Jason Keeling Webquest

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History of Jazz Webquest

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Jason Keeling Webquest

  1. 1. Student Page Title Introduction Task Process Rubric Conclusion Credits [ Teacher Page ] A WebQuest for a High School Music Student Designed by Jason Keeling [email_address] Based on a template from The WebQuest Page Picture by Shoothead
  2. 2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Jazz; the only original American art form. Without it Rock and Roll would have never happened and Pop music today would sound completely different. It laid the groundwork for much of the music we listen to and its performers inspired many of the current musical minds. It’s time to take a little trip down memory lane and pay a little homage to JAZZ! Picture by Larry Ferrante
  3. 3. Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>We are going to explore various websites to try and get a feel for the different time periods of jazz and some representative musicians/styles of those time periods. </li></ul><ul><li>Include information about the various time periods of jazz. This will include their dates and also the cities/regions that they are associated with. </li></ul><ul><li>Include at least 3 musical elements that reflect the time period. </li></ul><ul><li>Include at least 3 musicians who represent the time period. </li></ul><ul><li>What is the typical size of the ensembles involved? </li></ul><ul><li>You can portray this information through a variety of mediums: PowerPoint, poster board with pictures, collection of handouts, almost anything you can think of to get the information across in a colorful and energetic way. </li></ul>Title Picture by RickZ
  4. 4. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>This will be a project that everyone will need to do individually. </li></ul><ul><li>First we need to get familiar with what the Time Periods of Jazz are. Let’s only look at Early Jazz to Hard Bop and then Free and Fusion Jazz. </li></ul><ul><li>Now let’s get a rundown of Early Jazz . Remember to grab some names and style features. </li></ul><ul><li>Next, we is the Swing Era . Even though the dates don’t match up sometimes (they are a matter of opinion) we can still get a feel for the particular eras. </li></ul><ul><li>After the Swing Era came Bebop . </li></ul><ul><li>In response to Bebop came the era of Cool Jazz . </li></ul><ul><li>And as if Bebop wasn’t complicated enough here came Hard Bop . </li></ul><ul><li>Probably the biggest change in Jazz occurred during Free Jazz . Please click on the two links on this page to get a little more information. </li></ul><ul><li>Finally, the melting pot of Fusion . </li></ul><ul><li>Now with all of the information in hand let’s put it together in the presentation method of your choosing. </li></ul>
  5. 5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 4 - Above Standard 3 - Meets Standard 2 - Approaching Standard 1 - Below Standard Time Period When asked to present information about the time period or culture, the student presents several accurate facts, with no inaccurate or questionable facts. When asked to present information about the time period or culture, the student presents 1-2 accurate facts, with no inaccurate or questionable facts. When asked to present information about the time period or culture, the student presents 1-2 accurate facts, but also includes 1 or more inaccurate or questionable fact. Student cannot present information accurately about the time period or culture. Composers When asked to name famous composers associated with a particular time, the student can name 3 composers. When asked to name famous composers associated with a particular time, the student can name 2 composers. When asked to name famous composers associated with a particular time, the student can name 1 composer. The student is unable to name composers associated with a particular time period. Instrumentation When asked to present information about musical instruments associated with a particular time period or culture, the student presents several accurate facts, with no inaccurate or questionable facts. When asked to present information about musical instruments associated with a particular time period or culture, the student presents 1-2 accurate facts, with no inaccurate or questionable facts. When asked to present information about musical instruments associated with a particular time period or culture, but also includes 1 or more inaccurate or questionable fact. Student cannot present information accurately about the instruments associated with a particular time period or culture. Analyzes how music fits time/culture Accurately describes 3 dominant elements of music associated with a particular time period. Accurately describes 2 dominant elements of music associated with a particular time period. Accurately describes 1 dominant elements of music associated with a particular time period. Has difficulty describing any dominant elements of music associated with a particular time period.
  6. 6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Hopefully you have seen some information that has allowed you to connect the wonderful world of jazz to our current musical landscape. It is truly a rich and diverse genre of music and one could spend their whole life studying it. I encourage you all to diversify your own knowledge beyond what we have learned today. Picture by ramon_perez_terrassa
  7. 7. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Jazz_Piano by ramon_perez_terrassa Link Jazz Bass by shoothead Link Bologna Jazz Quartet by Larry Ferrente Link Jazz at the Preservation Hall by rickz Link
  8. 8. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Designed by Jason Keeling [email_address] Based on a template from The WebQuest Page Evaluation Conclusion Picture by Shoothead
  9. 9. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Conclusion This lesson was designed to fulfill portions of my Teacher Licensure curriculum at Colorado State University. This lesson is all about giving a brief overview of the history of Jazz. Although there are other eras within the history of Jazz, I opted to focus on these in an attempt to keep the project manageable while maintaining a logical arc to the current state of Jazz.
