-To help learners understand that the content can be achieved in a L2.-To identify the style and structures of jazz-blues music.-To introduce the main characteristic of jazz-blues music.-To learn to listen to music from this styles.-To understand the historical and cultural context that boosted the birth and development of blues-jazz.-To develop thinking skills through HOT activities, concept maps and reflection on learning process.

Unit: Jazz and Blues Music Area: Music Lessons: 6 Ed. Level: 3rd ESO

Teaching Objectives Final task

-Oral presentations with power point.

-To play and to improvise music in the style of blues-jazz.

Evaluation Criteria

-Understand the structures of blues-jazz music.-Identify the blues-jazz forms.-Understand the role of the blues-jazz in its early stages.-Practice of some easy scores based on famous jazz melodies.-Create patterns to improvise music in the blues-jazz style.-Participate in an oral presentation about a research work with a partner.-Reflect on the learning process and the benefits of studying content in a L2

-Learning to learn competence-Social skills and citizenship competence-Digital competence-Competence in linguistic communication-Cultural and artistic competence-Autonomy and personal initiative competence

Key Competences

Material Resources

-Laptops-Power point presentations-Web pages: http://www.jazzinamerica.org-Videos: https://www.youtube.com/watch?v=Wif69sxhfNs- https://www.youtube.com/watch?v=aOLejUiiVUg-CDs, DVDs, scores, musicgrams and graphic representations -Orff instruments

Material creat i adaptat de diversos autors pel Servici d'Ensenyaments en Valencià – Conselleria d'Educació 2010

Material creat i adaptat de diversos autors pel Servici d'Ensenyaments en Valencià – Conselleria d'Educació 2010

Student

-Specific vocabulary of the topic: syncopation, beat, off-beat, blue note, dissonance, call and response, improvisation, pentatonic scale, twelve-bar blues, arrangement, intro, head, break/solo section, head out. (melting pot, slavery, great migration)-Jazz common instruments: piano, drums, bass, trumpet, saxophone…-Orff instrumental: xylophone, bassxylophone, soprano xylophone, glockenspiel, metalphone…

-What instrument is playing………………..?-Which is the structure of this musical form?-Description of jazz musical instruments.-Description of Orff instruments.-What evidence can you find……………….?

-How do you say….. in English?-I agree/ I don’t agree-Just a minute-What do you mean?-Could you give us an example?-Could you play it again?-Finished-I don’t understand-What would it happen if…….?

Vocabulary Structures

Language for interaction Language for the topic

Communication

Cognition Culture

Content -Co-operative work. Pair work.-Understanding music in relation to history and culture.-Discuss overlapping social and artistic developments in the time of jazz music.-Use of jazz-blues music as a “soundtrack” to student’s readings of poetry or other writings.-Music performance based on famous themes of jazz music.-

-Definitions of jazz and blues music.-Harmonic structure:Twelve-bar blues pattern.-Song structure : intro, head, break/solo section, head out.-Elements of jazz language: syncopation, blue note, improvisation, pentatonic scale.-To known basic techniques of improvisation.

-Participation in setting outcomes.-Concept map of the unit.-Classify the forms of jazz-blues music.-Reading and notating music.-Use jazz patterns to improvise

Unit: Jazz and Blues Music Area: Music

Lessons: 6

Ed. Level: 3rd Secondary