LESSON PLAN #1

Teacher: Elizabeth Sullivan ra!e: 2n! ra!e

Date: 10/4/2013 Peri"!:

1# $ehavi"ral Ob%ective: As a result of this lesson students will know and/or be able to demonstrate the following... Students will be able to recognize blues music in context. Students will have a general understanding of how Blues music began and what instruments are used in the genre. Students will be able to sing Fishin Blues b! "a# $ahal. 2# &e'uire! Pri"r (n")le!*e an! S+ill,: Students should have a general knowledge of musical instruments% the families that the! belong to% and a general understanding of the ma#or scale. 3# Stan!ar!, an! -ra.e)"r+,: Nati"nal Stan!ar!, Singing &erforming on 'nstruments 'm(rovising )om(osing and arranging *eading and notating +istening to% anal!zing and describing ,valuating music and (erformances -nderstanding relationshi(s between music% the arts and disci(lines -nderstanding music in relation to histor! and culture State -ra.e)"r+, Singing *eading and notation &la!ing 'nstruments 'm(rovisation and com(osition )ritical res(onse &ur(oses and meaning in the arts *ole of artists in communities )once(ts of st!le% st!listic influence and st!listic change 'nventions technologies and the arts 'nterdisci(linar! connections 4# Pr"ce,,e,: $ust include at least . of the following/ )reating &erforming

 +istening /# A,,e,,.ent: "he soloing done b! students on a metallo(hone or x!lo(hone for a twelve0bar blues (rogression in ) and the (erformance of Fishin Blues b! "a# $ahal. 0# 1aterial,2 &e3ert"ire2 E'ui3.ent nee!e!: S(eakers% Stereo% &iano% $etallo(hones and 1!lo(hones% recording of "erra(lane Blues % Fishin Blues and audio exam(les of blues instruments/2.0bar blues% blank sheets of (a(er% cra!ons% and (hoto flashcards on musical instruments. 4# Acc".."!ati"n,/S3ecial Nee!,: Students with attention disorders will be seats at the front of the classroom close to the teacher. 5# Le,,"n Se'uence: a. Activit!3 Activator/4arm -( ,stimated "ime3 25 $inutes

Students will begin the class listening to a cli( of "erra(lane Blues b! *obert 6ohnson. "he! will sit down in chairs and ta( out the beat with their feet. "he! will then draw what the! want to ex(ress from the music the! are listening to. 7ive a brief histor! of Blues music from its beginning in the 8ee( South with the use of S(irituals . 8iscuss *obert 6ohnsons influence on the blues music. b. Activit!3 'ntroduce 'nstruments ,stimated "ime3 9 minutes

'ntroduce the basic instruments used in Blues music07uitar% Bass 8rums% &iano% etc. with (hotos and audio exam(les. c. Activit!3 'ntroduce Blues Scale ,stimated "ime3 . $inutes

&la! ma#or scale for students. Afterwards% (la! the blues scale. Ask the students what the! think sounds different. ,x(lain how the notes are different from the ma#or scale. 'ntroduce the twelve bar blues (attern on (iano. d. Activit!3 'm(rovising on Blues scale ,stimated "ime3 9 $'nutes

"ake off all ke!s on metalo(hones and x!lo(hones exce(t ones belong to a ) Blues scale. :ave students (la! the scale u( and down on the instruments. ;nce students have become comfortable with the scale% have students solo over a twelve bar blues (attern while Accom(animent )8 (la!s. :ave students switch ever! twelve bars. 4hile one student is soloing% other students should ta( out the beat on their knees. e. Activit!3 "each Fishin Blues b! rote ,stimated "ime3 < $inutes

&la! a short cli( of the verse and chorus of Fishin Blues for the students. "each the first verse and chorus of the song b! rote. ;nce memorized% teach the students the fishing movements that go along with the song =casting the rod% (ulling in the catch% and the fish! face>. ;nce students are confident and able to (erform alone% accom(an! the students through the song with (iano. A,,i*n.ent,: ?one 6# Evaluati"n/Dia*n",i,/&e.e!iati"n: ?otes to self about teacher (rocedure% student res(onse% and things to fix in the future/

LESSON PLAN #2

Teacher: Elizabeth Sullivan ra!e: 2n! ra!e

Date: //4/2012 Peri"!:

