NearPod Web Questions:

1) This version of Im Not the Only One sounds very different from the one we hear on
the radio, list at least 2 instruments you see in this version that are not heard in the
original (hint: Do NOT write piano).
2) Name at least one difference between this version of When the Saints go Marchin In
and the Dixieland version we heard yesterday?
3) Review Quiz:
a. What musical genres influenced jazz
b. What instrument did Louis Armstrong play?
c. What instruments made Dixieland Jazz different than other genres of jazz?
d. What musical characteristic made Dixieland Jazz different than other genres of
jazz?
e. What instrument did Jelly roll Morton play?
f. What was Jelly Roll Morton most famous for doing?
4) Is this version of Fancy by Iggy considered to be Dixieland Jazz?
5) We just listened to a Jazz rendition of Lady Gagas Bad Romance. Is this considered
Dixieland Jazz? (hint: look at the dancer)
6) Swing was popular among people in the 1930s for what reason?
7) This version of Taylor Swifts Bad Blood could be considered to be Bebop.
List one musical characteristic you hear that would support this song to being categorized in that
Jazz genre

Journal Prompt:
After reading the story of "Satchmo's Blues", we found out the kick-start to Louis Armstrong's musical
career. But because he needed to help his mother, his want of a trumpet was put on the backburner.
Tell me of a time when you had a want but instead decided to go with a need. Why did you choose
the need and how are you going to pursue your want?

Name: __________________________________
Period: __________________________________
Date: _____/_____/________
Ukulele Assessment Rubric
Skills & Participation are Key Each child should increase their skills ability throughout the ukulele unit.
Therefore, all students are required to share their new skills through performance assessment. Students must
actively participate throughout the unit. Participation & practice is key in learning new skills.
Students will be assessed in the following areas:
Rhythm Is the rhythm of the melody or strumming accurate? Does it remain accurate & consistent throughout
the performance?
Notes Are the notes & fingerings within the melody or chords accurate?
Articulation Are appropriate articulations being used and are transitions between notes smooth?
Tone Is enough pressure applied to create a clear, balanced tone? Are the note strummed/plucked with
appropriate technique?
Steady Beat/Tempo Does the beat/tempo remain steady throughout the performance?
Posture Is the student playing with appropriate posture, hand position, and technique?
Effort and Seriousness is the student putting forth effort? Are they taking the performance seriously?
Singing is the student singing? Can singing be heard? Is the student putting forth effort to make the song the
best it can be?

RUBRIC IS ON NEXT PAGE

CATEGORY
Rhythm

5 Above Standard
The beat is secure and the
rhythms are accurate for the
style of music being played.

4 Meets Standard
The beat is secure
and the rhythms are
mostly accurate.
There are a few
duration errors, but
these do not detract
from the overall
performance.

Note Accuracy

Notes are consistently

accurate.

Articulation

Secure attacks. Markings

(staccato, legato, slur,
accents, etc.) are executed
accurately as directed by the
score and/or the conductor.

Practice

Student performance
indicates regular and
sustained practice outside of
class, with great attention to
areas of difficulty.

Posture

Sat up straight, thumb was

on the back of the neck,
ukulele rested upon the
chest, and hand was in a
curved C shape.

Effort and
Seriousness

Student is focused and

attentive throughout class
and follows directions to the
best of his/her ability.

An occasional
inaccurate note is
played, but does not
detract from overall
performance.
Attacks are usually
secure, though there
might be an isolated
error. Markings are
executed accurately
as directed by the
score and/or the
conductor.
Student
performance
indicates regular
practice outside of
class with some
attention to areas of
difficulty.
Sat up straight,
thumb was on the
back of the neck,
ukulele rested upon
the chest, and or
hand was in a curved
C shape but fixed it
when reminded.
Student is usually
focused and
attentive during
class, but sometimes
is distracted by
others.

Singing

Sang loud and clear.

