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Jazz History Handout I Love Jazz Curriculum and Collective Improvisation: Jazz in St. Louis Curriculum Grade Level: 6-9, adaptable to grades 10-12 Time Allotment: Activities may be used as a complete unit or select and utilize individual lessons. Learning Objectives: Introduce students to the American art forms of Jazz and Ragtime Introduce students to several St. Louis activist Jazz and Ragtime Greats Introduce students to Jazz and musical vocabulary Discuss racial issues from the 19th Century to the Present Introduce students to the East St. Louis Race riot of 1917 Discuss racism and stereotyping Show Me Performance Standards Goal 1 - 2, 4, 5, 7, 9 Goal 2 - 1, 2, 4 Goal 3 - 1, 2, 3, 4, 5, 6, 7, 8 Goal 4 - 1, 2 Fine Arts Knowledge Standards - 2, 3, 4, 5 Social Studies Knowledge Standards - 6, 7 Communication Knowledge Standards - 1, 3, 4, 5, 6, 7 Prep for teachers Study and select activities for your students. Prepare to tape the documentary “Collective Improvisation: Jazz in St. Louis” so that students may recheck information. Preview websites used. Copy necessary materials from this curriculum. If necessary, print website information cited for research. Introductory Activity 1 Before watching the show I Love Jazz or the documentary “Collective Improvisation: Jazz in St. Louis” develop a learning focus by discussing authentic American art forms. Introduce and ask for discussion about Clint Eastwood‟s quote "Americans don't have any original art except western movies and jazz". Students should preview the questions so that they can thoroughly complete the Discussion Guide after viewing the documentary. Lesson One The student will: 1. gain an understanding of origins of jazz 2. gain a basic understanding of why jazz is an American art form 3. gain an understanding of basic elements of jazz Jazz History Handout Jazz, an outgrowth of the African American experience, is the first indigenous American style to affect music in the rest of the World. Jazz developed from the African American experience. Although New Orleans is generally credited with the early growth of jazz, this art form was developed simultaneously in other cities, such as St. Louis. New Orleans was a port city with Creole, Caribbean and Hispanic influences as well as a large Black population Jazz joins traits from West African folk music, which had evolved into slave songs and spirituals, and popular European music of the 18th and 19th centuries. Jazz got its rhythm and blues quality from African music, as well as the tradition of playing an instrument as an extension of human voice. European music contributed harmony, which are the chords that accompany a tune, and most of the instruments used in jazz, such as the piano, saxophone and trumpet. Many experts agree that swing rhythm and improvisation are the two most important elements of jazz. Improvisation came from both the West African and European influences. Jazz was developed at a time of extreme discrimination and segregation, so improvisation allowed the artists a voice. The origins of the term Ragtime, an art form that was the precursor of Jazz, is obscure. It is said that the syncopated or "ragged" melody line gave rise to the term. Another view is that the music was first played by itinerant bands dressed in ragged clothing and the music was thus identified as "rag music" and eventually became "ragtime." Ragtime, which first blossomed in the late 1890s, was the creation of itinerant pianists, most of whom were Black, and who lived and traveled throughout the Mississippi Valley. Jazz and Ragtime Vocabulary Bebop: A style of music developed by Charlie Parker, Dizzy Gillespie, and others in the early 1940s and characterized by challenging harmonies and heavily syncopated rhythms that demanded a new standard for instrumental virtuosity and impacted every subsequent style of jazz. 2 Big band: A style of orchestral jazz that surfaced in the 1920s and blossomed as popular music during the Swing Era (1935–50). Also: any ensemble that played this type music (i.e., a band consisting of a brass, woodwind, and rhythm section that played carefully orchestrated arrangements). Boogie-woogie: A musical style characterized by a regular bass figure, an ostinato and the most familiar example of shifts of level in the left hand which elaborates on each chord, and trills and decorations from the right hand. Video Clip on available on www.hectv.org Bossa nova: A musical style developed in the 1960s that combines elements of cool jazz with Brazilian music and features complex harmonies, a steady straight-eighth-note groove, and sensual melodies. Blues: African-American music, developed in the South during the mid-1800s that became the foundation of most American popular music. Brass: A family of musical instruments that includes trumpets, trombones, tubas, and French horns. Call and response: A musical conversation in which instrumentalists and/or vocalists answer one another. Cool: A style