All That Jazz Supplementary Materials
STANDARDS BASED INSTRUCTION
ARTS INTREGRATION
Based on Fifth Grade Ohio Academic Content Standards
ALL THAT JAZZ
VOCABULARY
FINE ARTS – MUSIC
OTHER SUBJECTS
Student Booklet &
Recorded Music
Page 1
▪The Columbus Jazz
Orchestra Swings
Terms Used
Musicians to Know
Art Form
Big Band
Jazz Orchestra
Content Standards Addressed:
Content Standards Addressed:
Pages 2&3
▪Music Styles
Musical styles
Jazz-Classical-Ragtime-Bluegrass
Horns-Percussion-Piano-Strings-Singing
English Language Arts:
Communication: Oral & Visual, Listening and
Viewing
▪Demonstrate active listening strategies.
Reading Process: Comprehension Strategies:
▪Make critical comparisons across texts.
Pages 4&5
▪A Jazz Geography
Lesson
▪Jazz Grew Up in
America’s Big Cities
Popular Music
Syncopated Rhythms
Military Band
West African Drumming
Band Leader
Historical, Cultural & Social:
▪Describe how events during various
historical periods have influenced the
development of music.
Connections, Relationships & Applications:
▪Identify the use of similar elements in
music and other art forms and compare how
ideas and emotions are expressed in each
art form using the same elements.
Historical, Cultural & Social:
▪Describe conditions under which music is
created and performed in various cultures.
Connections, Relationships & Applications:
▪Describe how knowledge of music
connects to learning in other subject areas.
▪Describe how culture influences music.
Nat “King” Cole
Pages 6&7
▪32-Bar Song Form
▪Honeysuckle Rose
Song Form
Bridge
Introduction
Ending
Analyzing and Responding:
▪Identify terms related to form.
▪Analyze a piece of music using music
vocabulary.
▪Differentiate between melody and
harmony.
▪Analyze the structure of larger music works
and the sections comprised within.
Pages 8&9
▪Improvisation
Improvisation
Chord Progressions
Riffs
Rhythm Changes
Creative Expression and Communication:
▪Improvise or compose a short melody.
Valuing Music/Aesthetic Reflection:
▪Describe audience etiquette associated
with various music performances and
settings.
Gershwin
Miles Davis
Michael Cox
Social Studies: Geography
▪Use map elements or coordinates to locate
physical and human features of North America.
Social Studies: People in Societies:
▪Explain the reasons people from various
cultural groups came to North America and the
consequences of their interactions with each
other.
Mathematics: Patterns, Functions, and Algebra
▪Justify a general rule for a pattern or a function
by using physical materials, visual
representations, words, tables or graphs.
English Language Arts:
Writing Processes
Drafting, Revising, Editing
▪Vary language and style as appropriate to
audience and purpose.
▪Rearrange words, sentences and paragraphs,
and add transitional words and phrases to
clarify meaning.
Pages 10&11
▪Building the Blues
Blues Form
Work Songs
Scat Syllables
Pages 12&13
▪Instruments in the
Jazz Orchestra
Rhythm Section-Trumpet
SectionTrombone Section-Saxophone
Section
Vocalist
Wes Orr-Linda Landis
Steve Genteline-Dwight Lenox
Ride Cymbal - Hi-Hat
Snare Drum - Bass Drum
Rhythm Patterns - Shuffle
Gene Krupa
Buddy Rich
Bob Breithaupt
Composer-Bandleader-Jazz Master
Pages14&15
▪Sing Sing Sing
▪Drum Set Practice
Pages 16&17
▪Musician
Biographies
Page 18
▪An Interview with
Bobby Floyd
Louis Armstrong-Duke Ellington
Ella Fitzgerald-Count Basie
Benny Goodman-Fats Waller
“on the road”
B3 organ
Page 19
▪A Concert Math
Problem
Bobby Floyd
Sponsorship
Subsidize
Patron
Page 20
▪Jazz Timeline
Golden Age of Jazz
Big Band Era
Creative Expression and Communication:
▪Improvise melodies in a call-and-response
setting.
▪Play a variety of instruments independently
and with other contrasting parts.
Valuing Music/Aesthetic Reflection:
▪Demonstrate how music communicates
meaning through text, feelings, moods or
images.
Historical, Cultural & Social:
▪Research and Identify music instruments
from different historical periods and world
cultures.
Mathematics: Patterns, Functions, and Algebra
▪Describe, extend and determine the rule for
patterns and relationships occurring in numeric
patterns, computations, geometry, graphs and
other applications.
Connections, Relationships & Applications:
▪Identify the specific skills needed to be a
musician
Mathematics: Number, Number Sense &
Operations:
▪Use models and visual representation to
develop the concept of ratio as part-to-part and
part-to-whole, and the concept of percent as
part-to-whole.
English Language Arts: Research:
▪Generate a topic, assigned or personal
interest, and open-ended questions for
research and develop a plan for gathering
information.
Historical, Cultural & Social:
▪Identify, listen and respond to music of
different composers
Social Studies: Skills and Methods:
▪Communicate research findings using line
graphs and tables. (see Teacher Notes)
Connections, Relationships & Applications:
▪Identify the specific skills needed to be a
musician.
Connections, Relationships & Applications:
▪Describe how culture influences music.
Historical, Cultural & Social:
▪Identify composers and classify them
according to chronological historical
periods.
Mathematics: Mathematical Processes:
▪Use deductive thinking to construct informal
arguments to support reasoning and to justify
solutions to problems.
Social Studies: History
Mathematics: Patterns, Functions, and Algebra
▪Construct timelines to demonstrate an
understanding of units of time and
chronological order.
©
All That Jazz Columbus Jazz Orchestra 2008