Design Guide

Designers for Learning - Adult Learning Zone

Project Requirements

Part 1: Lesson Description

Lesson Title

Abstract

Learner Audience / Primary Users

Educational Use

College & Career Readiness Standards (CCRS) Alignment

Language

Material Type

Learning Goals

Keywords

Time Required for Lesson

Prior Knowledge

Required Resources

Part 2: Lesson

Learning Objectives

Lesson Topics

Context Summary

Relevance to Practice

Key Terms and Concepts

Instructional Strategies and Activities

Warm-Up

Introduction

Presentation / Modeling / Demonstration

Guided Practice

Evaluation

Application

Part 3: Supplementary Resources & References

Supplementary Resources

References

## Part 1: Lesson Description

### Abstract

This lesson is aimed at adults who interrupted their education due to multiple problems. The purpose is to develop reading and writing skills while learning essential information about the musical genre of jazz.

### Learner Audience / Primary Users

My audience learning / primary users are adults who interrupted their education due to multiple problems in their lives (economic deprivation, income to prison, immigration, etc.). The vast majority either have a very vague idea of what is art, music genres, particularly jazz.

### Educational Use

●Curriculum / Instruction

●Informal Education

### College & Career Readiness Standards (CCRS) Alignment

●Subject: CCRS.ELA-Literacy

●Standard Description:

CCR Anchor 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (RI/RL.2.1)

Writing Standards

CCR Anchor 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Write opinion pieces on topics or texts, supporting a point of view with reasons.

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

d. Provide a concluding statement or section. (W.3.1)

English

### Material Type

●Instructional Material

●PDF file with photos

### Learning Goals

The purpose of this lesson is for learners to be able to:

●Answer basic questions related to jazz genre.

●Give its opinion regarding why jazz is considered an American tradition.

●Provide a conclusion regarding the content of the lesson.

### Keywords

●Designers for Learning

●Jazz

35 -40 minutes

### Prior Knowledge

Have prior education

Management skills of reading and writing level immediately above

Meaning of Art and Music

Existence of different musical genres

Meaning of cultural heritage

### Required Resources

Brief history of jazz consulted an encyclopedia

Audio files with representative jazz music excerpts

Projector for the instructor

A printed version of worksheets or handouts for the learners

●Lesson Author: Miguel Ángel Calvo

## Part 2: Lesson

### Learning Objectives

By the end of this lesson, the learner should be able to:

·From the formulation of basic questions about jazz, communicates the answers according to what is stated verbatim in the content of the lesson.

·Given a printed text, identifies the relevant information to enable it to support the conclusions drawn from it.

·It explains in writing why jazz is considered an important part of the American tradition.

·Expresses a conclusion based on the relevant information contained in the lesson.

### Lesson Topics

Key topics covered in this lesson include:

●Where and when jazz was born

●Main features of jazz

●Some important musicians in jazz

●Beyond jazz as a musical genre

### Context Summary

The vast majority of people like music. Some adults have clearly identified the preferred musical genres. This lesson provides an opportunity for adult students with particular characteristics (eg. Immigrants) have the opportunity to meet other musical genres that are valued in the culture they are trying to integrate. In the learning process they will exercise reading and writing skills commensurate with their level of knowledge.

### Relevance to Practice

I think to address issues related to art allows students to appreciate and better understand the society in which they live. Beyond compulsory subjects such as language arts and math, music is an excellent vehicle for educating people. Knowing the origin of a cultural event, like a musical genre, it has a favorable impact on the development of tools for the enjoyment of life and is relevant in the process of development of people.

### Key Terms and Concepts

Cultural heritage.- Cultural Heritage is an expression of the ways of living developed by a community and passed on from generation to generation, including customs, practices, places, objects, artistic expressions and values.

Improvisation - The immediate creation of a melody. Improvisation is central to the jazz art form. Jazz musicians draw on previously learned "vocabulary" to create melodies "in the moment."

Jazz.- Music originating in New Orleans around the beginning of the 20th century and subsequently developing through various increasingly complex styles, generally marked by intricate, propulsive rhythms, polyphonic ensemble playing, improvisatory, virtuosic solos, melodic freedom, and a harmonic idiom ranging from simple diatonicism through chromaticism to atonality.

Music.- An art of sound in time that expresses ideas and emotions in significant forms through the elements of rhythm, melody, harmony, and color.

Musical genre.- A class or category of artistic endeavor having a particular form, content or technique.

New Orleans.- New Orleans is a major United States port and the largest metropolitan area in the state of Louisiana. The city is named after the Duke of Orleans, who reigned as Regent for Louis XV from 1715 to 1723, as it was established by French colonists and strongly influenced by their European culture. It is well known for its distinct French and Spanish Creole architecture, as well as its cross-cultural and multilingual heritage. New Orleans is also famous for its cuisine, music (particularly as the birthplace of jazz), and its annual celebrations and festivals, most notably Mardi Gras, dating to French colonial times. The city is often referred to as the "most unique" in the United States.

Swing - In jazz, swing refers to a type of groove in which notes that are typically given equal rhythmic value are instead performed with unequal durations, alternating long and short, creating a sense of lilt that often elicits a visceral response in the audience such as foot-tapping or head-nodding.

