This document provides an overview of a WebQuest lesson on the history of jazz music designed for high school students. The lesson asks students to individually research different eras of jazz, including key musical elements, musicians, and ensemble sizes. Students then present what they learned about each era through a medium of their choice. The document includes the learning objectives, standards addressed, process, resources, and a rubric for evaluation.

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. 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

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. 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. 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. [ 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. [ 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. [ 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.

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. [ 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. [ 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. [ 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