That’s Jazz!

Exploring Pulse and Rhythm

Year 5
Unit 1
Unit Introduction
 That’s Jazz!
Exploring Pulse and Rhythm
In this unit, the children will learn about cyclic rhythms and work to master one in particular. They will use this as the basis for a group composition at the end
of the unit. They will take lessons from the masters of jazz detailed above to learn about how bandleaders tell their musicians what to do and apply this in their
own learning.

Listening Focus: Jazz Music

In this unit, we will investigating the genre of jazz music, delving into some of the many different sub-genres this contains including ragtime, New Orleans jazz, and
big band swing. The children will learn about the origins of Jazz and focus on six major musicians in the history of jazz music, roughly in chronological order: Scott
Joplin, Louis Armstrong, Glenn Miller, the combined force of Ella Fitzgerald and Duke Ellington, and Nina Simone. They will learn about the importance of New
Orleans, the birthplace of jazz, and go on a virtual school trip to important areas to the history of jazz in New Orleans. They will learn about the different instruments
commonly heard in jazz music and its basis in many different other types of music, including African drumming.
EXPECTATIONS AT THE END OF THIS UNIT
All children should be able to: explain that jazz is not one singular thing, but that there are many different types of jazz; play an African cyclic rhythm.
Most children will be able to: discuss in some detail the origins of jazz; name some of the instruments commonly heard in jazz music; begin to discuss some of the performers looked at in
the unit; play an African cyclic rhythm with some continued accuracy; offer up suggestions for the creation of a piece based on their own cyclic rhythm.
Some children will be able to: explain in greater detail about the origins of jazz and discuss in greater detail the performers looked at in this unit; play an African cyclic rhythm with
continued accuracy; take a leadership role in the creation of their own cyclic rhythm; read musical notation with some accuracy; discuss the role of the
bandleader; help to lead a group performance.

Key vocabulary used in this unit

In this unit children will have an opportunity to use words and phrases related to:
 Jazz: ragtime, New Orleans jazz, big band swing, bebop, bandleader, improvisation, scat singing, various instruments associated with jazz
 Rhythms and Pulse (the beat): cyclic rhythms (a rhythm that repeats and repeats), crotchet (one beat), quaver (½ a beat), semiquaver (¼ of a beat), minim (two beats), semibreve (four
beats), rest (silence for a specific amount of time).
 Texture (how many instruments are playing at once): thick (lots) or thin (few)
 Pitch (how high or low an instrument or voice is): high, low, melody
 Tempo (the speed at any one time in a piece of music): fast, slow, pulse
 Dynamics (how loud and quiet a section of the piece is): louder, quieter, loud, quiet, forte, piano, mezzo forte, mezzo piano
 Rehearse, Perform, Plan, Evaluate, Feedback
That’s Jazz: Exploring Pulse and Rhythm Our Listening
In this unit, we will be learning all about jazz. There are many
different styles of jazz music including big band and swing, bebop,
and ragtime, to name a few.

Jazz first originated in the African-American communities of New

Orleans in the American state of Louisiana.
The Entertainer Oh When the Saints
The earliest jazz bands included four or five different instruments: by Scott Joplin Go Marching In by
The flag of the United States of Louis Armstrong
America, the birthplace of jazz.

It Don’t Mean a In the Mood by

Thing by Ella the Glenn Miller
Fitzgerald and Orchestra
Duke Ellington
Piano - this Banjo – this Tuba or Double Bass Drum Kit - When the first jazz
would have the instrument played – these would musicians gathered together to
main melodies as the part that the provide a walking play, they decided that they
well as providing electric guitar would (moving) bass line. needed some percussion
some chordal later play, providing instruments to keep the beat.
accompaniment. a rhythmic Instead of having four or five
accompaniment as people playing one drum or
well as occasional cymbal each, these were Comparing Feeling Salt Peanuts
melodies. grouped together and turned Good by Nina Simone by Dizzy
into the first drum kits. Before with the version by Gillespie
jazz, drum kits did not exist. MUSE

That’s Jazz: Exploring Pulse and Rhythm

Later Jazz Instruments Scat Singing
As jazz progressed and evolved, instruments were swapped out and replaced by others. These included:

Trumpet Clarinet
Trombone Saxophone Louis Armstrong popularised a style
of singing called scat singing where
you improvised singing nonsense
words to rhythms, similar to the way
a trumpet or trombone would
improvise. Improvising is making up
something (music) on the spot. Louis
Armstrong did this both with his
Vibraphone Electric Guitar Vocals trumpet and with his scat singing.