1# $ehavi"ral Ob%ective: Students will understand how *agtime 6azz began in ?ew ;rleans. Students will understand the im(ortance of Scott 6o(lin in *agtime music. Students will be able to sing Alexanders *agtime Band b! +ouis Armstrong and be (roficient at a one0ste( *agtime dance. 2# &e'uire! Pri"r (n")le!*e an! S+ill,: ?one 3# Stan!ar!, an! -ra.e)"r+,: Nati"nal Stan!ar!, Singing &erforming on 'nstruments 'm(rovising )om(osing and arranging *eading and notating +istening to% anal!zing and describing ,valuating music and (erformances -nderstanding relationshi(s between music% the arts and disci(lines -nderstanding music in relation to histor! and culture State -ra.e)"r+, Singing *eading and notation &la!ing 'nstruments 'm(rovisation and com(osition )ritical res(onse &ur(oses and meaning in the arts *ole of artists in communities )once(ts of st!le% st!listic influence and st!listic change 'nventions technologies and the arts 'nterdisci(linar! connections 4# Pr"ce,,e,: $ust include at least . of the following/ )reating &erforming

 +istening /# A,,e,,.ent: &erformance of *agtime 8ance and Alexanders *agtime Band . 0# 1aterial,2 &e3ert"ire2 E'ui3.ent nee!e!: )om(uter% (ro#ector. stereo% recordings of "he ,ntertainer b! Scott 6o(lin and Alexanders *agtime Band b! +ouis Armstrong% internet access and s(eakers. 4# Acc".."!ati"n,/S3ecial Nee!, Students with attention disorders will be seats at the front of the classroom close to the teacher. 5# Le,,"n Se'uence: a. Activit!3 Activator/4arm -( ,stimated "ime3 @ $inutes

Students will enter the room with the *agtime (iece entitled "he ,ntertainer b! Scott 6o(lin (la!ing. Ask students how this music makes them feel. Ask the students if the! have heard this song before and if it reminds them of an!thing =ice cream truck>. ,x(lain to students how *agtime time was the earliest form of 6azz that existed. 7ive a brief histor! of *agtime% how it began in ?ew ;rleans% and Auickl! s(read to )hicago and other (arts of the -nited States. 7ive a brief ex(lanation of Scott 6o(lins im(act on #azz music =es(eciall! *agtime>. b. Activit!3 "each Alexanders *agtime Band ,stimated "ime3 25 $inutes

7ive a brief histor! of +ouis Armstrong and show a Bou"ube video of Armstrong (erforming Alexanders *agtime Band . "each students to sing the song Alexanders *agtime Band b! +ouis Armstrong b! rote. c. Activit!3 "each *agtime 8ance ,stimated "ime3 @ $inutes

;nce Alexanders *agtime Band is memorized% show students a video of a traditional *agtime dance. ,x(lain the im(ortance of dancing in *agtime music. "each the students the sim(le one ste( variation of *agtime 8ance. d. Activit!3 Song with *agtime 8ance ,stimated "ime3 C $inutes.

Assign students to (artner u( to dance with to the instrumental (art of Alexanders *agtime Band . Ask students to switch (artners ever! twent! seconds or so. 4hen the vocals enter have the students stand in (lace and sing the l!rics. 4hen the vocals end% have them choose and (artner again and continue the dance.

A,,i*n.ent,: ?one 6# Evaluati"n/Dia*n",i,/&e.e!iati"n: ?otes to self about teacher (rocedure% student res(onse% and things to fix in the future/

LESSON PLAN #3

Teacher: Elizabeth Sullivan ra!e: 2n! ra!e

Date: //4/2012 Peri"!:

1# $ehavi"ral Ob%ective: Students will be able to read swing rh!thm notation. Students will recognize Swing music from other t!(es and understand its historical and cultural im(ortance in America. Students will be familiar with 8uke ,llington and other 6azz musicians. Students will be able to sing 't 8ont $ean A "hing 'f 't Aint 7ot "hat Swing and (erform a swing dance. 2# &e'uire! Pri"r (n")le!*e an! S+ill,: Students should be successful at reading sim(le rh!thmic notation. 3# Stan!ar!, an! -ra.e)"r+,: Nati"nal Stan!ar!, Singing &erforming on 'nstruments 'm(rovising )om(osing and arranging *eading and notating +istening to% anal!zing and describing ,valuating music and (erformances -nderstanding relationshi(s between music% the arts and disci(lines -nderstanding music in relation to histor! and culture State -ra.e)"r+, Singing *eading and notation &la!ing 'nstruments 'm(rovisation and com(osition )ritical res(onse &ur(oses and meaning in the arts *ole of artists in communities )once(ts of st!le% st!listic influence and st!listic change 'nventions technologies and the arts 'nterdisci(linar! connections

4# Pr"ce,,e,: $ust include at least . of the following/ )reating &erforming +istening /# A,,e,,.ent: *eview of Blues and *agtime with a B'?7; game% (erformance of 't 8ont $ean A "hing 'f 't Aint 7ot "hat Swing and a swing dance% (erformance of swing rh!thms with notation cards. 0# 1aterial,2 &e3ert"ire2 E'ui3.ent nee!e!: )om(uter% S(eakers% Stereo% *h!thm notation cards% &ictures of 'nstruments and famous #azz musicians% a co(! of the book 8uke ,llington and :is ;rchestra . 4# Acc".."!ati"n,/S3ecial Nee!,: Students with attention disorders will be seats at the front of the classroom close to the teacher. 5# Le,,"n Se'uence: a. Activit!3 Activator/4arm -( ,stimated "ime3 < $inutes

