JAZZY ASH STUDY GUIDE
The Broad Stage presents
Jazzy Ash & The Leaping Lizards
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STUDENT MATINEE FRI / OCT 6 / 11 AM GRADES K–2
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JAZZY ASH STUDY GUIDE
Jane Deknatel Director, Performing Arts Center EDUCATION & COMMUNITY PROGRAMS STAFF Ilaan E. Mazzini, Director of Education & Community Programs Alisa De Los Santos, Education & Community Programs Manager Mandy Matthews, Education & Community Programs Associate Sam Sandoval, Education & Community Programs Assistant
THE BROAD STAGE 1310 11th Street Santa Monica, CA 90401 Box Office 310.434.3200 Fax 310.434.3439 info@thebroadstage.com thebroadstage.com Education and Community Programs at The Broad Stage is supported in part by The Herb Alpert Foundation Bank of the West Barbara Herman in honor of Virginia Blywise The California Arts Council Johnny Carson Foundation City of Santa Monica and the Santa Monica Arts Commission The Colburn Foundation The Rosalinde and Arthur Gilbert Foundation Leonard M. Lipman Charitable Fund Los Angeles County Board of Supervisors through the Los Angeles County Arts Commission The Ralph M. Parsons Foundation Sidney Stern Memorial Trust Sony Entertainment Dwight Stuart Youth Fund Ziering Family Foundation, a Support Foundation of the Jewish Community Foundation of Los Angeles.
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EDUCATION & COMMUNITY PROGRAMS Phone 310.434.3560 education@thebroadstage.com thebroadstage.com/education
JAZZY ASH STUDY GUIDE
Greetings from The Broad Stage! Dear Educators,
Interdisciplinary development is at the core of Jazzy Ash’s fun-filled, original tunes. Jazzy Ash and The Leaping Lizards will take students on an interactive journey through New Orleans’ music and culture as they explore topics in social-emotional development such as diversity, self-esteem, friendship and family. Music appreciation and musicianship is an integral part of the experience. As students interact with Jazzy Ash and the band, they develop their music literacy as well. Please take some time to work through some or all of the activities in this guide with your students. Each element of the guide has been developed by musicians and educators to help explain the concepts behind the performance and coincide with subjects you are teaching in your classroom. As always, the activities support the California State and the VAPA Standards with arts integration as the focus. We hope that this guide proves helpful in preparing your students for the presentation. Please don’t hesitate to contact us with questions or ideas. We’ll see you at Jazzy Ash & The Leaping Lizards! Sincerely, Jazzy Ash & The Leaping Lizards Education & Community Programs Staff at The Broad Stage
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We are so excited to bring Jazzy Ash and her band, The Leaping Lizards, to The Broad Stage. Jazzy Ash is a jazz musician, singer and educator who plays for young audiences across the country. In this interactive program, students take a joyous journey through early Black American music. Jazzy Ash uses some of the greatest songs from early black folks music, blues, Ragtime and jazz to teach about the encouraging multicultural story of Jazz in America. Their performance is the perfect collaboration for elementary school teachers (like you!) with curious and capable students.
JAZZY ASH STUDY GUIDE
Contents
Lessons Lesson 1: Introduction to Jazzy Ash & Jazz Music – 5 Handout 1: Hello! From Jazzy Ash – 8 Lesson 2: Jazz Instruments and Shapes – 9 Handout 2: Banjo – 12
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Handout 4: Drums – 14 Handout 5: Saxophone – 15 Handout 6: Trumpet – 16 Lesson 3: Rhythmic Patterns and Body Percussion – 17
Additional Resources Glossary – 20
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Handout 3: Double Bass – 13
JAZZY ASH STUDY GUIDE
Lesson 1: Introduction to Jazzy Ash & Jazz Music Lesson at a Glance Objective: Explore the origin, purpose and relationship between jazz and blues through writing original blues lyrics. Duration: 50 mins Materials: Handout 1: Hello, from Jazzy Ash, map of United States, paper, pencil, whiteboard and markers, internet access to listen to a song Standards: CCSS, Speaking and Listening, Kindergarten, Grade One, Grade Two: 1. Participate in collaborative conversations with diverse partners about kindergarten, grade 1, or grade 2 topics and texts with peers and adults in small and larger groups.