Sang but could not

be heard from a
distance

3 Approaching
Standard
The beat is
somewhat erratic.
Some rhythms are
accurate. Frequent
or repeated duration
errors. Rhythm
problems
occasionally detract
from the overall
performance.
A few inaccurate
notes are played,
detracting
somewhat from the
overall performance.
Attacks are rarely
secure, but markings
are often executed
accurately as
directed by the
score and/or the
conductor.
Student
performance
indicates some
practice outside of
class, but with little
attention to areas of
difficulty.
Did sit up straight,
and or thumb was
over the top of the
neck, and has was
not shaped in a Cform but fixed it
when reminded.
Student is
sometimes focused
and attentive during
class, but is easily
distracted by others
and sometimes
distracts others.
Sang but could not
be heard from a few
feet away.

2 Below Standard
The beat is
usually erratic
and rhythms are
seldom accurate
detracting
significantly from
the overall
performance.

0 Did Not
Attempt
Refused to
play

Wrong notes
consistently
detract from the
performance.

Refused to
play

Few secure
attacks. Markings
are typically not
executed
accurately.

Refused to
play

Student
performance
indicates there is
very little
practice outside
of class.

Student did
not participate
in group
learning

Did not sit up

straight, thumb
was over the top
of the neck, and
has was not
shaped in a Cform, but fixed it
when reminded.
Student is rarely
focused and
attentive during
class. Sometimes
disruptive to rest
of class.

Student/'s
refused to sit
up straight,
did not fix
thumb
position, or
hand shape
when told to.
Student was a
disruption to
the class.

Did not sing at

all.

Would not
sing when
asked.

Total Points Awarded____________/ 35_

3

Jazz Unit Timeline Poster Project

1. Heading:
Title is neat.
Name (first, last) on back of poster.
2. Genres
Must be typed.
Labels must be clear and easy to read.
Year is labeled
Must highlight different Jazz genres from 1920s- 1940s.
(Hint. There are more than what we went over).
Items Required:
1. At least 2 musicians per Jazz genre
2. At least 1 song title per musician listed (2 per genre)
3. At least 3 instruments heard in the genre.
4. At least 4 Musical Characteristics.
5. 1 picture that represents the Jazz genre
3. Picture
Every genre must have a photo to represent it.
Must contain at least 3 self-drawn photos.
Utilize color
Must be neatly done
Must be unique
After the 3, you may print color photos.
4. Vocabulary
In the whole timeline use at least 5 key words we went over in class.
Highlight and define the keywords used.
5. Sources
Must use at least 3 sources. (NO WIKIPEDIA)
Your Timeline will be evaluated using the criteria found on the other side of this page. Please
refer to it often as you work on your project!

Jazz Timeline Poster Project Rubric

Above Standard 5

Meets
Standard 4

Approaching
Standard 3

Below
Standard 2

Heading is neat and full name,

date, and period is on the
back. Rubric is turned in.

Heading is messy
and or only first
name is on the
back, and or rubric
is turned in.

Heading is messy and

full name is not on the
back and or rubric is
not turned in.

There is no
heading and or
no name and or
rubric turned in.

All genres are correctly

labeled with correct dates.

Most genres are

correctly labeled
and or correct
dates are listed.

Missing genres and

dates.

No genres or
dates are listed.

Dates

All dates are in chronological

order.

1-2 Dates are

missing and or
dates are out of
order.

3 Or more dates are

missing and or dates
are out of order.

Dates are not

labeled.

Genre Facts

2 Musicians are labeled per

jazz genre, 1 song title per
musician is listed, 3
instruments in that genre are
listed, 4 Musical
Characteristics, and 1 picture
that represents the jazz genre

1 Item is missing
in 1 of the genres

2 or more items are

missing in at least 1 of
the genres

Multiple genres
are missing at
least 2 or more
items.

Pictures

All genres have a photo, at

least 3 are hand-drawn, utilize
color, and are original.

Most genres have

a photo, 2 are
hand-drawn, and
or utilize color.

Some genres have a

photo, 1 is hand
drawn, and or utilize
color.

No genre has a
photo.

Key Words

5 key words are used,

highlighted, and defined.

3-4 key words are

used, highlighted,
and defined.

1-2 key words are

used, highlighted, and
or defined.

No key words
are used,
highlighted, or
defined.

