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How do you explain the 1920’s to high school students? Let them experience it! In this highly interactive and thought-provoking video conference, students will journey back through time to F. Scott Fitzgerald’s jazz age. In addition to understanding the historical context of this exciting and complex era, students will also come away with a deeper understanding of jazz music and how it shaped the culture of the time. This is a three lesson unit consisting of a pre-conference lesson, a video conference, and a post-conference lesson.

Program Rating

   based on 27 evaluation(s).


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About This Program

Cost

Point to Point: $180.00
By Request: $180.00



Length

45 minutes


Target Audience

Education: Grade(s) 9, 10, 11, 12Public Library: Library Patrons

Minimum participants:

None

Maximum participants:

35


Primary Disciplines

Social Studies/History, Fine Arts, Language Arts/English, Performing Arts, Reading, Gifted & Talented


Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Zoom, Skype, iChat, Vidyo, Movi/Jabber, Blue Jeans, etc...)



Booking Information

This is a single session program offered on demand.

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

REGISTRATION AND SCHEDULING POLICY

Once arranged, distance learning offerings are very difficult and often impossible to re-schedule. The policy of the Cleveland Institute of Music (CIM) concerning distance learning scheduling and registration is as follows:


· Registration for distance learning programs must occur at least four weeks prior to the program date.

· Upon confirmation of registration, distance learning clients will be invoiced for all applicable fees. Fees paid to CIM for distance learning programs are not refundable, except in the case of school closings and other emergencies.

· Requests for schedule changes made 10 or more days prior to the program date will be considered but not guaranteed.

· Requests for schedule changes made less than 10 days prior to the program date will not be considered.

About This Provider

Content Provider logo

 

Cleveland Institute of Music

Cleveland, OH
United States

The Cleveland Institute of Music is a leading international conservatory that is distinguished by an exceptional degree of collaboration between students and teachers. This same stimulating environment extends to the Institute's community education programs, which help people of all ages realize their full musical potential.

CIM offers many exciting distance learning programs for Pre-K through high school. These programs are informative, fun and highly interactive. In addition to a full array of programs and courses in music, CIM offers a series of interdisciplinary programs that address academic content standards in science, math, language arts, and history. These programs are designed to enliven and reinforce the academic core curriculum

Contact:
Contact Alisa Andrews about scheduling.
samm@norsoft.net
2167953150

Program Details

Format

Discussion of F. Scott Fitzgerald and literary works of the 1920’s
Discussion of the historical context leading up to the Jazz Age
Activity: Let’s do the Charleston!
Discussion of musical influences on jazz
Live performance and demonstration of Ragtime
Activity on learning syncopation
Various video examples of early jazz and its influential styles
Demonstration of blue notes
Discussion of popular music and the generation gap

Objectives

Students will find ways to relate their modern 21st century lives to the 1920’s, specifically in the context of understanding literature from the era.
Students will experience the music and culture of the 1920’s.
Students will understand and discuss the major historical events that led into the jazz age.
Students will observe, understand and discuss a variety of music styles that influenced the development of early jazz.

Standards Alignment

National Standards

Music

6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.

ELA
Grades 9-10
CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Grades 11-12
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Integration of Knowledge and Ideas
Grades 11-12
CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
Range of Reading and Level of Text Complexity
Grades 9-10
CCSS.ELA-Literacy.RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.

Grades 11-12
CCSS.ELA-Literacy.RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.

Reading Standards for Informational Text
*Applies to post-conference lesson.
Key Ideas and Details
Grades 9-10
CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Grades 11-12
CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Craft and Structure
Grades 9-10
CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Grades 11-12
CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
CCSS.ELA-Literacy.RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.


** please visit our listing a www.cim.edu for a complete listing of standards

State Standards

Ohio Academic Content Standards: Music

Perceiving/Knowing/Creating
HS I - Beginning
2CE Identify musical terms and symbols for articulation and expression.
3CE Recognize and describe the elements of music.
4CE Listen to and compare various musical styles from the United States, other cultures
and historical periods.
5CE Identify musical forms used in vocal and instrumental genres from various historical
periods.
6CE Identify the social contexts from which music of various cultures evolved.
8CE Explain the role of technology in researching, creating, performing and listening to
music.

HS II- Developing
2CE Identify and trace the development of music forms across historical periods.
3CE Listen to, analyze and describe various music works on the basis of their stylistic
qualities and the historical and cultural contexts in which they were created.
4CE Describe the elements of music and their functions.
8CE Describe how music reflects the social and political events of history and the role of
the musician in history and culture.

HS III- Intermediate
2CE Using appropriate musical terminology, critique various music styles from the
United States other cultures and historical periods.
4CE Identify and trace the development of the elements of music across historical
periods.
5CE Compare and contrast musical forms used in vocal and instrumental genres.

HS IV- Mastery
1CE Interpret music symbols and terms in light of historical and stylistic context.
2CE Identify and trace the development of the elements of music across musical styles
and world cultures.
3CE Analyze various music works from a variety of world cultures, identifying the unique
features of expressive content (e.g. role of dynamics, movement, sounds of
language-pronunciation and tone colors, style, instruments and accompaniment
and ornamentation) and determine how these characteristics contribute to
performance style while minimizing stylistic bias.
7CE Recognize aesthetic characteristics common to all art forms.


Responding/Reflecting
HS I - Beginning
2RE Respond to aesthetic qualities of a performance using music terminology.
3RE Examine how people from different backgrounds and cultures use and respond to
music.
4RE Evaluate the use of the elements of music as relative to expression in a varied
repertoire of music.
5RE Describe the impact of music technology and innovation upon music careers.

HS II- Developing
2RE Describe how the use of elements of music affects the aesthetic impact of a music
selection.
5RE Describe the use of elements of music as they relate to expression in a varied
repertoire of music.
6RE Incorporate technology when possible in assessing music performances.

HS III- Intermediate
2RE Discuss how people differ in their responses to the aesthetic qualities of
performance including their personal responses.
5RE Evaluate how musical forms are influenced by history.
7RE Evaluate how musical forms and performance practices are influenced by culture
and history.

HS IV- Mastery
2RE Describe how compositional devices and techniques (e.g., motives, imitation,
suspension and retrograde) are used to provide unity, variety, tension and release
in a music work.
3RE Discuss how people differ in their response to musical experiences based upon
culture, environment, values and personal experiences.