  10. 10. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Conclusion This project can be implemented for just about any age group, but as I was writing it I definitely was gearing the dialogue towards a high school level student. This project also does not require any knowledge prior to beginning it.
  11. 11. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Conclusion <ul><li>This project is intended to provide introductory material for a student in the area of Jazz. With this being said it does apply to a couple of the national musical standards. </li></ul><ul><li>Understanding relationships between music, the other arts, and disciplines outside the arts. </li></ul><ul><li>Understanding music in relation to history and culture. </li></ul><ul><li>As music teachers we struggle sometimes to have assignments that link to a more traditional class room model. By using a project like this we are able to address the aforementioned standards which are more along the lines of this classroom model. Also, I know many districts across the country, in an effort to improve writing skills, are now requiring all teachers to do some written projects. </li></ul>
  12. 12. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Conclusion <ul><li>This will be a project that everyone will need to do individually. </li></ul><ul><li>First we need to get familiar with what the Time Periods of Jazz are. Let’s only look at Early Jazz to Hard Bop and then Free and Fusion Jazz. </li></ul><ul><li>Now let’s get a rundown of Early Jazz . Remember to grab some names and style features. </li></ul><ul><li>Next, we got the Swing Era . Even though the dates don’t match up sometimes (they are a matter of opinion) we can still get a feel for the particular eras. </li></ul><ul><li>After the Swing Era came Bebop . </li></ul><ul><li>In response to Bebop came the era of Cool Jazz . </li></ul><ul><li>And as if Bebop wasn’t complicated enough here came Hard Bop . </li></ul><ul><li>Probably the biggest change in Jazz occurred during Free Jazz . Please click on the two links on this page to get a little more information. </li></ul><ul><li>Finally, the melting pot of Fusion . </li></ul><ul><li>Now with all of the information in hand, let’s put it together in the presentation method of your choosing. </li></ul><ul><li>The weakest website out of all of these was the Free Jazz link. It is very difficult to find information online that is historical about Free Jazz. </li></ul><ul><li>This project requires the use of a computer lab and the information collecting portion of it should only take 1 class period. It could also be possible to prepare some hand outs based on the information and then cut out the Web altogether but that would not be a WebQuest. </li></ul><ul><li>Someone who is not very versed in computers should have no difficulty pulling this assignment off. </li></ul>
  13. 13. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Conclusion This lesson should only need one teacher to implement. Obviously there will also need to be a period of computer lab time. As far as the presentations themselves, the teacher may wish to provide poster board and drawing utensils for the students who wish to use them.
  14. 14. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Conclusion CATEGORY 4 - Above Standard 3 - Meets Standard 2 - Approaching Standard 1 - Below Standard Time Period When asked to present information about the time period or culture, the student presents several accurate facts, with no inaccurate or questionable facts. When asked to present information about the time period or culture, the student presents 1-2 accurate facts, with no inaccurate or questionable facts. When asked to present information about the time period or culture, the student presents 1-2 accurate facts, but also includes 1 or more inaccurate or questionable fact. Student cannot present information accurately about the time period or culture. Composers When asked to name famous composers associated with a particular time, the student can name 3 composers. When asked to name famous composers associated with a particular time, the student can name 2 composers. When asked to name famous composers associated with a particular time, the student can name 1 composer. The student is unable to name composers associated with a particular time period. Instrumentation When asked to present information about musical instruments associated with a particular time period or culture, the student presents several accurate facts, with no inaccurate or questionable facts. When asked to present information about musical instruments associated with a particular time period or culture, the student presents 1-2 accurate facts, with no inaccurate or questionable facts. When asked to present information about musical instruments associated with a particular time period or culture, but also includes 1 or more inaccurate or questionable fact. Student cannot present information accurately about the instruments associated with a particular time period or culture. Analyzes how music fits time/culture Accurately describes 3 dominant elements of music associated with a particular time period. Accurately describes 2 dominant elements of music associated with a particular time period. Accurately describes 1 dominant elements of music associated with a particular time period. Has difficulty describing any dominant elements of music associated with a particular time period.
  15. 15. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion As stated previously this lesson is intended to provide some introductory material into the world of Jazz. Hopefully this information will provide a spring board into a continuing pursuit of knowledge of the genre. If you have any suggestions or questions about layout of this project please contact me.
  16. 16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Jazz_Piano by ramon_perez_terrassa Link Jazz Bass by shoothead Link Bologna Jazz Quartet by Larry Ferrente Link Jazz at the Preservation Hall by rickz Link

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