------------------------------------------------------------------------------------------------------------

EXIT SLIP! In the form of a paragraph, describe musics significance in your life and how it might provide either an emotional or creative outlet. If you find that music is not especially significant in your life, describe how early African-Americans may have used music as an emotional or spiritual release. (4-8 sentences)

Musical Eras in Blues and Jazz

(underlined text within the notes are to be filled by students throughout Direct Instruction)

Blues and Jazz have roots in African musical traditions that became part of American music history as a result of the Slave Trade. Gospel and Spiritual- began as an extension of slave era field songs and chants. Began as a non-secular (religious) form of music, but eventually worked its way into secular forms of music such as the Blues. Blues- another extension of field songs, a more secular form of music. Became prominent in the early 20th century. Famous early Blues artists include Bessie Smith and Robert Johnson Early Jazz/New Orleans Jazz- began as a way to honor the dead (When the Saints Come Marching In is an example) (Early 20th century) Big Band (or swing)- a large band consisting of a rhythm section (Drums, Upright Bass, Piano and sometimes guitar) and a horn section that includes trumpets, trombones, and saxophones. Often danced to in group settings. ***Bebop***- a revolutionary jazz style prevalent in the 1940s and 50s. Small Group format consisting of drums, piano, bass, trumpet and saxophone. Freer arrangements, more improvisation, faster tempi. Less for dancing and more for listening. One of the styles that would have been predominant in Sonnys Blues. Relevant Artists include: Charlie Parker, Miles Davis (early), Max Roach, Thelonious Monk

Bebop branched off into several styles of music including, but not limited to: Cool Jazz, Hard Bop, and Post-Bop Eventually newer styles such as Free Jazz (limited structure, rooted in improvisation) were developed. Artists include musicians such as Ornette Coleman and John Coltrane Fusion- Developed in the 1960s and 70s when the popularity of rock music reached its peak. Artists: Weather Report, Return to Forever, Mahavishnu Orchestra (included rock, jazz and world music traditions) Post Jazz- Current form of jazz music, still being produced today. Influenced by many past styles of jazz, as well as rock and world music. Artists include: The Bad Plus and Medeski, Martin and Wood