LESSON TITLE/TOPIC: Introduction to Jazz Theory

NAME:Evan Norwood
GRADE LEVEL OR CLASS: Middle School Jazz Band (7th-8th)
LESSON DURATION: 60 minutes

Lesson’s Main Objective(s):

- Students will be able to identify and define common jazz terminology (e.g. swing, syncopation,
improvisation)
- Students will be able to read and perform a basic jazz rhythm

Materials Needed:
- Jazz rhythm worksheet
- Jazz terminology handout
- Musical instruments
- Whiteboard and markers
- Computer and projector
- Audio recording of a jazz piece

Classroom Set-up:
-Pre-Established Jazz Band Configuration

STANDARDS
AZ/National Performance Objectives Addressed (include both the label and description
copy/pasted):
● CR1: Compose and improvise melodic and rhythmic ideas or motives that reflect
characteristic(s) of music or text(s) studied in rehearsal.
● CR2: Develop melodic and rhythmic ideas or motives that demonstrate understanding of
characteristic(s) of music or text(s) studied in rehearsal
● PR6: Identify expressive qualities in prepared and improvised performances of a varied
repertoire of music.
● RE7: Identify reasons for selecting music based on characteristics found in the music

Categories Addressed from National Music Standards:

Creating
☐ Imagine: Generate musical ideas for various purposes and contexts
☐ Plan and Make: Select and develop musical ideas for defined purposes and contexts
☐ Evaluate and Refine: Evaluate and refine selected musical ideas to create musical work that meets
appropriate criteria

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 ☐ Present: Share creative musical work that conveys intent, demonstrates craftsmanship, and
exhibits originality
Performing
☐ Select: Select varied musical works to present based on interest, knowledge, technical skill, and
context
☐ Analyze: Analyze the structure and context of varied musical works and their implications for
performance
☐ Interpret: Develop personal interpretations that consider creators’ intent
☐ Rehearse, Evaluate, and Refine: Evaluate and refine personal and ensemble performances,
individuality or in collaboration with others
☐ Present: Perform expressively, with appropriate interpretation and technical accuracy, and in a
manner appropriate to the audience and context
Responding
☐ Select: Choose music appropriate for a specific purpose or context
☐ Analyze: Analyze how the structure and context of varied musical works inform the response
☐ Interpret: Support interpretations of musical works that reflect creators’/performers’ expressive
intent
☐ Evaluate: Support evaluations of musical works and performances based on analysis,
interpretation, and established criteria
Connecting
☐ Connect: Synthesize and relate knowledge and personal experiences to make music
☐ Connect: Relate musical ideas and works to varied contexts and daily life to deepen understanding

LESSON PLAN ACTIVITIES

I. Introductory Activity/Anticipatory Set: ~10 Minutes
● To connect what we will be doing in the lesson to what they already are familiar with,
students will …
o Review previous lessons on music theory and introduce the topic of jazz theory.
o Ask students to brainstorm and discuss what they already know about jazz music
and its characteristics.
o “How does jazz music differ from other genres of music?”

II. Activities to Learn/Demonstrate New Concepts:~40 Minutes

● Activity 1: Students will…
o Introduce jazz terminology through a handout and discussion, defining terms
such as swing, syncopation, improvisation, etc.
o Check for understanding by having students define terms without aid in a
different order than presented.
o “ How do jazz musicians use improvisation to create unique performances?”

● Activity 2: Students will…

o Distribute jazz rhythm worksheets and have students practice reading and
performing basic jazz rhythms on their instruments.

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 o Have students break into sections to work on rhythms collaboratively
o “Before breaking up, what rhythms do you think will be the most challenging?”

● Activity 3: Students will…

o Play an audio recording of a jazz piece and have students identify and discuss the
use of jazz terminology and rhythms.
o Students may use handouts and worksheets to help them identify and discuss the
heard techniques and rhythms
o “How does syncopation contribute to the rhythmic complexity of jazz music?”

