CILC Home

The premier one-stop website for live, interactive learning experiences. Live, interactive learning experiences.

0

Teaching Critical Thinking through the Blues: Session 2 FREE

from JazzSLAM (Jazz Supports Language Arts & Math)

Program image

1.“A Night in Tunisia” will open the session, with students clapping on 2 & 4. Students will again answer a multiple choice question about the text/lyrics.
2. Students will re-experience playing the Call & Response game with The Drummer.
3. Map of the USA and discussion of migration in the US
4. Students experience Call & Response as Field Hollers and work songs, the earliest African-America song forms- these forms traveled to the USA directly from Africa  esp. the Congo, and also via the Caribbean Islands, into New Orleans. 5. Discussion of "Read, Think, & Respond" questions through the 12 Bar Blues.
6. Sing/read and dance to 2 Blues songs.
7. Review the World Map to see how European AABA song form was combined with the rhythms from Africa to create the Age of Jazz. Ex. “The Charleston”
8. Students will hear Louis Armstrong sing “Dinah.” and they will sing "I Got Rhythm, a “Gratitude List” A-A-B-A song. They will learn to Scat sing, via Call & Response.
9. Q & A time about the presentation or anything they want to know about Jazz.
10. The JazzSLAM band will play and sing “When the Saints Go Marching In” as students dance and sing along before leaving the room.

Program Rating

   based on 6 evaluation(s).


Book it!

About This Program

Cost

Point to Point: $0.00
Point to Point Premium: $0.00

FREE!


JazzSLAM Sessions are available for FREE to TITLE ONE schools!
Otherwise, the individual fee for Session 3 is $95.00, $90.00 for premium
All 3 sessions can be booked as a package for $265.00, $250 for premium package
The full fee will be charged to sites which cancel with less than 48 hours notice.

Length

45 minutes


Target Audience

Education: Grade(s) 3, 4, 5, 6, 7, 8, 9, 10Public Library: students 3-10

Minimum participants:

14

Maximum participants:

30


Primary Disciplines

Social Studies/History, Language Arts/English, Mathematics, Performing Arts, Special Education, Literacy, Writing, Reading, Problem Solving, Gifted & Talented


Program Delivery Mode

Videoconference – Webcam/desktop (Zoom, Skype, iChat, Vidyo, Movi/Jabber, Blue Jeans, etc...)


Booking Information

March 25- June 7 2019. mornings T-Th EST 9 AM, M & F 9-12 EST or M-F EST 4-6 PM

Book it!

Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

JazzSLAM Sessions are available for FREE to TITLE ONE schools!
Otherwise, the individual fee for Session 3 is $95.00, $90.00 for premium
All 3 sessions can be booked as a package for $265.00, $250 for premium package
The full fee will be charged to sites which cancel with less than 48 hours notice.

About This Provider

Content Provider logo

 

JazzSLAM (Jazz Supports Language Arts & Math)

Fort Lauderdale, FL
United States

Students soar out of the ordinary world into an educator led PowerPoint presentation with embedded music videos that use jazz to teach academics: language arts, math, history, geography & migration, test taking strategies, critical thinking, & problem solving.
JazzSLAM is available in three 45 minute eLearning sessions.

Contact:
Mari Mennel-Bell
Mari471@aol.com
9545635678

Program Details

Format

1.“A Night in Tunisia” will open the session, with students clapping on 2 & 4. Students will again answer a multiple choice question about the text/lyrics.
2. Students will re-experience playing the Call & Response game with The Drummer.
3. Students participate in a Field Holler, the earliest African American song form.
4. Map of the USA and discussion of migration in the US
5. Discussion of "Read, Think, & Respond" questions through the 12 Bar Blues.
6. Sing/read and dance to 2 Blues songs.
7. Review the World Map to see how European AABA song form was combined with the rhythms from Africa to create the Age of Jazz. Ex. “The Charleston”
8. Students will hear Louis Armstrong sing “Dinah.” and they will sing "I Got Rhythm, a “Gratitude List” A-A-B-A song. They will learn to Scat sing, via Call & Response.
9. Q & A time about the presentation or anything they want to know about Jazz.
10. The JazzSLAM band will play and sing “When the Saints Go Marching In” as students dance and sing along before leaving the room.

