Web of Respect

Bringing People Together

Music Moves Us

Grade Level : 1

Objectives

• To increase an understanding of the commonalities that we share.
• To provide experiences with the universal language of music.
• To explore the influence of "America's Ambassador of Good Will", Louis Armstrong, on people around the world. 

Vocabulary

ambassador - an authorized representative or messenger.	refrain - a regularly recurring phrase or verse especially at the end of each stanza or division of a poem or song : Chorus.	rap - RAP is a poem set to rhythm and music. RAP was begun in America and is enjoyed by many in several different counties.	good will - a kindly feeling of approval and support : benevolent interest or concern.
rhythm - a movement characterized by a regular recurrence of a strong and weak beat.	jazz - American music developed especially from ragtime and blues and characterized by propulsive syncopated rhythms, polyphonic ensemble playing, varying degrees of improvisation, and often deliberate distortions of pitch and timbre.	call & response - a song form in which the phrases are organized in an echo pattern or a question and answer pattern where a soloist sings the first phrase and a group echoes or answers.	blues - a song often of lamentation characterized by usually 12-bar phrases; 3-line stanzas in which the words of the second line usually repeat those of the first.

Pre-assessment THINK: Children are asked to think about questions. PAIR: Children are put into pairs. SHARE: Pairs take turns sharing their ideas with the group.	Using the "THINK- PAIR- SHARE" model, children will share their thoughts about music. Ask: What is music? How does music make you feel? Where do we find music? What different kinds of music do you know something about? Allow time to share with the large group and record the children's ideas for later reference.
Reading	Bein' With You This Way by W. Nikola-Lisa The irresistible beat of a playground rap invites readers to join in this lively cultural celebration.
Activities	#1 Words Have Rhythm Procedure: Practice reading the book orally with a beat before reading it to the class. Read with expression and rhythm. One may find it helpful to snap a finger or tap a foot to keep the beat going. Pre-reading discussion: show children the cover and read the title. Look through the book together. Initiate a discussion of what they think the book is about. Where is the story taking place? What are the children doing? Read and discuss the book: The poem is written in a special style that we call RAP. Show the refrain. Reread the poem and have the children join in at the refrains, singing, and snapping or tapping the rhythm. Other activities are included in teacher's guide. Children all over the world have similar reactions when they hear this poem read. They snap their fingers and tap their feet. They also use their body to help them keep the rhythm. Regardless of the language we speak, everybody understands and feels the beat and rhythm of music.
	#2 Call and Response The human body is an important African instrument.The African musician often claps, slaps his knees, thighs and chest and stamps the ground. He may also make percussive sounds with his mouth, hands, and feet. Listen to and participate in the Ella Jenkins tapes in which the voice and hands are used to produce rhythm. Tab-Boo Jambo Moon Don't Go Materials:  tape of Ella Jenkins instruments from many cultures  simple objects in the classroom to produce rhythm.    Procedure: Listen to the tape and follow the instructions given by Ms. Jenkins. Find simple objects in the classroom to produce rhythm. Children may be interested in finding objects from home that can be used to produce rhythm. Share these and use them to produce rhthym. Read Ty's One man Band, a story of how one man uses ordinary household objects to create music. Ella Jenkins' music is typically written in call and response form. This is natural to children. They either listen and echo or hear a question and give an answer. This form was often used by slaves in the fields as they worked to pass the time and communicate with each other.
	#3 Drums from around the World Materials: Planet Drum, CD    Procedure: Give the background information provided below and allow children to experience the music. Encourage students to close their eyes as they listen and see what pictures come to mind. These pictures could be a springboard for an art or poetry writing activity. Background Information: Track #2 Island Groove The drums are talking to each other. Track # 5 Jewe An example of the use of the human body as an instrument. Listen for the cupping sound of the hands, slapping of the chest and the use of the voice. Demonstrate the different sound made from clapping hands and cupping hands. Cupping hands: hands are held with fingers rounded to form a cup shape. Using the clapping motion with both hands cupped produces a hallow sound, different from regular clapping. Track #7 Temple Caves The sound of water dripping and flowing. The African rain stick can be heard as the water, and the conch shell at the end as the horn sound. Track #8 Listen to the sound of one of the oldest instruments known to man. Track #9 Bones Sound is produced by hitting one bone against another and also by using bones to strike the drum. Track #10 Lost River Drums and voice remind one of children from the mountains of India. Track #11 Evening Samba The gourds used were actually grown in the yard of one of the drummers, allowed to dry, and made into a new instrument called a gourdophone.   This CD has been produced by seven professional drummers from all over the world. Someone thought it would be a great idea to have each person bring their special collection of drums and other rhythm instruments and spend time together making rhythm. There is a man from Africa whose name is Babatunde Olatunji. (Show name card and picture). Another man came from Brazil. His name is Airto Moreira. Zakir Hussain is from North India. There is one woman who brought shakers, rattles, wind chimes, bells and her voice. (Show these instruments if available.)
	#4 Make Rain Sticks Students use paper tubes (from toilet paper or paper towels) and rice to make this ancient instrument. Materials: paper tubes common pins rice art supplies for decorating construction paper duct tape scotch tape colored yarn Procedure: Insert common pins along the seem of the tube in a spiral shape.  Cut a piece of construction paper to fit the tube.  Use art supplies to decorate the construction paper.  Tape the decorated construction paper to the tube using scotch tape. Tuck the tape into the ends of the tube. Tape one end of the tube with duct tape. Be sure the tape seals around the entire tube. Pour about one half cup of rice into the tube.  Tape the other end of the tube with duct tape. Be sure the seals around the entire tube. Finish your rainstick with yarn. Tie a decorative piece around the tube on either end. Some rice sticks to the duct tape as the instrument is used. Use enough rice to allow for this. Rain sticks are made and used in many countries in Africa and South America.
Reading	If I Only Had a Horn: Young Louis Armstrong Relates how the famous jazz trumpeter began his musical career as a poor boy in New Orleans, singing on street corners and playing a battered coronet in a marching band.   #5 Learning about Louis Two other books Little Louis and the Jazz Band, and Satchmo Blues could be used as well to introduce Louis Armstrong. Select the book that best meets the needs of the class.
	#6 Discussing Jazz Louis Armstrong, called Scatchmo, played a type of music called jazz. Jazz was started by young musicians who played together about the same time as World War I ended. During the war people were not very happy because loved ones were away and some were killed. These musicians got together and began playing a kind of music to make them feel better. They were just having fun being with each other, and produced a new form of music we call jazz. Materials: Classic Jazz CD Procedure: Select 2 or 3 tracks from the list below. Select a discussion question for each track How did this music make you feel? How was it the same/different from the drums we moved to earlier? How was it different from the rap poem we enjoyed earlier? Read the discussion question to the class before they listen to the music. Listen to a selected track. Discuss the previewed question. Repeat procedures #3-5 for each track selected in #1. Tracks of particular interest: #3 - Original Dixieland Jazz Band. This is the band that started jazz as we know it as popular music. The music was recorded in l917. #4 - King Oliver's Creole Jazz Band. Louis Armstrong and King Oliver are playing the cornet. The cornet is a smaller version than the trumpet. #6 - Fletcher Henderson and His Orchestra - Louis Armstrong is playing the trumpet. #7 - Louis Armstrong and His Hot Seven - You can hear Louis Armstrong playing the trumpet at the very beginning of the recording. This recording may be regarded as one of the most important jazz records ever made. #8 - Louis Armstrong and His Hot Five. #13 - Pinetop Smith - The children will particularly enjoy moving around to the Boogie Woogie beat, stopping when Pinetop tells them to hold and moving when told to " mess around." African-Americans were not the only musicians who played jazz. King Oliver (recording #4) was a white musician who had his own band. Louis Armstrong played second cornet with the King Oliver band before forming his own band.

