JAZZ FOR KIDS STUDY GUIDE
The Thelonious Monk Institute and The Broad Stage present
Jazz For Kids
13 / 14 SEASON
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Student Matinee
FRI / MAR 28 10 AM THE BROAD STAGE AT THE SANTA MONICA ARTS CENTER 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560
JAZZ FOR KIDS STUDY GUIDE
EDUCATION AND OUTREACH STAFF Amy Kirkland, Associate General Manager Carolyn Palmer, Artistic Programming Manager Alisa De Los Santos, Education and Outreach Coordinator Klarissa Leuterio, Education and Outreach Assistant Jackie Rosas, Education and Outreach Assistant CONSULTANTS Kenneth Harrison, Curriculum Writer Jonathan Ng, Designer
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Education and Outreach at The Broad Stage is supported in part by Austin and Virginia Beutner, Eisner Foundation, Los Angeles County Board of Supervisors through the Los Angeles County Arts Commission, City of Santa Monica and the Santa Monica Arts Commission, Herb Alpert Foundation, John W. Carson Foundation, The Rosalinde and Arthur Gilbert Foundation, The Green Foundation, SMC Associates, Matthewson Charitable Trusts, The Roth Family Foundation, Bank of the West, the Ralph M. Parsons Foundation and the Dwight Stuart Youth Fund.
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13 / 14 SEASON
EDUCATION & OUTREACH Phone 310.434.3560 education @thebroadstage.com thebroadstage.com/artsed
JAZZ FOR KIDS STUDY GUIDE
Greetings from The Broad Stage! Dear Educators, We are proud to partner with The Thelonious Monk Institute to present Jazz for Kids to you and your students this season! The Institute is dedicated to “nurturing and recognizing musical greatness” and has expanded into a forum for competition, recognition and education that makes jazz accessible in concert halls and classrooms around the world. In this performance, seven excellent young musicians will share their instruments and love of jazz music with your students.
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In preparation for the performance, we ask that you take a few minutes to look through this study guide. It contains teaching resources for you to use in your classroom and each lesson is based on California Core and VAPA State Standards. Our hope is to support your efforts not only in preparing students for this particular program, but in integrating the arts into other aspects of your students’ day to day learning process. Thank you for taking this journey with us and for your continued dedication to your students’ academic development. We’ll see you at Jazz for Kids! Sincerely, Alisa De Los Santos Education & Outreach Coordinator Delossantos_Alisa@smc.edu
Klarissa Leuterio Education & Outreach Assistant Leuterio_Klarissa@smc.edu
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Ever heard of Louis Armstrong? Ella Fitzgerald? Herbie Hancock? Sonny Rollins? There are just a few of the greats of jazz whose music is explored in this study guide and performance. While jazz can sometimes feel a bit difficult to follow and even more difficult to play, this program and accompanying guide will get your students actively involved in “scat singing”, following the form of the music and joining the musicians in exploring the beat, tempo, melody, variations and dynamics.
CONTENTS
Contents Lesson 1: A Listening Journey Worksheet 1: Our Jazz Band Worksheet 2: Listening Map
Lesson 2: Jazz Vocabulary – Can You Dig It? Worksheet 3: Don’t Mean A Thing
Lesson 3: Liner Notes
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Appendix Additional Listening Resources California State Standards
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Worksheet 4: Liners
LESSON 1
A Listening Journey (45 minutes, Pre-Show) Grade Levels 2-4 Materials: Worksheet 1: Our Jazz Band, Worksheet 2: Listening Map, pen or pencil, coloring supplies Goals: 1) Students will be introduced to the instrument that they will hear during the concert. 2) Students will be introduced to the forms of jazz tunes and performances.
PART 1 Engagement Tell students that they are coming to see a show at The Broad Stage in Santa Monica called “Jazz for Kids”.
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Play a well-known example of jazz music (See Appendix for suggestions). Explain that you can think of a jazz tune as a journey, with different parts of the trip going fast or slow, being loud or soft and including different instruments.
PART 2 Activity Distribute Worksheet 1: Our Jazz Band. Show students each of the different instruments that they will be hearing during the performance. Talk about the similarities and differences between instruments. Use the Appendix for listening examples to play for the students so they may hear the way each instrument sounds. (Wikipedia is a great listening resource for individual instruments). Distribute Worksheet 2: Listening Map Remind students that a jazz tune is like a journey and tell students that we are going to map our journey through “It Don’t Mean a Thing”, as sung by Louis Armstrong and Duke Ellington Explain the directions to students. Please note: the Teacher Key is the completed Worksheet for you reference. The “dynamics” labels are not filled in because they are subject and students may hear them differently – so do musicians! Use Worksheet 1 as a reference for instruments and complete Worksheet 2. Share about the experience of mapping out your jazz journey.
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Ask students if they have ever heard any Jazz music.
