Lesson #2

LESSON #2

Introduction to

Traditional Jazz, Part 2

This lesson supports the following GOALS:

[Goal #1] Students will gain an appreciation of traditional jazz and the continuing value of this music.

[Goal #2] Students will become acquainted with the variety of styles within the traditional jazz genre, and with some of its major figures.

This lesson supports the following OBJECTIVES:

1.1 Students will become acquainted with what well-played traditional jazz sounds like.

2.1 Students will become acquainted with the common elements of traditional jazz styles.

2.2 Students will become acquainted with the differences among traditional jazz styles.

RATIONALE: To properly appreciate/perform this music, students need to understand the variety of approaches to traditional jazz performance.

NATIONAL STANDARDS SUPPORTED: See Appendix C.

KIT COMPONENTS:

■ Audio tracks:

• Track 1, “It All Belongs To Me” by Eddie Metz and his Gang

• Track 8, “Careless Love” by Dr. Michael White

• Track 18, “Big Bear Stomp” by South Frisco Jazz Band

■ Style Guide

■ Appendix B: Advocating the Tradition

ACTIVITY (app. 35 minutes):

1. Share with the students the definition of traditional jazz in the Style Guide, stressing the concept of polyphonic improvisation, and briefly discuss the role of the “front line” instruments (app. 10 minutes):

■ Trumpet: states the melody (embellished)

■ Clarinet: weaves a counter-melody generally above the trumpet

■ Trombone: weaves a counter-melody generally below the trumpet

2. Play the three online audio tracks, naming each style (Mainstream; New Orleans Revival; San Francisco). (app. 15 minutes)

3. Have the students “compare notes” on what they have heard. What stylistic common denominators did they hear? What stylistic elements changed across the three tracks? (app. 5 minutes)

4. Ask the students what differences they hear between traditional jazz and later jazz styles such as bebop, hard bop, and fusion. (app. 5 minutes)

Note: Use Appendix B (“Advocating the Tradition”) as necessary to help you break through the common “newer is better” mindset.

EVALUATION: Did the students react positively to the audio tracks? Can they hear the differences between the styles?

ADDITIONAL ACTIVITIES: The Resource Guide in this Kit lists many web sites, publications, and sources of recordings for further student exploration.