WebQuest-Musicians in the Jazz Idiom

A WebQuest for High School Jazz Students (Music)

Designed by

Alyssa [email protected]

Based on a template from The WebQuest Page

Musicians in the Jazz Idiom[ ]

Louis Armstrong

The International Association for Jazz Education has contacted us to help them make MySpace pages for well-known jazz musicians. With the internet, and especially MySpace, becoming a normal part of almost everyone’s life, the IAJE is hoping to educate more people about the great musicians in Jazz through the mode of a MySpace profile. Your job is to choose one Jazz musician and research their life and music, putting the final result in a profile format and presenting the information to the committee (our class) to choose whose profile will be featured on our local IAJE Wall.

Introduction[ ]

Thelonius Monk

You will be working in pairs to complete these profiles with each person taking one of two jobs. The Biographer will compile information about the musician’s life, while the Music Analyst will listen to two or three pieces of music that the musician composed or played quite a bit looking at the form, tempo, and other musical elements.

This project will be compiled into a MySpace page (though not on MySpace.com) that is created in Microsoft Publisher, allowing you to adjust the “background” and other elements of the page. The Biographer will be responsible for most of the main page, while the Music Analyst will be in charge of blogs describing the music. You will then present your information to the committee including information about your musician and short excerpts of the music you researched.

The Task[ ]

Dave Brubeck

The Biographer will use the websites listed to find information about their chosen Jazz musician.That information includes (but is not limited to):

•dates lived•schools attended (if applicable)•cities they performed in (most of the time)•influences•bands they played with or started•other jazz musicians they played with•jazz era(s) they played in• if they influenced an era of music, style, soloing style, or other jazz musician•historical events in their life that may have affected their music

The Process for the Biographer

Websites for the Biographer to use:•http://www.pbs.org/jazz/biography/•http://www.npr.org/templates/archives/archive.php?thingId=10002•http://www.npr.org/templates/archives/complex_archive.php?listIds=1105:10002&title=Jazz%20%26%20Blues%20Music%20Interviews%20%26%20Profiles•http://www.satchmo.net/•http://vegasjazz.org/modules.php?name=Content&pa=list_pages_categories&cid=1•http://www.jass.com/•http://www.pbs.org/jazz/time/•http://www.neajazzintheschools.org/artists/index.php?uv=s

Process (Music Analyst)

[ ]

The Music Analyst will use the websites listed to find two to three pieces that their Jazz musician is known for composing or playing quite a bit. You will need to listen to theses pieces and listen for the form, tempo, style, solo features and other musical elements you notice. This information will be added to the blog section of the project.

The Process for the Music Analyst

Websites for the Music Analyst to use:•http://www.pbs.org/jazz/biography/•http://www.npr.org/templates/archives/complex_archive.php?listIds=1105:10002&title=Jazz%20%26%20Blues%20Music%20Interviews%20%26%20Profiles•http://www.pbs.org/jazz/lounge/•http://www.neajazzintheschools.org/listen/index.php?uv=s•http://www.neajazzintheschools.org/artists/index.php?uv=s

[ ]

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page] EvaluationExample:

Jazz Musicians

CATEGORYGreat Job! (10 of 10 pts.) Good (8 of 10 pts.)

Doing Okay (6 of 10 pts.)

Needs Work (4 or less of 10 pts.

Required Elements The page includes all required elements as well as additional information.

All required elements are included on the page.

All but 1 of the required elements are included on the page.

Several required elements were missing.

Content ‐ Accuracy At least 7 accurate facts are displayed on the poster.

5‐6 accurate facts are displayed on the poster.

3‐4 accurate facts are displayed on the poster.

Less than 3 accurate facts are displayed on the poster.

Page Appearance The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Knowledge Gained Student can accurately answer all questions related to facts in the page and processes used to create the page.

Student can accurately answer most questions related to facts in the page and processes used to create the page.

Student can accurately answer about 75% of questions related to facts in the page and processes used to create the page.

Student appears to have insufficient knowledge about the facts or processes used in the page.

[ ]

Through this project, you have now learned about a jazz musician from the past while researching their biography and listening to their music. Your presentation to the committee (our class) should include much of the biographic information found as well as short excerpts and explanations of the musical selections you choose. Be prepared to answer any questions from the committee about your selected musician, too.

Conclusion [ ]

John Coltrane

Photo Credits:Louis Armstrong‐ photo by flickr: discoverblackheritageThelonius Monk‐ photo by flickr: zach alarconDave Brubeck‐ photo by flickr: InkyhackRecord Player‐ photo by flickr: photocoyoteJohn Coltrane‐ photo by flickr: scarlatti2004Piano side bar‐ photo by Alyssa Hill

A template for this WebQuest was found at: The WebQuest Page Other WebQuests can be found at: The WebQuest Slideshare

Credits & References[ ]

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

A WebQuest for High School Jazz Students (Music)

Designed by

Alyssa [email protected]

Based on a template from The WebQuest Page

Evaluation

Teacher Script

Conclusion

Musicians in the Jazz Idiom(Teacher)

Louis Armstrong

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

This lesson was designed as part of my Educational Technology and Assessments class at Colorado State University that teaches how technology can be incorporated into the classroom and aid in teaching.

This lesson is designed to help students relate to some of the Jazz musicians and composers they are exposed to through recordings or playing their music in the Jazz ensemble. The music history aspect is brought in as students research biographical and historic events of the Jazz musician’s life. Music theory is included as the students analyze the general form and style of a few pieces by the Jazz musician they selected.

Evaluation

Teacher Script

Conclusion

Introduction (Teacher)

Thelonius Monk

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

This lesson was designed for a high school jazz ensemble. Music theory, music history, and general U.S History are all included in this assignment. This assignment could also be used for musicians and composers in other areas of music, as well.