LESSON 2
Jazz Vocabulary – Can You Dig It? (45 minutes, Pre or Post-Show) Grade Levels 2-4 Materials: Method of playing music (ie, laptop or CD player,) Worksheet 3: Don’t Mean A Thing, Additional Listening Resources (appendix) Goals: 1) Students will become familiar with jazz vocabulary. 2) Students will listen to and create their own “scat singing”.
PART 1 Engagement Explain that a lot of jazz is performed without singers. Jazz musicians invented a new way of singing called “Scat” – translation of the jazz rhythms that musicians play into ‘nonsense words’.
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Ask students what kind of sounds and singing they heard. Give examples. Model the following examples of scat, having the students repeat and guess what instrument it represents: Drums: ding-chicka-ding-chicka-chicka-ding-ding-chicka-ding Bass: ba-boom-boom-boom-boom-boom-boom-boom-digata-boom Piano: bop-um-bop-um-bam-uh-uh-sha-pow Horns: zap-uh-uh-zap-shop-shadoolabop
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Play a few examples of scat from the Additional Listening Resources.
LESSON 2
PART 2 Activity Listen to Louis Armstrong and Duke Ellington’s recording of “It Don’t Mean a Thing (If It Ain’t Got That Swing)” (Beginning until 2:15) as a class. Distribute Worksheet 3: Don’t Mean a Thing. Ask students if anyone has ever seen music printed before. Explain that this is called “sheet music” and musicians read the notes in the same way that we read a book. The higher the note is on the lines (called a scale), the higher it sounds to us. Listen to the first few lines of “It Don’t Mean a Thing” again (0:55 – 1:15) and sing along using the sheet music as a guide. (You can sing the “doo-wah” part as well!) Explain that jazz musicians sometimes use what they call “Call and Response”. The singer will sing a line (It don’t mean a thing if it ain’t got that swing) and then there will time in the music for the audience to respond with the same line (It don’t mean a thing if it ain’t got that swing). Play the recording again, from 0:55 – 1:15 seconds, and this time, repeat back what Louis Armstrong sings right after he says it.
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Challenge students to use what they know about Scat singing. Play the same part again, but this time, only use scat singing to “respond” to the line that Louis Armstrong sings. Ask for volunteers and have a few different students scat on their own in response to the recording. Discuss with the class the different sounds and nonsense syllables that students come up with. Ask student volunteers for feedback on scat singing. Did they find it difficult or easy to think of the sounds? Why?
If you and your students have some background in music or feel comfortable with the above exercises, try this: Play the last part of “It Don’t Mean a Thing” (2:15 – End) and count out how many eight counts are in the music (20 counts of 8). An eight count is a set of eight beats (think of a beat as a foot tap). Divide the room into two groups or take a few volunteers who feel comfortable with scat singing. Challenge students to “Trade 8’s” (each group or student scats for 8 counts before the next group takes over for 8 more) back and forth between groups or between volunteers as you play the music (2:15-End).
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Ask the students if they found that easy or hard. Why?
LESSON 3
Liner Notes (45 minutes, Post-Show) Grade Levels 2-4 Materials: Worksheet 4: Liners, pens or pencils Goals: 1) Students will review the performance of Jazz for Kids by creating their own Line Notes
PART 1 Engagement Distribute Worksheet 4: Liners to students. Point out the images of a record and record player on the Worksheet. Explain that this was the way that people listened to music before iPods and iTunes.
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PART 2 Activity Complete the worksheet individually, in small groups or as a class. Share student responses with the class.
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Explain that jazz was recorded, reproduced, and sold on albums. Inside the album there were “liner notes,� which gave information about the record, like credits for everyone involved, song lyrics, and sometimes critiques opinions about the performance.
WORKSHEET 1
Our Jazz Band
drums
trumpet
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piano
trombone
bass vibraphone
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saxophone
WORKSHEET 2
Listening Map
End
Directions: Listen to the recording of “It Don’t Mean a Thing” and fill out the map according the key below: Instruments: When you hear these instruments, color the map: Piano = yellow Trumpet = green Voice = red Saxophone = blue Form: Label the following when they happen: Introduction, verse, chorus, instrumental
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Dynamics: Label the parts of the map when you hear: Quiet = p Less quiet = mp Louder = mf Very loud = f
Instruments: Form: Dynamics:
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WORKSHEET 2
Instrumental
Verse
Chorus Verse
Chorus
Chorus
Verse
Start
Intro
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End
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Listening Map - Teacher Key
WORKSHEET 3
Don’t Mean a Thing
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WORKSHEET 4
Liners Directions: Fill in the Liner Notes below using your thoughts and the word bank.