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VAPA Music, Kindergarten: 4.2 Identify, talk about, sing, or play music written for specific purposes (e.g., work, song, lullaby). VAPA Music, Grade One: 3.1 Recognize and talk about music and celebrations of the cultures represented in the school population. VAPA Music, Grade One: 4.2 Describe how ideas or moods are communicated through music. Concepts/Vocabulary: Jazz – American music that is played using a horn section and rhythm section. The musicians often improvise, or make up their own part of a song. People can sing and dance along to jazz music Blues – musical style that tells a story by using repetition and rhymes Culture - The way a group of people live. A person can show others their culture through music, dance, writing, clothing, food and other parts of life Rhythm – patterns of sound and silence Lyrics – words in a song Chorus - a musical section in a song with the same lyrics and melody that repeats after each verse Guiding Questions: Where did jazz music come from? Who plays jazz music? What is the purpose of the blues? How can you share your emotions through music?
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CCSS, Reading Standards for Foundational Skills, Kindergarten: 2.a. Recognize and produce rhyming words.
JAZZY ASH STUDY GUIDE
Lesson Plan Getting Started with Jazzy Ash and Jazz Music! Introduce students to the performer that they will be seeing, Jazzy Ash. Use Handout 1: Hello, from Jazzy Ash to show students her picture and share fun facts. This fall, you and your class will be going to The Broad Stage to a concert of Jazzy Ash and The Leaping Lizards! Jazzy Ash is a jazz musician and singer who plays for young audiences. The music from her childhood inspired her to create her own. Jazzy Ash’s mother is from New Orleans and always played jazz music around the house. Her band, the Leaping Lizards join her to play original New Orleans jazz music with a blend of swing, blues and be-bop. Show students a map of the United States and identify where New Orleans, Louisiana is on the map. Read the description of jazz music below and explain that jazz comes from New Orleans.
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Ask students to reflect on the following questions and discuss with a partner:
What music do you listen to at home? What is your favorite song?
Mini Lesson: Rhyming Rhyming is used in jazz music and the blues. Before listening to a blues song, review with students what makes words rhyme. Start to create a list of words that rhyme as a class. Write down the words on the board and make a list of rhyming words for from which students may choose in the next exercise. Mini Lesson: Blues & Jazz The blues and jazz music go hand in hand. The blues inspired jazz music and is a key element for the musical genre. People sing the blues when they are feeling down, in hopes that singing will make them feel better. The lyrics in a blues song share sadness, but the last line is mostly funny to change the mood around. Listen to Jazzy Ash’s song, “Jazzy Ash Blues” from the album “Home” together. Follow this YouTube link to listen www.youtube.com/watch?v=cBa9XfLs44Q. While listening, ask students to listen carefully to the lyrics and think of what Jazzy Ash is upset about. Ask students to share what they learned from listening to, “Jazzy Ash Blues.” What made Jazzy Ash sad? How did her situation get better? After the song, did you feel happy or sad? Did listening to the blues make you feel better?
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Jazz was born during the early 1900’s in the port city of New Orleans, Louisiana from African American communities who lived there. Jazz is a mix of many different styles of music and instruments from many cultures. Jazz music comes from a musical style called the blues, which Jazzy Ash also uses in her music. There are special rhythms, patterns and improvisation in jazz music that inspires people to sing along and dance. Jazz music is popular during the Mardi Gras celebration in New Orleans and is used to get the crowd excited.
JAZZY ASH STUDY GUIDE
Write Your Own Blues Song TASK: Write and perform original lyrics in the blues musical style. Guide students through writing their own blues song. Writing lyrics to a blues song is similar to writing a poem. Part A (first line) shares the reason for being sad and repeats, Part B (second line) turns the mood around and rhymes with the first line. Share this example from Jazzy Ash’s song, “Jazzy Ash Blues” with your students.
I had some spaghetti, and it fell down on the floor (Part A) I had some spaghetti, and it fell down on the floor (Part A, repeated) So I picked it up, licked it up, and asked for a little bit more (Part B – rhymes with Part A)
After reading this example, ask students the following questions:
What is the singer sad about? How did the singer change their mood? What were the two words that rhymed?
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1. Review the assessment criteria and write it on the board next to the list of rhyming words. 2. Ask students to share something that might make them sad or upset for Part A of the lyrics. 3. Choose a scenario that makes light of the situation from Part A for Part B. 4. Rhyme the last two words of Part A and Part B. Work collaboratively with students to make the last two words rhyme. They can use words from the list they generated. 5. Read or sing the finished poem together as a class.
Assessment Criteria: • Create three lines of lyrics for an original blues song. • Rhyme the last word in both Part A and Part B. • Follow the blues structure: Part A explains your “blues” and Part B turns the situation around. Purpose: To explore the blues and understand the purpose of singing blues music through writing original lyrics. Advanced Ask students to work with a partner to develop three lines for an original blues song. Remind them of the criteria and to refer to the list of rhyming words for help. When finished, ask each pair to read their lyrics aloud to the class. Reflection Questions:
What did you discover about jazz music or the blues? Were you able to change your blue situation into a happy one? How can you use the blues when you are upset about something? Are you inspired to write and finish your blues song?