Pulse and Rhythm The Characteristics of Jazz

Pulse is the Rhythm is when Solos – often these Improvisation – Syncopation – this is when Call and Response – this is
heartbeat of the long and short can be challenging both from soloists emphasis is placed on when someone sings or
music. notes are joined and show off great and other unusual beats to give a plays something and it
together. playing. musicians. dancing or swinging feel. repeated back by others.

That’s Jazz: Exploring Pulse and Rhythm

Cyclic Patterns Musical Notes - Duration
Cyclic patterns are short, repeated patterns
which can be heard in music. A good example
of music to hear a cyclic pattern in is through
listening to drum music from Africa. As jazz
evolved from African drumming, this fits well
with what we are learning.
Crotchet = 1 Crotchet rest = 1 Minim = 2 Semibreve =
beat beat of silence beats 4 beats

Texture
1 quaver = ½ beat Quaver rest = ½ 1 semiquaver = ¼ beat
2 quavers = 1 full beat beat of silence 4 semiquavers = 1 full beat

A thick texture is when lots of A thin texture is when only a

people are playing. few people are playing.
Layering
Layering is when you add sections of playing one on top of

Dynamics the other like building a musical tower or block of flats.

‘Please Please Me’ has a melody and two other layers of
vocals - two harmony parts. Layering vocals like this creates
a thicker texture, changes the sound colour and makes the
Loud Quiet music sound more interesting.

That’s Jazz: Exploring Pulse and Rhythm

 That’s Jazz!
Exploring Pulse and Rhythm
Year 5
Unit 1
Medium Term Plan
 Medium Term Plan
Year Group: Year Five That’s Jazz!
Unit Number: Unit One Exploring Pulse and Rhythm

Learning Listening Proposed Teaching

Session Learning Outcomes Resources
Objective(s) Focus Activities
 ‘Happy’ body percussion  All children will be  Lesson PowerPoint
activity. introduced to the  ‘Happy’ Body Percussion Activity (PP Slides 5-6)
 Introduce jazz by looking at the concept of jazz.  Introducing Jazz - Background Information and
state of Louisiana and watching  Most children will be Context, including Maps and Videos (PP Slides 7-
a video explaining what jazz is. able to explain that it 11)
 Learn about ragtime and and comes from America  Knowledge Organisers Visuals (PP Slides 12-15)
listen to ‘The Entertainer’ by and that ragtime is an  Ragtime Background Information and Context
Scott Joplin. early form of jazz; (PP Slide 15)
 Compare the structure of ‘The express likes and  ‘The Entertainer’ Short Clip (PP Slide 16)
All children will Entertainer’ with that of a pop dislikes about ‘The  Scott Joplin Background Information and Context
The Entertainer
1. learn about the song. Entertainer’ using some (PP Slides 17-18)
by Scott Joplin
origins of jazz.  Do the ‘Entertainer’ body musical language’.  ‘The Entertainer’ Short Clip (PP Slide 19)
percussion activity.  Some children will be  Listening Log (PP Slide 20) See Lesson 1
 Discuss the musical notes for able to discuss ‘The Printable Resources
duration. Entertainer’ using  Looking Deeper into Joplin’s ‘The Entertainer’
 Hand out untuned percussion musical vocabulary. (PP Slides 21-22)
instruments and replay the  The Entertainer – Body Percussion/Play Along
‘Entertainer’ body percussion Video (PP Slides 23, 25)
video focussing on reading and  Musical Notation (PP Slide 24)
beating the musical notes, not  Untuned Percussion Instruments
doing the actions.
 Medium Term Plan
Year Group: Year Five That’s Jazz!
Unit Number: Unit One Exploring Pulse and Rhythm

