What is Visual Jazz?

Harlem was not so much a place as it was a state of mind, a cultural metaphor for black America itself." – Dr. Henry Louis Gates

The Harlem Renaissance:

In this lesson, students will learn about the Harlem Renaissance and some of its most important artists—including poets, painters, sculptors, photographers, and novelists. They’ll examine a = poem by Langston Hughes, and then each student will research an artist from the Harlem Renaissance, learn about his or her life and work, and present one example of that work to the class.

Instructional Objectives:

Students will:

Learn what the Harlem Renaissance was and its signific= ance in American history.

Examine a poem by Langston Hughes to discover characteristics associated with the Harlem Renaissance.

Use research skills to learn about a Harlem Renaissance artist or writer.

Use oral presentation and performance skills (role-pla= ying) to communicate and demonstrate to others what they’ve learned about t= he Harlem Renaissance.

Vocabulary:

Abstract Expressionism

Blues

Collage

Gouache

Jazz

photomontage

Week One

Students will be looking at the art and exploring the = lives of the artist 3D"Bearden Romare Bearden

and the poet

Langston Hughes

Lise Spangenthal

Week of_10/17/05_____________________

Self Selected Reading

Working With Words

Guided = Reading

Writing

Monday

Lesson 1 <= o:p>

Concepts: = Students will learn about the contributions of the artist Rom= are Bearden

Dave at Night

Conferences

Word of the week

Go over vocabulary

Vocabulary for art terms and Harlem Renaissance

Guided reading questions on Who is Romare Bearden?

KWL Chart

Students w= ill read biography of Romare Bearden to draw conclusio= ns about the man, his work and what influenced his art. Students will view <= span class=3DSpellE>Romare . Bearden’s Jazz music series

Bridge Con= cept: creativity why do people create? Students will view anchor work of JamminR= 17; at the Savoy and describe what they think the picture is about

Who, What,= When, Where, How. What is the story?

Tuesday

Concepts: = Students will understand the concept of Jazz

= ;

Read Aloud

Dave at Night Conferences

Word of the week

Word Sort

Go over vocabulary

Vocabulary for art terms and Harlem Renaissance

Building o= n prior knowledge the students will listen to a piece of Jazz music from the Harl= em Renaissance.

Skills: Us= ing art materials, students will draw what they “hear” while listenin= g to the music.

Focus = Quick Write

Assessment= :

Students w= ill then create a poem based on their drawing. Students will evaluate and reflect = on whether or not their pieces met the criteria of visual jazz.

Wednesday

Concepts: = Students will understand the term Renaissance

Read Aloud

Dave at Night Conferences

Word of the Week

Read around

Go over vocabulary

for art terms and Harlem renaissance

Guided = Reading

Students w= ill look up the definition of renaissance in dictionary and thesaurus. They will l= ook at posters and read brief descriptions of examples from the Italian Renaissance, Paris at the turn of the century, Native American cultural events in Santa Fe, Mexican Arts and Crafts villages.

Focus = Quick Write

Memoir

Students w= ill define the word renaissance using Gardner’s Theory of multiple intelligence.. <= /span>

Students w= ill look at similarities to add to their KWL chart as to what is a Renaissance.

They will create a venn = diagram

Thursday

Students w= ill learn about the history of Jazz Poetry

Knowledge = Skills:

Summative =

Read Aloud

Dave at Night Conferences

Word of the week

Wordo

Go over vocabulary

for art terms and Harlem Renaissance

Students w= ill be given an article about Jazz poetry they will write a summary of the eleme= nts of Jazz poetry.

Focus = Quick Write

Students w= ill use paintings from Romare Bearden’s Jazz Se= ries to write their own poems in the Jazz style.

Assessment: Students will interpret painting in tableaux style and perform their poems in class

Friday

Concepts: = Students will synthesize their knowledge of Visual Jazz

Read Aloud

Dave at Night Conferences

Word of the Week Quiz

Go over vocabulary

for art terms and Harlem renaissance

Guided = Reading

Students w= ill review all of their prior graphic organizers

Students w= ill then perform their sketches.

Summative<= /span>

Focus =

Feather Circle

Students w= ill sketch their interpretation of visual jazz while listening to a piece of = jazz music

Skills: St= udent will create seed ideas from their sketches.

create a collage in the style of Romare Bearden illustrating the concept of visual j= azz.

What is Visual Jazz?

Students w= ill reflect on their methods for creating artwork or story. They will access = what they know about creating within a cooperative group.

Week 1 Vis= ual Arts students will create a collage interpreting “visual jazz”. Language Arts/Social Studies students using the anchor work, Jammin’ at The Savoy,

Students

will choose one of the musicians in the p= icture to create a 1^stperson narrative of a “snapshot moment”.

Students w= ill be assessed using the 6 trait rubric for narrative writing focusing on organization, word choice and sentence fluency.

Art studen= ts will develop a rubric based on art elements, understanding of collage techniqu= es and tools. Students will orally be able to defend their definition of “visual jazz”. Art and narratives will be displayed together throughout campus. Students will evaluate each other’s work based o= n a teacher created rubric.