### Instructional Strategies and Activities

#### Warm-Up

Time: 5 minutes

Review.- The teacher asks: Can anyone mention what we reviewed last class?

Audio with jazz music.-The teacher puts an audio with a piece of jazz widely known and question: What musical genre corresponds this melody?... Listen to what students respond and, finally, adds: Did you like?, Have you heard this kind of music before? Today we will review one of the most exciting musical genres he has created man: Jazz. Note: It is suggested to hear an excerpt "Mack the knife" with Louis Armstrong for being a well-known and much swing piece. It can be played on a personal computer, a tablet or even a smartphone, using the Spotify application.

#### Introduction

Time: 8 minutes

Introductory video. - Teacher says that to get an idea of the content of the lesson, will present an introductory video: https://youtu.be/BMgKXbtQwoo [1]

Lesson Aim. - Teacher will present the purpose of the lesson and the importance of music in their lives.

Expectation Outline. - Teacher gives each student the assigned reading entitled: "Jazz, an American tradition." He asks students to review generally the content and think some questions that they believe will be asked when they have finished the lesson. Student reading: Jazz, an American tradition:

Presentation / Modeling / Demonstration

Time: 8 minutes

Guided Reading. - The teacher asks students to read a paragraph at a time, loudly, until the end of the text. During the process the teacher verify that all are reading.

Notes: The teacher can divide the text to read, depending on the number of students. If students are few or, if time permits, the teacher can use the photo album to show to the students some musicians or present some extracts from representative songs of each style or jazz era.

Photo album

Guided Practice

Time: 5 minutes

Creative Thinking Reading / Checklist.- Professor form small groups (2-4 people) and delivers a checklist containing the key concepts of the lesson. Learners should carefully review the lesson. The task of learners is to tap the list points against reading content. The teacher monitors the learner’s practice moving around the classroom and providing immediate feedback on the activity to learners.

Student checklist:

Student checklist (Teacher version):

Evaluation

Time: 8 minutes

Fill gaps. - The teacher delivers a sheet to each student in which paragraphs are blanks. The student must write the words correctly to complete sentences. Students will have a word bank for guidance in resolving the assessment. It should answer in writing two open questions also.

Evaluation (student):

Evaluation (teacher version):

Application

Time: 6 minutes

BrainWriting 6-3-5.- The teacher forms groups of 6 people and asks them to write on a card three ideas to apply what they learned in lesson beyond the classroom and connect with their lives. It provides 5 minutes to perform the task. At the end, each group reads aloud their findings.(This activity can be optional).

## Part 3: Supplementary Resources & References

### Supplementary Resources

Jazz in America: National Jazz Curriculum: http://www.oercommons.org/courses/jazz-in-america-national-jazz-curriculum/view

TLW's Jazzscope™ (Jazz Historyscope): http://historyscoper.com/jazzscope.html

Jazz history database: http://www.jazzhistorydatabase.com/

DownBeat’s Jazz 101: http://www.downbeat.com/default.asp?sect=education&subsect=jazz

### References

[1] In Review of The Cambridge Companion to Jazz by Peter Elsdon, FZMw (Frankfurt Journal of Musicology) No. 6, 2003. Retrieved March 24, 2016 from Wikipedia https://en.wikipedia.org/wiki/Jazz

[2] Cooke, Mervyn; Horn, David G. (2002). The Cambridge companion to jazz. New York: Cambridge University Press. pp. 1, 6. ISBN 0-521-66388-1. Retrieved March 24, 2016 from Wikipedia https://en.wikipedia.org/wiki/Jazz

[3] Luebbers, Johannes (September 8, 2008). Retrieved March 24, 2016 from Wikipedia https://en.wikipedia.org/wiki/Jazz

[4] “The primary instrument for a cultural music expression was a long narrow African drum. It came in various sized from three to eight feet long and had previously been banned in the South by whites. Other instruments used were the triangle, a jawbone, and early ancestors to the banjo. Many types of dances were performed in Congo Square, including the 'flat-footed-shuffle' and the 'Bamboula.'" African American Registry. Retrieved March 24, 2016 from Wikipedia https://en.wikipedia.org/wiki/Jazz

[5] Cooke, Mervyn (1999). Jazz. London: Thames and Hudson pp. 14–17, 27–28. ISBN 0-500-20318-0. Retrieved March 24, 2016 from Wikipedia https://en.wikipedia.org/wiki/Jazz

[6] Jeffrey Hellmer, Director, Jazz Studies, UTAustinX, (January, 2016) MOOC Jazz Appreciation: UTAustinX: UT.8.03x Jazz Appreciation https://www.edx.org/course/jazz-appreciation-utaustinx-ut8-03x

[7] Unknown, (March 15, 2016). Retrieved March 24, 2016 from Wikipedia https://en.wikipedia.org/wiki/Jazz

[8] Lila Wallace-Reader's Digest Fund and the Smithsonian Institution. Retrieved April 11, 2016 from https://www.oercommons.org/courses/american-jazz-heritage-smithsonian-ins

[9] Unknown, (March 22, 2016). Retrieved April 11, 2016 from All about jazz http://news.allaboutjazz.com/the-jazz-story-project-submit-yours-today.php