MINI-LESSON

Name: Ryan Contreras

Grade Level:12th Grade
Subject Area: Music Appreciation
Lesson Topic: The Great Jazz Pianist, Duke Ellington
CONTENT TEKS
(3) Historical and cultural relevance. The student relates music to
history, culture, and the world. The Student is expected to
A. discriminate representative examples of music by genre, style,
culture, and historical period
E. analyze and evaluate the impact of technologies, ethical issues,
and economic factors on music, performers, and performances; and
F. generate tools for college and career preparation such as
curricula vitae, electronic portfolios, personal resource lists,
performance recordings, social media applications, repertoire lists,
and audition and interview techniques.

LITERACY
OBJECTIVE

MATERIALS AND
RESOURCES

Students will make inferences, connections, and ask questions about Duke
Ellngton while reading the article using the coding text method,

Copies of the article about Duke Ellington by Tim Kirker

Kirker, T. (2005, October 5). Duke Ellington. Retrieved from

https://www.allaboutjazz.com/duke-ellington-duke-ellington-bytim-kirker.php

INSTRUCTIONAL
STEPS

Coding Text chart to Accompany the Aarticle

An accessible recording of Duke Ellingtons Dont Get Around
Much Anymore from the Duke Ellington Essentials Album

-Begin the lesson by providing the following question:

Can you think of any great Big Band artists?
What about pianists?
Leave time for discussion and provide some background
information of the great Duke Ellington.

-Invite the students to listen the recording of Duke Ellingtons Dont Get
Around Much Anymore
Ask the students what they think about the music? What do they
like or dont like?
How does it affect you?
-Hand out the Coding text chart and explain what how they will be
utilizing the chart while they are reading the article by Tim Kirker

-Hand out the article and have the students read it while marking the items
they understand, the items that confuse them, the items that they find
interesting, and the items they connect with.
-After they have read the article, have them go over what they marked with
a partner. Let them discuss what they thought about the article.
-After the class has finished with their partner, you may begin to close the
lesson by answering any questions that they may have that werent
answered by their partner. Also invite them to utilize this method while
they are reading in their other classes.