of playing characterized by spare lyricism and a relaxed demeanor. First inspired by the understated style of saxophonist Frankie Trumbauer in the 1920s, cool jazz became widespread in the early 1950s. Ensemble: A group of more than two musicians. Free jazz: A style of music pioneered by Ornette Coleman in the late 1950s that shunned Western harmony and rhythm in favor of greater freedom of self-expression. Front line: Collectively, the primary melody instruments in a New Orleans band, namely the trumpet, the trombone, and the clarinet. Groove: A musical pattern derived from the interaction of repeated rhythms. Hard bop: A style of jazz characterized by intense, driving rhythms and blues-based melodies with a bebop sensibility. Harmony: The chords supporting a melody. Horn section: A grouping of musical instruments in a band or orchestra that generally includes saxophones, trumpets, and trombones. Improvisation: The impromptu creation of new melodies to fit the structure of a song 3 Ostinato: A musical phrase that is repeated over and over, generally by the bass. Percussion: A family of instruments generally played by striking with hands, sticks, or mallets. Ragtime: A musical precursor of jazz, generally played on the piano, that appeared in the first years of the 20th century and that combined European classical technique with syncopated rhythms, which were said to “rag” the time. Rhythm: The organized motion of sounds and rests; the patterned repetition of a beat or accent that drives a musical piece forward. Rhythm section: A grouping of instruments that provide the rhythmic and harmonic structure in band or orchestra; usually the drums, bass, and piano. Riff: A short, repeated musical phrase used as a background for a soloist or to add drama to a musical climax. Solo: The act or result of a single musician improvising, usually within the structure of an existing song. Stride: A style of playing piano in which the left hand covers wide distances, playing the bass line, harmony, and rhythm at the same time, while the right hand plays melodies and intricate improvisations. Video Clip on available on www.hectv.org Swing: The basic rhythmic attitude of jazz; based on the shuffle rhythm. Also: a style of jazz that appeared during the 1930s and featured big bands playing complex arrangements. Syncopation: The act of placing a rhythmic accent on an unexpected beat. Woodwind: A family of musical instruments that includes saxophones, clarinets, flutes, oboes, and bassoons. Adapted from the NEA Jazz in Schools website, http://media.jalc.org/nea/lesson1/glossary.php?uv=s Discussion Questions Why is jazz an American art form? Could it have developed in a different country or at a different time in history? What aspects of New Orleans and St. Louis lead to the development of jazz? What aspect of jazz makes it a unique form of self-expression? How did improvisation relate to historical events of the time? 4 Learning Activity: Activity Set One: Multi-Media Presentations Materials Needed: documentary “Collective Improvisation: Jazz in St. Louis”, students‟ partially completed copies of the Discussion Guide and Vocabulary Words. Watch the documentary “Collective Improvisation: Jazz in St. Louis” Complete and discuss Discussion Guide. Review Vocabulary Words. Using a variety of sources, Cable television, Internet, books, magazines and music, have students prepare a Multi-Media Presentation of history of Jazz. A sampling of the Vocabulary Words should be present in the presentation. Lesson Two The student will: 1. Understand economic and social factors contributing to the Great Migration. 2. Follow the pattern of the Great Migration through maps and demographics. Great Migration In 1910, seven million of the nation's eight million African Americans resided in the rural South. But over the next fifteen years, more than one-tenth of the country's Black population would voluntarily move north; The Great Migration, which lasted until 1930, had begun. This came about for a variety of reasons. The first reason was financial. Cotton had been King in the South for centuries, but beginning in 1913, a series of calamities devastated the crop. World cotton prices fell, a boll weevil infestation began in Texas and moved East, covering vast areas, and finally in 1915, severe floods inundated the Mississippi Valley. These factors combined to ruin the Black sharecroppers and tenant farmers who already struggled due to Jim Crow Laws and discrimination. Many fell deeply into debt or lost everything. The second reason was World War I, which pulled millions of men into the Armed Services and reduced immigration. The resulting severe labor shortage had to be met, and the South, with its Black sharecroppers and tenant farmers reeling from the cotton catastrophe, became prime recruiting territory. Several railroad companies were so desperate for employees that they actually paid African Americans' travel expenses to the North.
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