Websites

The Jazz Hall of Fame: Includes biographical information about Ella Fitzgerald and other Jazz Greats. It also has a photo gallery of Ms, Fitzgerald and a chronological listing of her music.[Geocities]

The Jazz Hall of Fame: this site includes historical and biographical information.

The Louis Armstrong Tribute Site: Contains history, quotes, photos and lyrics of Louis Armstrong. It is well organized and easy to use. [KYBHR Enterprises, Austin, TX]

Virtual Ellington Tour: A multimedia introduction to Duke Ellington, excellent for background information. You may need to download Shockwave software to view it. [Smithsonian Institute]

Materials for this kit

• CD's: Planet Drum (Mickey Hart); Classic Jazz; Ella Fitzgerald (Ella Fitzgerald)
• Tapes: Jambo and Other Call and Response Songs and Chants (Ella Jenkins); What a Wonderful World (Louis Armstrong)  
• Instruments: Shakers from Africa; Tambourine; Rainstick 
• Commercial Teacher Guide: Bein' With You This Way (Lee and Low Publishers).

 Books

Bein' with You this Way by W. Nikola-Lisa. The irresistible beat of a playground rap invites readers to join in this celebration of diversity. Lee & Low Books, 1994. (E) 

Ella Jenkins : This is Rhythm by Ella Jenkins. A poem by Ntozake Change with illustrations by the artist Rumor Borden. Stewart, Tuber & Clang, 1994. (811.54)

I Live in Music : poem by Ntozake Change. A poem by Ntozake Change with illustrations by the artist Rumor Borden. Stewart, Tuber & Clang, 1994. (811.54)

I See the Rhythm by Tom Gus. Chronicles and captures poetically the history, mood, and movement of African American music. Children's Book Press, 1998. (780.9) 

If I Had a Horn: Young Louis Armstrong by Roxane Orgill. Relates how the famous jazz trumpeter began his musical career as a poor boy in New Orleans, singing on street corners and playing a battered cornet in a marching band. Houghton Mifflin Company, 1997. (B)

Little Louis and the Jazz Band by Angela S. Madras. The story of Louis "Satchmo" Armstrong. Lodestar Books, 1994. (B)

Ragtime Tampa by Alan Schroeder. Tampa, a young black girl who will later become famous as the dancer Josephine Baker. She longs to find the opportunity to dance amid the poverty and vivacious street life of St. Louis in the early 1900s. Joy Street Books, 1989. (E) 

Satchmo Blues by Alan Schroeder. A fictional recreation of the youth of trumpeter Louis Armstrong in New Orleans Doubleday, 1996. (E)

Ty's One Man Band by Mildred Putts. On a hot, humdrum day, Try meets a man who fills the night with music, using a washboard, comb, spoons, and a pail. Scholastic, 1980. (E)