ASSESSMENT MAPPING

JAZZ APPRECIATION. GENERAL MUSIC 20.

EXPECTATIONS & LEARNING OBJECTIVES
GLE
The student(s) will:
¡ Researching: develop a knowledge of music history and literature and their relationship to world history
SLEs
The student(s) will:
¡ Elements and Roots of Jazz: define and discuss the following basic elements and structures of jazz: blues, form, improvisation,
swing.
¡ Stylistic Categories: identify characteristics of the following stylistic categories, and identify aurally selected listening examples:
(early jazz, blues, boogie woogie, swing, bebop, cool school, hard bop, free jazz, fusion)

LEARNING OBJECTIVES
The student(s) will be able to:
¡ Classify (B) the different stylistic eras of jazz (P) by constructing a chronological ordered presentation (M).
¡ Understand (B) how the different main elements of jazz influenced the jazz era (P) by aural listening (M).
UNDERSTANDINGS & ESSENTIAL QUESTIONS

UNDERSTANDINGS
¡ The music of jazz progressed in North America through different eras during the 20th Century
¡ There are distinguishing and similar characteristics within the different eras of jazz
ESSENTIAL QUESTIONS
¡ What years were the (insert specific era) most prominent and influential?
¡ What stylistic characteristics were prominent in the (insert specific era)?
¡ How did (insert element/structure of jazz) influence the characteristics of the (insert specific era)?
¡ Was there any overlap in the eras of jazz, in terms of stylistic characteristic?
PRIOR UNDERSTANDINGS
PRIOR UNDERSTANDINGS
¡ History of Western Music
SLE: The student will…
¡ recognize that the history of Western music is part of a
continuum that begins with ancient times and progresses
through the Middle Ages, the Renaissance, the Baroque period,
the Classical period, the Romantic period, and the twentieth
century; and identify approximate dates of each style period
Ø I think this would be better to precede, so students will
understand how musical eras progress on a continuum (see
similarities in classical and jazz era progression)
¡ World Music (Level II)
SLEs: The student will…
¡ identify and describe the movement of Sub-Saharan African
people, during the slave trade period, and the influence of their
music in other world cultures
¡ identify the similarities and differences between at least four of
the following types of music and Sub-Saharan African traditional
folk music: (African Highlife, Blues, Calypso…)
HOW TO ASSESS ON PRIOR UNDERSTANDINGS:
¡ Through class listening and discussion
¡ Exit/entrance slip on the topic (music history and/or musical
terms/vocabulary)
¡ Write a reflection (give students 5 minutes to reflect on what they already
know about Western Music history)
¡ 3-2-1 Discussion or Writing (3 things I know, 2 things they want to know
more about, 1 question)
HOW DOES THIS INFORM DIFFERENTIATED
TEACHING?
By understanding the class and individual students prior understanding we
can gauge their interest, needs and perspectives. In assessing their learning
by simply having them reflect, discuss and listen, a teacher can adapt to their
students and better understand the demands of their class.
SUBSEQUENT KNOWLEDGE
Jazz Appreciation
SLE
¡ The student will identify the contributions of at least three of the following artists or groups: (Austin High Gain,
Louis Armstrong, Jelly Roll Morton…)
Popular Music
Ø Extension of jazz. How are they connected?
Ø In this unit they explore the evolution and cultural development of Pop Music (would be beneficial to precede this
with a jazz unit, as this is an exploration of cultural development that ties in with popular music)
SLE
¡ The student will demonstrate a historical understanding of the development of popular music
Composition
Ø Providing more avenues to create through the understanding of improvisation.
FORMATIVE ASSESSMENTS

FOR LEARNING AS LEARNING

Exit/Entrance slips: Classroom Poll:
At beginning or end of class, students will be given a guided
Using a technology based and interactive program, play
question based on the learning from that day or the day
students clips of Jazz music from the different eras that are
before. They will be asked to respond as best they can. They
being studied. They can decide where it is from
will be given feedback on their slips and they will be given
anonymously and without having to share their answers
back to them the following class so they are able to view
with the whole class, allowing the student to reflect on their
the descriptive feedback.
learning progress.
¡ This form of assessment is so the teacher can
¡ This is a great and simple way for the students to assess
determine what the students need to improve on and
and self-monitor their own learning, determining for
where they are in their learning. Mainly used to gauge
themselves how to best proceed with the unit to
student’s interests and for the teacher to reflect on
achieve success.
their teaching/content and instructional strategies.
SUMMATIVE ASSESSMENT

CHRONOLOGICAL ORDER PROJECT

¡ Students will create (in a number of mediums) a chronological time line on the progression of Jazz music. Working
either individually or in pairs, they will place the different eras in the correct order and identify 2 influential
composers, 2 pieces of music that were prevalent and 4 musical characteristics of that specific era. They may
present their understandings to the teacher in the form of:
¡ PowerPoint
¡ Poster
¡ Video
¡ Mind Map
¡ Other medium, as long as approved by teacher

Students will be given assignment description at beginning of unit and will have a due date set near end of unit time.
They will be given class time to work on it.
DIFFERENTIATION OF SUMMATIVE ASSESSMENT
ACCOMODATION
¡ Can adjust the language of the assignment so
students can better understand the learning.
¡ This differentiated assessment can be applied to the
entire classroom, as a way to allow the student who
needs it to feel included.
¡ Allow a scribe to assist student who may have need
for one, as a scribe can write the students content
onto their project (or script, if making a video)
MODIFICATION
¡ Diminish the amount of eras that are to be included
(or provide them with the information for a few
eras) and the amount of content that the project
needs to have.
¡ Provide a different assignment that follows a similar
format. For example, a student who requires a
modification to the assignment could possibly be
given a blank chronological order sheet with the Jazz
Eras on it and could be asked to find 2 pieces of
music each that were composed in those eras.
DIFFERENTIATION OF SUMMATIVE ASSESSMENT

DIFFERENTIONS:
¡ Resources for and examples of the summative assignment can be provided for a student who may need motivation or a
clear image of outcome.
¡ Allow student to hand in assignment at different stages, to allow teacher time to assess and give feedback as they work
through. This allows for more chance of success for students who may struggle with research projects such as this.

HOW TO MAKE SURE THESE ASSESSMENTS ARE FAIR:

¡ By taking into consideration the pre-assessment and what we already know about the students, a teacher can assure
that the differentiated assessments (especially the modifications) are applied only to the students who require them in
their learning. Many of these differentiations (especially the accommodations) don’t need to apply just to the exceptional
learners, but to the entire class, as they will be beneficial to all students to assure interactional fairness.
¡ A students voice should be heard when receiving differentiation, and also when not. Be sure to listen to students who
request one of the differentiations in their own assignment and consider all the factors, as a way to assure procedural
fairness.