Objectives

The participant will:
-develop further appreciation of how jazz, a joyful experience of self expression, that grew out of the African American experience of forced migration and slavery.
-explore US migration, viewing a map of the southeast & middle west of the USA, after the Civil War.
-clap, sing and dance to 2 12 bar Blues songs and compare the Blues to Read, Think & Respond questions.
-learn about how Louis Armstrong,turned around his difficult childhood to become the world's most beloved jazz person.
-gain further understanding of how A-A-B-A song form is parallel to Narrative Essay form, with a problem revealed & solved in the "B" section of the song.
-learn to "Scat Sing" through Call & Response.



-

Standards Alignment

National Standards

JazzSLAM (Jazz Supports Language Arts & Math) supports 4th grade Common Core English Language Arts Standards and Mathematics Standards. Common Core “Standards for K-5 reading in history/social studies are integrated into the K-5 Reading standards.”
Reading: Literature 4th grade Key Ideas and Details:
CCSS.ELA-LITERACY.RL.4.2
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
CCSS.ELA-LITERACY.RL.4.3
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
Craft and Structure:
CCSS.ELA-LITERACY.RL.4.4
Determine the meaning of words and phrases as they are used in a text.
CCSS.ELA-LITERACY.RL.4.5
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
CCSS.ELA-LITERACY.RL.4.6
Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
Language Arts Standards: Reading
4th grade Key Ideas and Details:
CCSS.ELA-LITERACY.RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.4.5
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
CCSS.ELA-LITERACY.RI.4.8
Explain how an author uses reasons and evidence to support particular points in a text.
Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RI.4.10
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band.
English Language Standards: Writing
4th grade Text Types and Purposes:
CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-LITERACY.W.4.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
CCSS.ELA-LITERACY.W.4.1.B
Provide reasons that are supported by facts and details.
CCSS.ELA-LITERACY.W.4.1.D
Provide a concluding statement or section related to the opinion presented.
CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.4.2.A
Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.4.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CCSS.ELA-LITERACY.W.4.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.W.4.2.E
Provide a concluding statement or section related to the information or explanation presented.
CCSS.ELA-LITERACY.W.4.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.4.3.A
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
CCSS.ELA-LITERACY.W.4.3.E
Provide a conclusion that follows from the narrated experiences or events.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.W.4.7
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
CCSS.ELA-LITERACY.W.4.9.B
Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text").
English Language Arts Standards: Speaking and Listening
4th grade Text Types and Purposes:
CCSS.ELA-LITERACY.SL.4.1.C
Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
CCSS.ELA-LITERACY.SL.4.1.D
Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
CCSS.ELA-LITERACY.SL.4.2
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.SL.4.3
Identify the reasons and evidence a speaker provides to support particular points.
Presentation of Knowledge and Ideas:
English Language Arts Standards: Language
4th grade Conventions of Standard English:
CCSS.ELA-LITERACY.L.4.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
Knowledge of Language:
CCSS.ELA-LITERACY.L.4.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Mathematics Standards
4th grade operations and Algebraic Thinking
CCSS.MATH.CONTENT.4.OA.A.1
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5.
CCSS.MATH.CONTENT.4.OA.A.2
Gain familiarity with factors and multiples.
4th grade: Number and operations in Base Ten
Generalize place value understanding for multi-digit whole numbers.
CCSS.MATH.CONTENT.4.NBT.B.4
Fluently add and subtract multi-digit whole numbers using the standard algorithm.
4th grade: Number and Operations-Fractions
Extend understanding of fraction equivalence and ordering.
CCSS.MATH.CONTENT.4.NF.A.1
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
CCSS.MATH.CONTENT.4.NF.A.2
Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Build fractions from unit fractions.
CCSS.MATH.CONTENT.4.NF.B.3.A
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
CCSS.MATH.CONTENT.4.NF.B.3.B
Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
CCSS.MATH.CONTENT.4.NF.B.3.D
Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
4th grade: Measurement and Data
CCSS.MATH.CONTENT.4.MD.B.4
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.

State Standards

FSA, Florida Standards Assessments
Contact the provider and this will be sent via email upon request