Music and Entertainment of the Harlem Renaissance
1 Music and Entertainment of the Harlem Renaissance
Lesson Launch: Presentation of Short Term Learning Target(s), connection with prior learning and an example. Danielson 1a, 1b, & 1e
- Essential Question: Why is music and entertainment significant to society?
- Focus Question: What contributions to popular culture occurred in the 1920s?
Warm Up Activity (10 minutes): Teacher's script - History Through Art: Artists of the Harlem Renaissance celebrated the cultural traditons and the life experiences of African Americans. This painting by Lois Mailou Jones is entitled the Ascent of Ethiopia, 1932.
Response Question: How does the artist make connections between African and American culture?
How does the artist show the link between African and American cultures?
Follow Up Question: is Ascent of Ethiopia a primary or secondary source? Explain
Guided Practice (25 minutes):
Comparing Music Then and Now (Google drive, Humanities 2013-14→Unit 5→Lesson 3)
Teachers will play recordings of jazz artist Duke Ellington or Ella Fitzgerald, and then follow them up with recordings of rap artists Erick B and Rakim’s twice.
It don’t mean a thing if it Ain’t Got that Swing
Don’t Sweet the Technique (Note, video not age appropriate, on play audio…don’t show video)
Compare Ella Fitzgerald and Duke Ellington’s It don’t Mean a Thing if It Ain’t Got that Swing with Erick B and Rakim’s Don’t Sweat the Technique using following graphic organizer.
Song Title What is the meaning of the songs title? What instruments do you recognize in this song? What message or main idea is the vocalist trying to send to the listener? Describe mood (e.g. happy, sad, dark, etc.) of the song, the tempo or speed, and how it makes you feel?
Ellington’s It don’t Mean a Thing if It Ain’t Got that Swing
Don’t Sweat the Technique
List Similarities between Songs: List Differences Between Songs:
Independent Practice (15 minutes): BrianPop: Jazz
Play video once
Conduct Review Quiz as a whole class using smart board.
Have students’ complete brian pop activity sheets indepedently or in small groups.
Warp-up (5 minutes): StopLight Method: https://www.teachingchannel.org/videos/daily-lesson-assessment
Distribute a single sticky note to each student and explain stop light method
Use exit slips to assess learning
- What I Learned
- What questions did I considered
- What stopped my learning during class
Questions to Consider
What kinds of obstacles might students write on the red light?
How could the data gathered from the exit slips be used to inform future lessons?
How could you adapt the three categories of feedback for your classroom?
Key Standards Supported
Reading History/Social Studies
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Describe how a text presents information (e.g., sequentially, comparatively, causally).
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Analyze the relationship between a primary and secondary source on the same topic.
Cite specific textual evidence to support analysis of primary and secondary sources.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
Speaking & Listening
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
Ask questions to clear up any confusion about the topics and texts under discussion.
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Produce complete sentences when appropriate to task and situation.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Build on others’ talk in conversations by linking their comments to the remarks of others.
Ask for clarification and further explanation as needed about the topics and texts under discussion.
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.