Sources

At least 3 Sources are typed

on a source page.

2 Sources are
typed on a source
page.

1 Source is typed on a
source page.

No sources are
typed.

Organization
& Visual
Appeal

Organized and easy to follow,

interesting, and visually
exciting including pictures,
colors, and effort is shown in
the project.

Organized and
easy to follow.

Somewhat organized.

Lacks
organization.

Font

Font is large enough to read,

and legible if hand written.

Font is large
enough to read
and or is legible if
hand written

Font is large enough

but font is illegible.

Font is not large

and is illegible.

Grammar &
Spelling

1-2 Grammar or spelling

errors.

2-4 Grammar or
spelling errors.

4-6 Grammar or
spelling errors.

7 Or more
grammar or
spelling errors.

Heading &
Rubric

Genre

___________________/50___
5

Jazz Unit Song Composition and Review

Choose one from the following:
TV show theme song, TV jingle, or Children's song.
Have it approved by me.
Pick one of the backup tracks that I will provide.
Pick a genre of jazz (hint: the different backup tracks are different genres, you'll have
to figure out which one is which)
Make the song sound jazzy.
Sing it how you think would be appropriate for the genre of your choice.
Using your tablet, record your composition.
ONCE THE SONG IS WRITTEN AND RECORDED
Write a paragraph (3-5 sentences, TYPED) explaining what you did to make your composition
sound jazzy.
What genre was your jazz piece?
What instruments were in it?
What did you do to the melody (the part you sang) to make it jazzy?
Trade compositions with another student and listen to their recording.
ONCE YOUVE LISTENED TO ANOTHER PERSONS SONG
Write a review of the friend's piece (3-5 sentences, TYPED) What did you like about the
composition?
What genre of jazz did you think they decide to write for? (Do NOT ask them.)
o Did they successfully represent the genre in their song?
If not, what could they have done to better represent it?
If so, what did they do to represent this genre?
Write ups must use at least 5 of the key words we learned in this unit. (highlight these in your write ups).

Your composition and reviews will be evaluated using the criteria found on the other side of
this page. Please refer to it often as you work on your project!

Jazz Unit Song Composition and Review

Above Standard
5

Meets Standard
4

Approaching
Standard 3

Below
Standard 2

Heading is messy and

or only first name is on
the back

Heading is messy and full

name is not on the back

There is no heading
and or no name.

The genre is correctly

labeled, with correct
dates, and or musical
characteristics are
explained within the
write ups.

The genre is not labeled,

with correct dates, and or
musical characteristics
are explained within the
write ups.

The genre was not

labeled or explained
in the write up.

Dates

All dates are in

chronological order.

1-2 Dates are missing

and or dates are out of
order.

3 Or more dates are

missing and or dates are
out of order.

Dates are not

labeled.

Genre
Selection

The Jazz Genre

selected was reflected
in the recording and
explained with detail
and support.

The Jazz genre was

reflected in the
recording and was
somewhat explained in
the write up.

The jazz genre was not

reflected in the
recording, and or was
explained in the write up.

The Jazz genre was

not reflected in the
recording, and was
not explained in the
write up.

Write Ups

Organized and easy to

follow, interesting, and
ideas are supported
with examples.

Organized and easy to

follow, uses little
support for ideas.

Somewhat organized, no
support for ideas.

Lacks organization.

Font

Font is in 12 pt., Arial,

Double Spaced Font

Font is large enough to

read and or is legible if
hand written

Font is large enough but

font is illegible.

Font is not large and

is illegible.

Grammar
& Spelling

1-2 Grammar or
spelling errors.

2-4 Grammar or
spelling errors.

4-6 Grammar or spelling

errors.

7 Or more grammar
or spelling errors.

Singing

Reflects the genre of

jazz chosen

Somewhat reflects the

genre of jazz chosen

Does not reflect the

genre of jazz chosen

Is not jazz.

Recording

Singing can be heard,

text is clear and easy
to understand.

Singing can be heard,

and or text is
somewhat clear and
easy to understand.

Singing is hard to hear

and or text is somewhat
clear and easy to
understand

Singing cannot be
heard.

