Name: Payten Ford Date: 2/21/22-2/25/22 Period: 4

Ensemble or Class: 4th Grade General Music Lesson Topic: Black History Month, Introduction to
Jazz, Improvisation
Standards: MU.4.C.1.1- Develop effective listening strategies and describe how they can support appreciation of musical
works.
MU.4.C.1.3- Classify orchestral and band instruments as strings, woodwinds, brass, percussion, or keyboard.
MU.4.O.1.1-Compare musical elements in different types of music, using correct music vocabulary, as a foundation for
understanding the structural conventions of specific styles.
MU.4.S.1.1-Improvise phrases, using familiar songs.
Long Term Goal: Students will be able to show appreciation for Black/African American musicians and musical aspects that
developed from their culture.
Students will be able to identify jazz music and the basic musical components behind the genre.
Students will be able to improvise on keyboard instruments using the C Pentatonic Scale.
Instructional objectives(s): Students will be able to identify 3 similarities and 3 differences between Classical and Jazz
genres of music. They will then be able to compare with the class.
Students will be able to perform a minimum of 8 beats of improvisations on the Orff Instruments using the C Pentatonic
Scale while a jazz drum background supports them.
Key Vocabulary Jazz, Genre, and Improvisation. Instructional Materials/Resources/Technology:
“Charlie Parker played be bop” by Chris Raschka,
Introduction to Jazz PowerPoint (Ms. Ford), Jazz drum
background track on YouTube, Orff Instruments, Bubble
Chart.
Critical Thinking: Lesson Structure:
Students will be able to evaluate differences and similarities Warm-Up, Book, Introduction to Jazz presentation,
between Classical and Jazz genres of music. Improvisation, Conclusion
Students will create melodies through the practice of
improvisation on Orff Instruments.
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent:

Supported:

Participatory:

Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
Introduction Procedures:
30 sec Welcome
3 min Drum-Warm Up Student chosen should perform a steady
Lesson/Rehearsal Procedures: beat.
5 min Students will stay on their dots as teacher presents the book
“Charlie Parker played be bop” by Chris Raschka. Teacher will first
ask students about the front cover to review the saxophone. The
 teacher will then proceed to read through the book, emphasizing The teacher will ask guiding questions
the scat words presented in the book as these will be used later to lead discussion topics later during the
when improvising. PowerPoint.
10 min Transition to PowerPoint.
The teacher will then present the PowerPoint they created. Teacher will guide students in
Topics will involve introducing the history of Jazz, definitions, discussion through PowerPoint. Bubble
important African American musicians involved in jazz, Map will also be used in discussion.
instruments typically involved in Jazz, as well as examples of jazz
music and comparisons between classical and jazz genres. Th
teacher will present a bubble map to students where they can
organize their ideas of comparisons, then discuss with the class.
Transition to Orff Instruments.
15 min The teacher will then reintroduce the concept of improvisation
and discuss how it is a major component of Jaz. The teacher will Students will perform on the C
then demonstrate how to improvise with a Jazz drum background Pentatonic Scale and will end on Do (C).
track playing. Students will then be given 2-3 min to practice
before soloing for a minimum of 8 beats. Proceed through the
entire class.
Closure Procedures:
30 sec Students will get into line order.

Post Rehearsal or Lesson Reflections

Content Adjustment: No content was emitted from this lesson, the only adjustments that were made was the way the
material was presented. I made the PowerPoint more interactive by asking students questions that led to the PowerPoint
information rather than just reading the PowerPoint word for word.

Rehearsal or Lesson Adjustment: If I were to reteach today's lesson, I would refrain from the PowerPoint being so heavy. I
would include more pictures and question starters rather than bullets of information. When teaching, I could tell that
student were starting to get bored when I was just lecturing so I turned the slides into questions rather than statements
and the kids were way more interactive after this fact.

Reflection on Teaching: Overall, I felt like my teaching was efficient once I made the adjustments listed above. Prior to
that, students were not engaged with the content. Once the adjustments were made, students were asking questions and
interacting with classmates very effectively. I had very minor behavior issues when dealing with students sharing answers.
Towards the end of the class, when students were improvising all students wanted to share individually and I had only 1-2
students per class that decided not to solo.