Instruction

=Today's Lesson Plan (Day 3)=

This is a group work day. All materials are checked out of the library and placed on a cart in the classroom for student use. Compact disks can be played in computers, or on players provided. The instructor makes rounds to be sure appropriate progress is maintained. Students will also listen to a selection recorded by an artist who was active during their assigned style period. A portion of this example will be included in the final multimedia project as a musical style sample of the era

Complete perceptive listening experience Begin research and brainstorm synthesis ideas for script Finish general outline for multimedia script ||
 * ==Jazz Styles Unit - Day 3 Lesson== ||
 * **Objectives:** During this lesson, the students will:
 * 1) improvise to pre-recorded accompaniment track
 * 2) complete perceptive listening form
 * 3) begin research for multimedia (Movie Maker) script (use Jazz Styles Profile sheet)
 * 4) begin outline for multimedia script
 * 5) cite or record sources of all information (use Student Resource Log Sheet)
 * 6) define the following terms: improvisation, instrumentation, scat singing, form (musical) ||
 * **Instructor Preparation:** Copy handouts, gather all instruments and materials, log on to computers, pre-load CD and video for use in opening activities, preset CD of SCJ set to track 17, check and prepare file for closing activity ||
 * **Materials Needed:** Random jazz CD or video, Guitars, MP3 accompaniment track for improvising, handouts, //Smithsonian Collection of Classic Jazz// CD set, //New Grove Dictionary of Jazz//, computers with internet access, note paper ||
 * **Goals:**
 * **Goals:**
 * ==**Activities**==
 * Opening Activity:** Jazz music or a video is playing as class enters - Instructor, "What is improvised music?" Discussion follows about improvisation being a key element of jazz music - "Let's start with a bit of improvisation" Students will improvise using guitars, keyboards or other instruments available in the classroom.

media type="file" key="E minor Short Jam.mp3" width="240" height="20"

**Primary Activity #1:** The group will listen to a representative work from their assigned time period, noting specific characteristics on the Perceptive Listening Guide Sheet.

media type="youtube" key="W232OsTAMo8" height="344" width="425"

The instructor will assist the group using leading questions:
 * 1) Did the economic conditions of the time have anything to do with the size of the band?
 * 2) How much do you think these musicians were paid?
 * 3) What instruments do you hear? Are any soloists featured? Do any parts seem as if they are repeated? How long does the introduction last? When does the improvised solo begin?
 * 4) Did this performer perform during any other stylistic eras?
 * 5) What new and innovative musical techniques were developed by this artist?
 * 6) Where did you get this recording? Did you write down your source?

**Primary Activity #2:** Students will begin synthesis of research ideas, store and cite images, and write a general outline for the multimedia script.


 * Closing Activity:** Students will share what they have accomplished with the instructor and point out successes and difficulties encountered to classmates. Class will view sample multimedia Movie Maker presentation. ||
 * **Assessment:** This is an instructor-assisted work period. Instructor will log group progress and offer remediation and formative suggestions as the groups work. Build-up points will be given for progress as a daily classwork grade. ||
 * **Adaptations / Accommodations:** Teacher's aide will assist students as needed**;** Group A members will read information and notate ideas of visually impaired student; Preferential seating (near stereo speakers) for hearing impaired student and her group. ||

they can use the page to take notes about the musical highlights of the selection. || || suggestions given to groups as the progress through the unit. ||  ||
 * == Jazz Style Unit Documents == ||  ||
 * [[file:Jazz Styles Profile Sheet.doc]] || This document is for use as a general research guide by the student groups. || [[file:personality cultural profile.pdf]] ||
 * [[file:Perceptive Listening Guide Sheet.doc]] || This worksheet is in a timeline format. As students listen to a recording,
 * [[file:Daily Record Sheet.doc]] || This will help the instructor organize daily comments and serve as a reminder of formative
 * [[file:Student Resource Log.doc]] || This log should be kept by student groups as they locate resources they will use for their multimedia presentation. This information is important when they insert resources into the "credits" in Windows Movie Maker || [[file:Resource Worksheet.pdf]] ||
 * [[file:StoryBoard_Blank.doc]] || This is a blank story board page. Use this to outline your script and include rough sketches of pictures for use in your Movie Maker presentation. ||  ||
 * [[file:Primary Activity Worksheet.docx]] || This page is an explanation of the primary activities for this lesson. Use the back of the page to begin the rough draft of the script. ||  ||