*eview the Blues and *agtime with a game of B'?7;. b. Activit!3 Swing *h!thm ,stimated "ime3 9 $inutes

'ntroduce Swing 6azz with 't 8ont $ean a "hing 'f it Aint 7ot "hat Swing b! 8uke ,llington. :ave students cla( hands on the .nd and Dth beat of each measure. ,x(lain to them that these are the beats that are em(hasized in swing music. Show students written out swing rh!thms =dotted eighth note with a sixteenth note>. :ave students cla( along with the rh!thm sheets. Ear! the rh!thms with sim(le Auarter note and eighth note (atterns. b. Activit!3 Swing :istor! and 'ts 'nstrumentation ,stimated "ime3 9 $inutes 7ive a brief histor! of Swing music with (hotos of Famous Swing 6azz musicians such as 8izz! 7illes(ie% Benn! 7oodman% Art Blake!% "helonious $onk% and &aul )hambers. 'ntroduce students to the 'nstruments found in a Big Band with (ictures of trombone% trum(et% saxo(hone% clarinet% drum% (iano% guitar and double bass. c. Activit!3 8uke ,llington and :is ;rchestra ,stimated "ime3 F $inutes

*ead 8uke ,llington and :is ;rchestra . Ask students what the! think 6azz music is about after reading.

d. Activit!3 Singing 't 8ont $ean A "hing

,stimated "ime3 9 $inutes

"each students to sing b! rote 't 8ont $ean A "hing 'f 't Aint 7ot "hat Swing . e. Activit!3 Swing 8ancing ,stimated "ime3 9 $inutes

Show students a Bou"ube video of Swing dancing. "each students how to swing dance. ;nce the! are confident% have students switch between singing and dance to a recording a 't 8ont $ean A "hing 'f 't Aint 7ot "hat Swing . A,,i*n.ent,: ?one 6# Evaluati"n/Dia*n",i,/&e.e!iati"n: ?otes to self about teacher (rocedure% student res(onse% and things to fix in the future/

LESSON PLAN #4

Teacher: Elizabeth Sullivan ra!e: 2n! ra!e

Date: //4/2012 Peri"!:

1# $ehavi"ral Ob%ective: As a result of this lesson students will know and/or be able to demonstrate the following... -nderstand the relationshi( between Swing 6azz and Bebo(. :ave a general knowledge of Bebo( histor! and musicians. Students should be able to (erform their choreogra(h! and sing the l!rics to Bod! G Soul . 2# &e'uire! Pri"r (n")le!*e an! S+ill,:

3# Stan!ar!, an! -ra.e)"r+,: Nati"nal Stan!ar!, Singing &erforming on 'nstruments 'm(rovising )om(osing and arranging *eading and notating +istening to% anal!zing and describing ,valuating music and (erformances -nderstanding relationshi(s between music% the arts and disci(lines -nderstanding music in relation to histor! and culture State -ra.e)"r+, Singing *eading and notation &la!ing 'nstruments 'm(rovisation and com(osition )ritical res(onse &ur(oses and meaning in the arts *ole of artists in communities )once(ts of st!le% st!listic influence and st!listic change 'nventions technologies and the arts 'nterdisci(linar! connections 4# Pr"ce,,e,: $ust include at least . of the following/ )reating

 &erforming +istening /# A,,e,,.ent: 7rou( (erformances of Bod! G Soul . Eerbal Auestioning. 0# 1aterial,2 &e3ert"ire2 E'ui3.ent nee!e!: Stereo% S(eakers% 7uitar 4# Acc".."!ati"n,/S3ecial Nee!,: ?one 5# Le,,"n Se'uence: a. Activit!3 Activator/4arm -( ,stimated "ime3 C $inutes

As students enter the classroom% have Bod! G Soul b! )oleman :awkins (la!ing. 7ive a brief histor! of BeBo( music and how it transformed #azz from the wa! if was during the Swing ,ra. ,x(lain the characteristics of BeBo( 6azz3 its fast tem(o and intricate solos. b. Activit!3 )harlie &arker G 6ohn )oltrane Bio ,stimated "ime3 9 $inutes