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Before asking students to write their own lyrics, guide them through writing blues lyrics together as a class.
JAZZY ASH STUDY GUIDE
Handout 1: Hello! From Jazzy Ash Jazzy Ash Jazzy Ash is a jazz musician and singer who plays for young audiences. She often spent summers in New Orleans with her aunts and grandparents, enjoying the culture and music that was played in their neighborhood. The music from her childhood inspired her to create her own! Jazzy Ash is interested in using music to explore her own heritage and educate young audiences. The Leaping Lizards
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Jazz Music Jazz was born during the early 1900’s in the port city of New Orleans, Louisiana from African American communities who lived there. Jazz is a mix of many different styles of music and instruments from many cultures. Jazz music comes from a musical style called the blues, which Jazzy Ash also uses in her music. There are intricate rhythms, patterns, and improvisation in jazz music that inspires people to sing along and dance. Jazz music is popular during the Mardi Gras celebration in New Orleans and is used to liven up the crowd. Fun Facts
• Jazzy Ash lives in Irvine, California. • Jazzy Ash loves to make beignets, a traditional dessert from New Orleans. • Jazzy Ash has two young children of her own.
Information from of www.jazzyash.com
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The Leaping Lizards join Jazzy Ash to play original New Orleans jazz music with a blend of swing, blues and be-bop. All of the band members are professional music educators who hope to teach music literacy to children.
JAZZY ASH STUDY GUIDE
Lesson 2: Jazz Instruments and Shapes Lesson at a Glance Objective: Listen and learn the parts of five key instruments that are played in jazz music and explore the shapes (circle, rectangle, square, triangle, etc.) that make up each instrument. Duration: 90 mins Materials: Paper, pencil, colored pencils or crayons, Handouts 2-6 of instruments, internet access Standards: CCSS, Math, Kindergarten.G.4: Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, difference, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
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CCSS, Math, Grade Two.G.2: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. VAPA Music, Kindergarten: 1.2 Identify and describe basic elements in music (e.g., high/low, fast/ slow, loud/soft, beat). VAPA Music, Grade 1: 1.3 Identify common instruments visually and aurally in a variety of music. VAPA Visual Arts, Kindergarten: 2.6 Use geometric shapes/forms (circle, triangle, square) in a work of art. Concepts/Vocabulary: Instrument – a tool used to make music Trumpet – a small wind instrument made out of metal Saxophone – a medium-sized wind instrument made out of a curved metal Drums – a round percussion instrument with a flat surface that is hit with a hand or a stick Banjo – a string instrument that looks similar to a guitar and is often used to play country music Double Bass – a large four-string instrument that creates a low sound when played Shape – the form of an object Two-Dimensional (2D) – an object that has length and height, but no depth; circle, rectangle, etc. Three-Dimensional (3D) – an object with length, width, and height; cylinder, cube, etc. Guiding Questions: What shapes can we use to draw our own banjo, double bass, drums, saxophone or trumpet? What is the difference between a two-dimensional and three-dimensional shape? What dimension is an instrument when we see it at the theater? THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560
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CCSS, Math, Grade One.G.2: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
JAZZY ASH STUDY GUIDE
Lesson Plan Part 1: What are the instruments played in jazz music? There are many different instruments played in jazz music. In this curriculum, you can introduce your students to five musical instruments. The banjo, double bass, drums, saxophone and trumpet are all instruments that Jazzy Ash and The Leaping Lizards play in their music. TASK: Learn the parts of, listen to and describe the sound of five instruments played in jazz music: banjo, double bass, drums, saxophone and trumpet. First, review what an instrument is with your students.
What is an instrument? Can you name any instruments? Do you know anyone who plays a musical instrument?
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Banjo: www.youtube.com/watch?v=t2u3DRUVSdc Double Bass: www.youtube.com/watch?v=vPbDfF28a4g Drums: www.youtube.com/watch?v=sGr19VI7RAc Saxophone: www.youtube.com/watch?v=czwFtXPWEjw Trumpet: www.youtube.com/watch?v=5A2FZHiMWuc
After listening to each instrument’s sound, ask students to describe what they heard to a partner or the larger group using descriptive words from their vocabulary.
Was the sound of the instrument loud, high, soft, or low? In your own words, describe what the instrument sounded to you. Did you want to move with the music? How was the musician playing the instrument? What family do you think the instrument belongs to? What made you think that?