Effort

The recording and

write ups show effort
and an understanding
of how Jazz music is
created.

The recording and or

the write ups show
some effort and
understanding of how
jazz music is created.

The recording or write

ups show effort some
understanding of how
jazz music is created.

The recording or
write up neither
show effort nor
understanding of
how jazz music is
created.

Heading

Genre

Heading is neat and

full name is on the
right hand corner with
date and period.
The genre is correctly
labeled with correct
dates and musical
characteristics are
explained within the
write ups.

___________________/50___
7

Jazz Unit Google Slide

1. Choose a jazz musician from the approved list for your study. (See me for list)
1. Two people cannot do the same musician; they are first come first serve.
2. Complete the required questions below and include this information in your
presentation.
PLEASE TYPE THESE ANSWERS ON A WORD DOCUMENT (12pt. Arial font)
a. Birth and Death (if musician is still alive put that on the presentation), as well as
where.
b. What genre of jazz this musician is most known for.
c. What instrument(s) the musician plays and which one(s) are they are most
famous for playing?
d. YouTube links to music the artist is most popular for performing.
e. Their importance in Jazz history.
f. At least, 1 Fun Fact.
3. You will be creating a power point or keynote slideshow to showcase your musician.
The following list will help you create your slide show.
1. Include an opening title slide, and include individual title slides(s) for the sub categories.
As well as a Source slide at the end with at least 3 different sources (NO WIKIPEDIA).
2. Make sure you include all of the required facts from the worksheet!
3. Use at least 1 picture in each of your slides
4. Organize your slideshow so that it flows well.
5. Use transitions, music, and animation in your slideshow to make it visually exciting!
Be creative!
Your Google Slide will be evaluated using the criteria found on the other side of this page.
Please refer to it often as you work on your project!

Jazz Google Slide Rubric

Above Standard 5

Rubric and
Typed
Questions

Meets Standard 4

Student turned in the

typed completed
questions and the rubric.

Approaching Standard 3

Below Standard 2

Student was missing either

the typed questions or the
rubric

Student did not

complete the typed
questions, and or
the rubric
Save format not
correct.

File is saved:

Save Format

Lastname_JazzProject_Period_Date

Opening
Slide

Opening slide includes a

large heading with the
Musician's name, and if
any, their nickname in the
subtitle.

1-2 items are

missing from the
opening slide.

2 or more items are

missing from the opening
slide

Opening slide not

present.

Slide
Headings

Slide includes headings

for each category, and are
neatly organized.

some headings are

included, lacks
some organization.

Only a few headings are

included, lacks greatly in
organization

Headings are not

present in slide

All questions are

answered in the slides
and include at least 1
picture per slide.

Some questions are

answered in the
slides and include
at least 1 picture
per slide

Only a few questions are

answered in the slides and
or not all slides have a
picture.

Majority of the
questions were not
answered and or no
slides have pictures.

Lists and pictures

some of the musical
instruments the
musician is famous
for.

Lists some of the musical

instruments the musician
is famous for and no
pictures are used.

No instruments and
pictures are listed.

Musical examples
are highlighted and
described. 1-2
items are missing

Musical examples are

highlighted and described.
2 or more items are
missing.

Musical examples
are not highlighted.

Organized and easy

to follow.

Somewhat organized.

Lacks organization.

1-2 Grammar or spelling

errors.

2-4 Grammar or
spelling errors.

4-6 Grammar or Spelling

errors.

7 or more Grammar
or spelling errors.

At least 3 Sources are

listed on the last slide.

2 Sources are listed

on the last slide.

1 Source is listed on the

last slide.

No items are
sourced on the last
slide.

Musician
Facts

Musical
Instruments

Musical
Examples
Organization
& Visual
Appeal
Grammar &
Spelling
Sources

Lists and pictures all of

the musical instruments
the musician is famous
for.
Musical examples are
highlighted and described.
Including the following:
Lyrics and Meaning,
YouTube Video, and the
year performed.
Organized and easy to
follow, interesting, and
visually exciting including
transitions, music, and
animation.

___________________/50___
9