'ntroduce )harlie &arker and 6ohn )oltrane as saxo(hone (la!ers greatl! influenced b! :awkins and his recording of Bod! G Soul . 7ive a brief biogra(hical overview of )harlie &arker and 6ohn )oltrane. &la! cli(s of &arker and )oltrane (erforming Bod! G Soul . Ask students what is different between :awkins recording and those of &arker and )oltrane. c. Activit!3 Singing Bod! G Soul "each students to sing Bod! G Soul b! *ote. d. Activit!3 :ave students create choreogra(h! ,stimated "ime3 22 $inutes ,stimated "ime3 < $inutes

S(lit the students u( into grou(s of three. :ave students create their own choreogra(h! to the song Bod! G Soul. After three to four minutes% have students (erform in their grou(s in front of the class. Accom(an! the students on guitar. A,,i*n.ent,: Students with attention disorders will be seats at the front of the classroom close to the teacher. 6# Evaluati"n/Dia*n",i,/&e.e!iati"n: ?otes to self about teacher (rocedure% student res(onse% and things to fix in the future/

LESSON PLAN #/

Teacher: Elizabeth Sullivan ra!e: 2n! ra!e

Date: //4/2012 Peri"!:

1# $ehavi"ral Ob%ective: As a result of this lesson students will know and/or be able to demonstrate the following... Students will have a solid understanding of 6azz $usic0 the :istor!% 'nstrumentation% $usicians% and $usicalit!. Students will be confident is singing the melodies of Fishin Blues % Alexanders *agtime Band % 't 8ont $ean A "hing 'f 't Aint 7ot "hat Swing % and Bod! G Soul . 2# &e'uire! Pri"r (n")le!*e an! S+ill,: Students must have basic knowledge of how to o(erate a com(uter% and knowledge of imformation from (revious lessons H20D. 3# Stan!ar!, an! -ra.e)"r+,: )heck all that a((l!/ Nati"nal Stan!ar!, Singing &erforming on 'nstruments 'm(rovising )om(osing and arranging *eading and notating +istening to% anal!zing and describing ,valuating music and (erformances -nderstanding relationshi(s between music% the arts and disci(lines -nderstanding music in relation to histor! and culture State -ra.e)"r+, Singing *eading and notation &la!ing 'nstruments 'm(rovisation and com(osition )ritical res(onse &ur(oses and meaning in the arts *ole of artists in communities )once(ts of st!le% st!listic influence and st!listic change 'nventions technologies and the arts 'nterdisci(linar! connections

4# Pr"ce,,e,: $ust include at least . of the following/ )reating &erforming +istening /# A,,e,,.ent: A Short Auiz will be given at the beginning of class% students will (erform four songs learned in (revious classes% and students will be assigned to write a short (aragra(h about a 6azz musician the! find interesting. 0# 1aterial,2 &e3ert"ire2 E'ui3.ent nee!e!: Iuiz worksheets% #eo(ard! board% recordings of Fishin Blues % Alexanders *agtime Band % 't 8ont $ean A "hing 'f 't Aint 7ot "hat Swing % and Bod! G Soul % s(eakers% stereo% and a com(uter lab with internet access. 4# Acc".."!ati"n,/S3ecial Nee!,: Students with attention disorders will be seats at the front of the classroom close to the teacher. 5# Le,,"n Se'uence: a. Activit!3 Activator/4arm -( ,stimated "ime3 C minutes

*efresh students knowledge of Blues% *agtime% Swing and BeBo( with a game of 6eo(ard!. S(lit students into two grou(s for the game. &la! until all Auestions are finished. b. Activit!3 Short Iuiz ,stimated "ime3 9 minutes

7ive students a short multi(le0choice Auiz on 6azz $usical 'nstruments% Blues% *agtime% Swing and Bebo(. c. Activit!3 Singing Songs ,stimated "ime3 < $inutes

*eview singing the chorus of Fishin Blues % Alexanders *agtime Band % 't 8ont $ean A "hing 'f 't Aint 7ot "hat Swing % and Bod! G Soul . See if students are able to sing along with !ou at first. 'f not refresh them b! singing alone and then having them #oin in to re(eat. d. Activit!3 "ri( to the librar! ,stimated "ime3 2. $inutes

:ave students log onto &BS Jids 7oK3 6azz . Ask them to check each section of the website ="imeline% 6oin the 6azz Band% Bandleader% $eet a $usician% and 6azz 7reats>. For homework ask students to look at the &BS Jids 7oK3 6azz website again at home if the! havent seen the whole website. Ask the students to (ick out

a #azz musician that the! find the most interesting on the 6azz 7reats (age and write a short (aragra(h about wh! the! think their chosen musician is interesting

A,,i*n.ent,: Students should write a short (aragra(h about a Famous 6azz musician the! find interesting from the website &BS Jids 7o23 6azz . 6# Evaluati"n/Dia*n",i,/&e.e!iati"n: ?otes to self about teacher (rocedure% student res(onse% and things to fix in the future/