Assessment Criteria: • Demonstrate being an active listener • Use words and adjectives from vocabulary to describe a sound • Use new concepts to describe how the sound is being produced (e.g. strings, blowing into a mouth piece, striking a surface, etc.) Purpose: To understand how an instrument produces sound and to learn how to explain what you hear.
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There are four different families of instruments: string, woodwind, brass, percussion. They differ based on how they produce sound. Using Handouts 2-6, discuss the banjo, double bass, drums, saxophone, and trumpet together as a class. When reviewing each instrument, listen to what they sound like when played. You can follow the YouTube links below to five short videos.
JAZZY ASH STUDY GUIDE
Mini Lesson: Drawing Lines and Recognizing Shapes Before delving into the activity, lead your students through a mini lesson of recognizing and composing shapes. First, review the difference between two-dimensional and three-dimensional shapes.
What makes a shape 2D? What makes a shape 3D? Name a 2D shape and name a 3D shape.
Pass out pencils and paper to students. Ask them to practice drawing the following on their paper.
• Three types of lines (straight, curved, organic) • Two two-dimensional shapes • Two three-dimensional shapes (advanced)
When finished, ask students to describe their lines and shapes that they drew with a partner. Part 2: Connecting Shapes with Instruments TASK: Name and count the two-dimensional and three-dimensional shapes in the banjo, double bass, drums, saxophone and trumpet in order to draw your own version.
1. Review shapes with your students, and ask them to count the amount of each shape that they see. Keep a list of the shapes on the board. 2. As you review each instrument, ask students to further analyze the shapes based on their knowledge of two-dimensional shapes, three-dimensional shapes, and dividing shapes into halves, fourths, etc. Are there any half circles? Are there three-dimensional circles? If so, what are they called? Are there any rectangles within a larger rectangle? Can you divide a rectangle into smaller rectangles? How many are there? (i.e. banjo neck) After discussing the five instruments, ask students to select a jazz instrument to draw. Write the Assessment Criteria or the directions on the board to reference. 1. 2. 3. 4. 5.
Select a jazz instrument to draw. While looking at the picture, draw the shapes within the instrument. Connect the shapes by drawing lines. Review the criteria below with students. When finished, color your jazz instrument.
Assessment Criteria: • Draw correct amount of shapes in each instrument • Compose shapes in the proper dimension • Partition shapes into correct amount according to the instrument Purpose: Confirm understanding in two-dimensional and three-dimensional shapes through studying musical instruments. Reflection Questions
How successful were you with describing a sound you heard? Were you able to find both two-dimensional and three-dimensional shapes in the instruments? Was it easier to draw the instrument after you knew what shapes to draw? Are instruments in the same family made up of similar shapes? THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560
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Shapes can be found in many objects in nature, even musical instruments. Review Handouts 2-6 of the banjo, double bass, drums, saxophone and trumpet as a class and find all the shapes within the instrument.
JAZZY ASH STUDY GUIDE
Handout 2: Banjo Strings Family
Neck
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Frets
Strings
Rim
Head Bridge
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Handout 3: Double Bass Strings Family
Rib
Fhole
Tailpiece
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Fingerboard
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Handout 4: Drums Percussion Family Crash Cymbal Hi-Hat
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Snare Drum
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Bass Drum
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Handout 5: Saxophone Woodwind Family
Mouthpiece Neck THEBROADSTAGE.ORG/EDUCATION
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Keys Body
Bell
Bow
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Handout 6: Trumpet Brass Family
Valves
Bell THEBROADSTAGE.ORG/EDUCATION
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Lead Pipe
Finger Hook
Mouthpiece Finger Ring
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Lesson 3: Rhythmic Patterns and Body Percussion Lesson at a Glance Objective: Explore different musical patterns (AB and call and response) to better understand rhythm and body percussion. Duration: 60 mins Materials: Whiteboard, markers, internet access Standards: CCSS, Speaking and Listening Grade Two: 1.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. VAPA, Music Kindergarten: 4.1 Create movements that correspond to specific music.
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Concepts/Vocabulary: Pattern – something that repeats Rhythm – patterns of sound and silence Tempo – the speed of a piece of music Call and Response – a musical form where the leader calls one line, and the group responds with either an echo or another complementary phrase Body Percussion – Using your body to add rhythm to a song Guiding Questions: How can we use our bodies to explore rhythmic patterns in jazz music? What are patterns I know from the natural world?
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VAPA, Music Grade One: 1.2 Identify simple musical forms (e.g., phrase, AB, echo).
