Name: ______Do Now
March 18, 2006Jazz Studies -
Do Now #1
Welcome to Jazz Studies!
Objective:
1. I will be able to describe the evolution of hip-hop from jazz and identify what all these types of music have in common.
Essential Question: “Who invented hip-hop?”
Dear 2011,
I am thrilled to be able to teach you one of my FAVORITE subjects at Saturday school this spring. Jazz studies is such an important subject for us to be studying for a bunch of reasons. First, all of you will one day be a part of the GCP jazz band. Second, when we go to New York this summer, we will be seeing many of the places where jazz was born! Third, like film studies, this is another chance you have to take a college style class right now! Plus, in jazz studies we get to listen to an incredible amount of amazing music. And that’s just fun.
Let’s get started.
- Mr. Lindy
Fill in the blanks below.
1. The name of this Saturday school course is ______.
2. This subject is incredibly important because all of us will one day play in the ______.
3. We will also visit many of the places we study in ______.
4. This class is also another example of a ______class that we can take right now.
For each of the following statements, circle either “agree” or “disagree.”
1. Jazz in noise.AgreeDisagree
2. Jazz is music that is always different.AgreeDisagree
3. Jazz is an American art-form.AgreeDisagree
4. Jazz is revolutionary.AgreeDisagree
5. Jazz is the same as hip-hop.AgreeDisagree
6. Jazz is new and old.AgreeDisagree
Above and Beyond: On the back of this page, explain each of your decisions in at least one complete sentence.
Name: ______Classwork
March 18, 2006Jazz Studies -
Day #1 (Part I):
The African Roots of Jazz and Hip-hop
When Africans arrived in the New World as slaves in the 17th and 18thcenturies, they were entering an alien world. The languages, religious beliefs, kinship practices, dress, food and morals of Europeans were significantly different from what Africans were used to. Yet this New World was not completely strange. Africans were used to agricultural (farm) work and the tasks of farming: many had abilities as artisans and could work well with tools. As they adapted to life as slaves, they created important types of new music.
There were two types of slave music in the United States: a secular (nonreligious) music that consisted of field hollers, shouts, and moans that used folk tales and folk motifs, and that made use of homemade instruments from the banjo, tambourine, and calabashes to washboards, pots, spoons, and the like . From the 1740s, many states had banned the use of drums in fear that Africans would use them to create a system of communication in order to aid rebellion. Nonetheless, blacks managed to generate percussion and percussive (drum-like) sounds, using other instruments or their own bodies. There was also a spiritual (religious) music -- the spirituals -- that became well known after the Civil War and remains, in many circle, as the most highly regarded black musical expression every invented in the United States. Both types of music were ways for slaves to express their sadness and find hope.
Both of these forms of music had similar features, although they did not appear in every single instance: use of call and response, improvisation (making up music as one goes along) as an essential part of the creative process, extensive use of slurs, moans, cries, and bends in both the vocal and instrumental performance, and an emphasis on strong rhythms. Over time, the music of African American slaves transformed. Field songs and spirituals became gospel and the blues. These later combined (with the help of people like Ray Charles) to form rock and roll and later hip-hop.
Above and Beyond: With your partner, create a list of jazz musicians you know or have heard of. Include hip-hop artists, gospel groups, rappers, blues musicians, or rock musicians. What do these different musicians have in common?
Part II: We will listen to clips from several different songs. For each song, fill in each section of the chart below.
(Try to find the elements that all jazz has in common.) / Illustration:
(where you imagine someone would hear this music)
F______
S______
S______
G______
B______
R______/ (Hendrix)
Jazz
Name: ______Classwork
March 18, 2006Jazz Studies
Day #1 (Part II):
“You Mean Mr. Lindy Didn’t Make This Up?”
Directions: We’re about to listen to our last piece of music for the day. In the following song, Nas raps about the evolution of hip-hop from slave music and jazz. Follow each step carefully.
Step #1: Circle any words that you can connect to what we have already learned today.
[Intro: Olu Dara singing]
See I come from Mississippi
I was young and runnin' wild
Ended up in New York City, where I had my first child
I named the boy Nasir, all the boys call him Nas
I told him as a youngster, he'll be the greatest man alive
[Verse 1: Nas]
Let's go!... Hey-Hey-Hey-Hey --
Tribrary of these rap skits, styles I mastered
Many brothers snatched it up and tried to match it
But I'm still number one, everyday real
Speak what I want, I don't care what y'all feel
'Cause I'm my own master, my Pop told me be your own boss
Keep integrity at every cost, and his home was Natchez Mississippi
Did it like Miles and Dizzy, now we gettin' busy
Bridging The Gap from the blues, to jazz, to rap
The history of music on this track
Born in the game, discovered my father's music
Like Prince searchin' through boxes of Purple Rain
But my Minneapolis was The Bridge, home of the Superkids
Some are well-known, some doin' bids
I mighta ended up on the wrong side of the tracks
If Pops wouldn't've pulled me back an said yo
[Olu Dara singing]
Greatest man alive (Nas: Yeah, turn it up!)
Gre-Gre-Gre-Gre-Greatest man alive!
[Verse 2: Nas]
The blues came from gospel, gospel from blues
Slaves are harmonizin' them ah's and ooh's
Old school, new school, know school rules
All these years I been voicin' my blues
I'm a artist from the start, Hip-Hop guided my heart
Graffiti on the wall, coulda ended in Spoffard, juvenile delinquent
But Pops gave me the right type'a tools to think with
Books to read, like X and stuff
'Cause the schools said the kids had dyslexia
In art class I was a compulsive sketcher of
Teachers in my homeroom, I drew pix to mess them up
'Cause none'a them would like my style
Read more books than the curriculum profile …
Name: ______Exit Slip
March 18, 2006Jazz Studies
So, how much did you learn?
Directions: Complete the missing boxes in the diagram below so that it shows the correct evolution of jazz and hip-hop.
Directions: List some of the things that all types of jazz have in common (as many as you can):
______
______
______
______
______
(over)
Name: ______Exit Slip
March 18, 2006Jazz Studies
So, how much did you learn?
Directions: Complete the missing boxes in the diagram below so that it shows the correct evolution of jazz and hip-hop.
Directions: List some of the things that all types of jazz have in common (as many as you can):
______
______
______
______
______
(over)
For each of the following statements, circle either “agree” or “disagree.”
1. Jazz in noise.AgreeDisagree
2. Jazz is music that is always different.AgreeDisagree
3. Jazz is an American art-form.AgreeDisagree
4. Jazz is revolutionary.AgreeDisagree
5. Jazz is the same as hip-hop.AgreeDisagree
6. Jazz is new and old.AgreeDisagree
For each of the following statements, circle either “agree” or “disagree.”
1. Jazz in noise.AgreeDisagree
2. Jazz is music that is always different.AgreeDisagree
3. Jazz is an American art-form.AgreeDisagree
4. Jazz is revolutionary.AgreeDisagree
5. Jazz is the same as hip-hop.AgreeDisagree
6. Jazz is new and old.AgreeDisagree