Students should have a general understanding of musical forms, Jazz history, and be able to use Microsoft Publisher to complete this lesson. If need be, possibly have a computer teacher come in to explain how Publisher works before starting this lesson.

Evaluation

Teacher Script

Conclusion

Learners (Teacher)

Dave Brubeck

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

Students will gain knowledge of Jazz performers and composers through their research and study of Jazz music.

Music Education Standards Addressed

•Students will listen to, analyze, evaluate, and describe music. (Standard 4)•Students will relate music to various historical and cultural traditions. (Standard 5)

This lesson also includes a little bit of U.S. History, as well. The “Biographer” will have to draw conclusions on how some of the historical events of the time may have affected the composer or player. The “Music Analyst” will have to put themselves of the performer or composer to try to accurately portray what they may have felt while composing or playing a certain piece while also comparing different pieces.Evaluation

Teacher Script

Conclusion

Curriculum Standards (Teacher)

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

This lesson will probably take about 3 class sessions: two for researching and meeting with groups to organize, and one for presenting (so long as the presentations do not take too long.

In making pairs, first let students try to pair themselves. You could also form pairs by finding out if students have a preference on who they research and group students together that want to research the same person.

Basically any teacher could do this project, regardless of experience. I decent knowledge base of how to use Microsoft Publisher would be helpful.

VariationsThis lesson could also be done with other styles of music and those composers. Giving this project slightly shortened (i.e. just one “role”) as an at home project with one day of in class presentations could keep the students playing music rather than researching.

Evaluation

Teacher Script

Conclusion

The Process (Teacher)The Biographer will use the websites listed to find information about their chosen Jazz musician.That information includes (but is not limited to):

•dates lived•schools attended (if applicable)•cities they performed in (most of the time)•influences•bands they played with or started•other jazz musicians they played with•jazz era(s) they played in• if they influenced an era of music, style, soloing style, or other jazz musician•historical events in their life that may have affected their music

The Music Analyst will use the websites listed to find two to three pieces that their Jazz musician is known for composing or playing quite a bit. You will need to listen to theses pieces and listen for the form, tempo, style, solo features and other musical elements you notice. This information will be added to the blog section of the project.

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

Access to a computer lab with Microsoft Publisher is necessary for this lesson.

Here are the resources the students will be using for their research:

http://www.pbs.org/jazz/biography/http://www.npr.org/templates/archives/archive.php?thingId=10002http://www.npr.org/templates/archives/complex_archive.php?listIds=1105:10002&title=Jazz%20%26%20Blues%20Music%20Interviews%20%26%20Profileshttp://www.satchmo.net/http://vegasjazz.org/modules.php?name=Content&pa=list_pages_categories&cid=1http://www.pbs.org/jazz/lounge/http://www.jass.com/http://www.pbs.org/jazz/time/http://www.neajazzintheschools.org/listen/index.php?uv=shttp://www.neajazzintheschools.org/artists/index.php?uv=s

Just one teacher in the room should be enough, but if your students are unfamiliar with Microsoft Publisher you may want to have another person that is familiar with the program to help answer any questions that may come up on how to use it.

Evaluation

Teacher Script

Conclusion

Resources (Teacher)

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

To ensure that your students actually did learn about the Jazz musician they researched, be sure to ask questions about general biographic information, including the Jazz era they played in, what historic events were happening at the time, etc. and also about the music they were required to analyze, as well.

Evaluation

Teacher Script

Conclusion

Evaluation (Teacher)

Jazz Musicians

CATEGORYGreat Job! (10 of 10 pts.) Good (8 of 10 pts.)

Doing Okay (6 of 10 pts.)

Needs Work (4 or less of 10 pts.

Required Elements The page includes all required elements as well as additional information.

All required elements are included on the page.

All but 1 of the required elements are included on the page.

Several required elements were missing.

Content ‐ Accuracy At least 7 accurate facts are displayed on the poster.

5‐6 accurate facts are displayed on the poster.

3‐4 accurate facts are displayed on the poster.

Less than 3 accurate facts are displayed on the poster.

Page Appearance The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Knowledge Gained Student can accurately answer all questions related to facts in the page and processes used to create the page.

Student can accurately answer most questions related to facts in the page and processes used to create the page.

Student can accurately answer about 75% of questions related to facts in the page and processes used to create the page.

Student appears to have insufficient knowledge about the facts or processes used in the page.

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

This WebQuest was designed in a way that the teacher does not really have to guide students through the process, but if a student gets stuck, help them search the websites for the information they are looking for. You may need to provide a list of Jazz musicians to start with so the students don’t feel so overwhelmed when looking at some of the lists of musicians.

This page is linked to the Process segment off of the Teacher Page

Evaluation

Teacher Script

Conclusion

Teacher Script (Teacher)

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

This lesson will help students understand Jazz musicians better as they delve into the lives and music their chosen Jazz musician was immersed in. The history of Jazz should be revealed as each group presents their information (as long as there is a diverse selection of musicians) and different Jazz styles will be discussed. A little bit of U.S History should be included as well and it’s relationship to the Jazz musicians at that time.

Evaluation

Teacher Script

Conclusion

Conclusion (Teacher)

John Coltrane

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

Evaluation

Teacher Script

Conclusion

Credits & References (Teacher)

Photo Credits:Louis Armstrong‐ photo by flickr: discoverblackheritageThelonius Monk‐ photo by flickr: zach alarconDave Brubeck‐ photo by flickr: InkyhackRecord Player‐ photo by flickr: photocoyoteJohn Coltrane‐ photo by flickr: scarlatti2004Piano side bar‐ photo by Alyssa Hill

A template for this WebQuest was found at: The WebQuest Page Other WebQuests can be found at: The WebQuest Slideshare