III. Concluding “Musical Success” Activity: ~5 Minutes

● Students will…
o Review key concepts and terminology discussed in the lesson.
o Write down 5 new concepts they learned today and define them before leaving.

IV. Extensions:~5 Minutes

● Listen to and analyze more stylistically relevant music and identify characteristics

SUMMATIVE ASSESSMENTS
● What Assessment Activity/Assignment will measure the main objectives/standards?:
- Students will perform a jazz piece incorporating the jazz terminology and rhythms introduced
in the lesson, and will be assessed using a rubric that includes criteria such as accuracy, rhythmic
feel, and use of jazz terminology.
● Rubric to Assess Growth/Performance of the Main Objectives/Standards (fill in cells):
Criteria 4-Excelling; 3-Meets the 2-Approaching 1-Falls far
Exceeds the Standard below
Standard
Rhythmic Student performs Student performs Student performs Student performs
Accuracy with near perfect with good with mediocre with poor
rhythmic accuracy, rhythmic rhythmic rhythmic
with little to no accuracy, with a accuracy, with accuracy, with
mistakes and a clear few small several major many major
understanding of mistakes and a mistakes and an mistakes and
jazz rhythms general unsure little to no
understanding of understanding of understanding of
jazz rhythms jazz rhythms jazz rhythms
Style Student performs Student performs Student performs Student performs
with characteristics with with with
relevant to the characteristics characteristics characteristics
repertoire, somewhat not very relevant not at all
demonstrating a relevant to the to the repertoire, relevant to the
clear understanding repertoire, demonstrating a repertoire,
of Jazz style demonstrating an subpar demonstrating

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 acceptable understanding of little to no
understanding of Jazz style understanding of
Jazz style Jazz style
Jazz Student can identify Student can Student can Student can
Terminology and define all jazz identify and identify and identify and
terminology define most jazz define some jazz define little to no
relevant to the terminology terminology jazz terminology
piece, and relevant to the relevant to the relevant to the
demonstrate it in a piece, and piece, and may piece, and is
performance demonstrate it in be able to unable to
a performance demonstrate it in demonstrate it in
a performance. a performance.

LESSON PLAN ACTIVITY CHECKLIST:

Do All Students:
☐ talk or use their voice at least once? ☐ make choices?
☐ improve a musical skill/concept? ☐ make music?
☐ apply concepts in an original way? ☐ move to music?
☐ get a chance to assess themselves/others ☐ work with partner/small group?

Does the Teacher:

☐ Have an objective that is meaningful, doable, and measurable?
☐ Use varied activities that address multiple learning styles?
☐ Adopt multiple instructional roles/strategies (i.e., collaborative work, solo work, group work,
etc.)?
☐ Incorporate various materials, technologies, and manipulatives to teach the concept?
☐ Include activities/methods that build community and a positive classroom culture?
☐ Ask questions that serve multiple purposes, included higher-order thinking?
☐ Use multiple formative assessment strategies that engage the students and help the teacher
check for understanding?
☐ Offer choices that allow for discovery and application of the material in original ways?
☐ Designs summative assessments that match instruction in content, rigor, and format
☐ Maximizes active participation so that ALL students are actively learning at ALL times
☐ Allots appropriate timing to activities for optimized pacing
☐ Provides accurate content which includes essential information
☐ Uses academic language of the discipline accurately and creates opportunities for students to
use the academic language
☐ Provides clear instructions in multiple ways for each activity (i.e., verbally, in writing,
projected, worksheet directions, modeling, student restating in their own words, etc.)

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POST-TEACHING REFLECTION (to be done after teaching this plan):
Question: Your Answer:
By the end of the lesson,
did all or mostly all ☐ Yes
students demonstrate that
learning objective? Check ☐ No
one:
What went well during the
lesson?
Did you deviate from the
lesson plan while
teaching? Why, what did
you change, and how did
it go?
If you were to teach this
again, what would you
change or do differently
next time?

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