Today I heard the _____________________ perform jazz music! This institute was named after the famous jazz pianist, _______________, who helped to create the style 13 / 14 SEASON
and composer of great tunes such as Watermelon Man and Cantaloupe Island is ___________. If I were to compose a jazz tune with my favorite fruit in the title, it would be called______________. Other than the piano, I also heard music played on the ______________, the ___________, and the ____________. I really enjoyed the way the _____________ played ________________. My favorite piece today was __________ because ____________. I also heard_______________. WORD BANK: Thelonius Monk Institute Jazz Ensemble Thelonius Monk Herbie Hancock bass
drums vibraphone trumpet tenor saxophone trombone
Coastin Cantaloupe Island Tenor Madness The Muppet Show Theme
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of jazz known as be-bop. Another famous jazz pianist
ADDITIONAL LISTENING RESOURCES
Additional Listening Resources LISTENING RESOURCES Below are links to a few of the pieces played during the performance. “It Don’t Mean a Thing” (Louis Armstrong and Duke Ellington) https://www.youtube.com/watch?v=h2iEulpX910 “Blue Skies Smiling at Me” (Ella Fitzgerald) https://www.youtube.com/watch?v=nB-xqDZbEVQ How High the Moon (Ella Fitzgerald) http://www.youtube.com/watch?v=T8Ji4uG4cac Oop Bop Sha Bam (Dizzy Gillespie) http://www.youtube.com/watch?v=LSC0zze3dz0 Dinah (Louis Armstrong) http://www.youtube.com/watch?v=P3fGrQYHHBI Scatman http://www.youtube.com/watch?v=3cnQCk0u49w Below are links to a few of the pieces played during the performance.
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Herbie Hancock’s “Canteloupe Island” https://www.youtube.com/watch?v=8B1oIXGX0Io “Tenor Madness” https://www.youtube.com/watch?v=S46dhVcYWpY
Exploring Instruments Carnegie Hall’s - Britten’s Young Person’s Guide to the Orchestra Game: http://www.carnegiehall.org/Article.aspx?id=4294972032 Carnegie Hall Toolbox – Music resources for grades K-3: http://www.carnegiehall.org/toolbox/ Instrument information and demonstration: http://www.philharmonia.co.uk/explore/make_music; http://www.philharmonia.co.uk/explore/instruments Wikipedia has audio clips that feature specific instrument solo, for example: https://en.wikipedia.org/wiki/piano
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“Coastin’”- original composition by Monk Institute band member Miro Sprague https://www.youtube.com/watch?v=h2DeiQZuvnQ (first tune on the clip)
JAZZ FOR KIDS STUDY GUIDE
VAPA and California Common Core Standards LESSON 1
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Grade 2 VAPA 1.0 ARTISTIC PERCEPTION
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
Listen to, Analyze, and Describe Music 1.5 Identify visually and aurally individual wind, string, brass, and percussion instruments used in a variety of music.
d. Explain their own ideas and understanding in light of the discussion.
4.0 AESTHETIC VALUING Analyze and Critically Assess
Grade 4
4.1 Use the terminology of music in discussing individual preferences for specific music. Derive Meaning 4.3 Identify how musical elements communicate ideas or moods.
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SPEAKING & LISTENING
SPEAKING & LISTENING 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. b. Follow agreed-upon rules for discussions and carry out assigned roles.
1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways listening to others with care, speaking one at a time about the topics and texts under discussion).
d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. Grade 3 VAPA 4.0 AESTHETIC VALUING 4.3 Describe how specific musical elements communicate particular ideas or moods in music. COMMON CORE SPEAKING & LISTENING 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
Grade 5 COMMON CORE SPEAKING & LISTENING 1. Engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
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COMMON CORE
COMMON CORE
JAZZ FOR KIDS STUDY GUIDE
VAPA and California Common Core Standards LESSON 2
Grade 4 COMMON CORE
Grade 2 VAPA
SPEAKING & LISTENING
2.0 CREATIVE EXPRESSION 2.4 Improvise simple rhythmic and melodic accompaniments, using voice and a variety of classroom instruments. COMMON CORE SPEAKING & LISTENING 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
13 / 14 SEASON
b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. Grade 3 COMMON CORE SPEAKING & LISTENING 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. Grade 5 COMMON CORE SPEAKING & LISTENING 1. Engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion.
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a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways listening to others with care, speaking one at a time about the topics and texts under discussion).
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
JAZZ FOR KIDS STUDY GUIDE
VAPA and California Common Core Standards LESSON 3
Grade 4
Grade 2
COMMON CORE
COMMON CORE
SPEAKING & LISTENING
SPEAKING & LISTENING 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways listening to others with care, speaking one at a time about the topics and texts under discussion).
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
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Grade 3 COMMON CORE
Grade 5
SPEAKING & LISTENING
COMMON CORE
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion.
SPEAKING & LISTENING 1. Engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
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c. Ask for clarification and further explanation as needed about the topics and texts under discussion.