JAZZY ASH STUDY GUIDE
Lesson Plan Mini Lesson: Patterns Lead a discussion with your students about patterns. What patterns have you noticed in nature? Are there any patterns that you can see in the classroom? What are some ways to make a pattern? Have you heard a pattern in music? Musical patterns are important to jazz music because they help set the rhythm and tempo of a song. Review the definitions of rhythm and tempo with your students and listen to these two songs to further understanding. Rhythm
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Tempo Listen to the different uses of tempo in “When the Saints Go Marching In”. While listening ask students to walk around the room to the tempo of the music (slow or fast). The beginning of the song is slow, but the tempo gets quick after Jazzy Ash adds the swing. After listening, ask your students to describe what they heard. When was the song slow? When was the song fast? Which tempo did you prefer? How did the song make you want to move? Mini Lesson: Call and Response Another pattern used often in music is called call and response. Call and response is a pattern where the leader calls one line and the group repeats the line. Call and response can be done with voice or with movement. Students will learn how to do call and response with movement in the next activity. Listen to Jazzy Ash’s version of “She’ll Be Coming around the Mountain.” Ask students to participate by singing after her call. Listen to “She’ll Be Coming around the Mountain” on YouTube at www.youtube.com/watch?v=-HSdLIGWe5s.
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Listen to “When the Saints Go Marching In” and ask students to move, clap or stomp along to the beat. Help students to find the rhythm first, then see if they could find it on their own. Listen to Listen to “When the Saints Go Marching In” on YouTube at www.youtube.com/watch?v=SWNTt4rMngc.
JAZZY ASH STUDY GUIDE
AB Rhythmic Pattern Explain AB pattern to your students: two things alternating and repeating after each other. Show an example on the board using circles and squares. Ask students to give another example to draw on the board. As an option, you can have students draw their own AB pattern on a piece of paper. TASK: Create and perform original body percussion movements using AB pattern and call and response. Lesson 2 reviewed five key instruments used in jazz music; however, there are some other ways to produce sound as well. Ask students if they know some other ways to make music (voice, clapping, etc.) Make the connection between clapping and stomping to body percussion. Body percussion is using your body to add rhythm or sound to a song. Ask students to arrange themselves in a large circle. First, create a clapping AB pattern with your students. Explain that “A” is one clap and “B” is two claps. Demonstrate the AB pattern to your students, and ask them to join along.
Ask students to create their own AB pattern and share to the class individually starting clockwise around the circle. Students will practice call and response using body percussion and AB pattern. The “lead” student will present their AB pattern and the class will respond by repeating the pattern. Practice call and response four times with each “lead” student. Assessment Criteria: • Body percussion is in the AB pattern • Class responds correctly to the leader’s call Explain to students that their body percussion created rhythm and tempo. These movements can be added to any songs by changing the tempo of body percussion. Purpose: To deepen understanding in musical patterns and learn how to create rhythm and tempo with body percussion. Putting it all together Practice singing call and response and doing body percussion in the AB pattern while listening to Jazzy Ash’s version of “She’ll Be Coming Around the Mountain”. Establish a simple AB pattern with your students (e.g. stomp, double clap) and sing along to “She’ll Be Coming Around the Mountain”. Reflection Questions:
How were you able to perform body percussion? Were you able to do your body percussion with the rhythm of the song? Were you successful at call and response by singing and moving?
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Help students to create a new AB pattern together. Encourage students to use different body patterns to create sound. Some examples are stomping, tapping your knee, etc. Ask students to give an example for “A” and for “B”. Repeat the pattern together as a class.
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Glossary Banjo – a string instrument that looks similar to a guitar and is often used to play country music Blues – musical style that tells a story by using repetition and rhymes Body Percussion – using your body to add rhythm to a song Call and Response – a musical form where the leader calls one line, and the group responds with either an echo or another complementary phrase Chorus - a musical section in a song with the same lyrics and melody that repeats after each verse Culture - the way a group of people live. A person can show others their culture through music, dance, writing, clothing, food and other parts of life Double Bass – a large four-string instrument that creates a low sound when played
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Instrument – a tool used to make music Jazz – American music that is played using a horn section and rhythm section. The musicians often improvise, or make up their own part of a song. People can sing and dance along to jazz music Lyrics – words in a song Pattern – something that repeats Rhythm – patterns of sound and silence Saxophone – a medium-sized wind instrument made out of a curved metal Shape – the form of an object Tempo – the speed of a piece of music Three-Dimensional (3D) – an object with length, width, and height; cylinder, cube, etc. Trumpet – a small wind instrument made out of metal Two-Dimensional (2D) – an object that has length and height, but no depth; circle, rectangle, etc.
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Drums – a round percussion instrument with a flat surface that is hit with a hand or a stick