Learning Listening Proposed Teaching

Session Learning Outcomes Resources
Objective(s) Focus Activities
 ‘Maple Leaf Rag’ body  All children will play  Lesson PowerPoint
percussion activity. three rhythms, through  What is Jazz? Video (PP Slide 5)
 Introduce jazz by looking at the clapping and with  ‘Maple Leaf Rag’ Activity, including Background
state of Louisiana and watching untuned percussion Information and Musical Notation (PP Slides 6-8)
a video explaining what jazz is. instruments.  Untuned Percussion Instruments
 Recap what jazz is and discuss  Most children will take  Introducing Early New Orleans Jazz - Background
the instruments of early jazz. part in a three part Information and Context, including Instruments
 Follow this up with later rhythm and play their (PP Slides 9-12)
instruments of jazz. part in the mix with  Match the Instrument Cards - See Lesson 2
 In pairs, match the instrument some accuracy. Printable Resources
flashcards to the vocabulary.  Some children will take  Match the Instrument Answers (PP Slides 13-23)
Oh When the  Learn about Louis Armstrong part in a three part  The Early History of Jazz Video (PP Slide 24)
All children will Saints Go and listen to ‘Oh, When the rhythm and play their  Introducing Louis Armstrong - Background
2. perform a three Marching In Saints’. part in the mix with Information and Context (PP Slides 25-27)
part cyclic rhythm. by Louis  Learn the African cyclic three accuracy, reading their  Louis Armstrong - Oh, When the Saints (PP Slide
Armstrong part rhythm, looking at both part through standard 28)
graphic and standard musical musical notation.  Listening Log (PP Slide 29) See Lesson 2
notation and practising this first Printable Resources
by clapping and then using  Louis Armstrong & Scat Singing, including Video
untuned percussion (PP Slides 30-31)
instruments.  African Cycle Patterns and Instruments (PP Slides
32-33)
 African Cycle Patterns: Learning the Djun Djun
Pattern (PP Slides 34-36)
 African Cycle Patterns: Learning the African Bell
Pattern (PP Slides 37-39)
 Creating an African Drumming Group (PP Slide 40)
 Medium Term Plan
Year Group: Year Five That’s Jazz!
Unit Number: Unit One Exploring Pulse and Rhythm

Learning Listening Proposed Teaching

Session Learning Outcomes Resources
Objective(s) Focus Activities
 Play ‘Pass the Rhythm to the  All children will learn  Lesson PowerPoint
Left Hand Side’ – a musical what scat singing is and  Pass the Rhythm to the Left Hand Side (PP Slide
game of Chinese whispers. begin to scat over a 5)
 Watch and discuss Ella pre-leant rhythm.  Ella Fitzgerald - Background Information and
Fitzgerald and Duke Ellington’s  Most children will scat Context (PP Slides 6-8)
performance of ‘It Don’t Mean over a pre-leant  Duke Ellington - Background Information and
a Thing’. rhythm. Context (PP Slides 9-10)
 Discuss scat singing in greater  Some children will scat  Ella Fitzgerald and Duke Ellington – It Don’t
detail, watching a video confidently with style Mean a Thing (PP Slide 11)
explaining what this is and over a pre-learnt  Scat Singing, including Video (PP Slides 12-13)
showing examples and fill in the rhythm.  Listening Log (PP Slide 14) See Lesson 3
listening log. Printable Resources
It Don’t Mean a  African Cycle Patterns and Instruments (PP Slides
 Revise the African cyclic rhythm
All children will Thing by Ella 15-16)
3. from last lesson through
learn to scat sing. Fitzgerald and  African Cycle Patterns: Learning the Djun Djun
clapping and then untuned
Duke Ellington Pattern (PP Slides 17-19)
percussion instruments.
 Model scat singing and take  African Cycle Patterns: Learning the African Bell
part in a scat singing call and Pattern (PP Slides 20-22)
response activity.  Untuned Percussion Instruments
 Children to improvise scat  Scat Singing (PP Slide 23)
singing over the African cyclic  Looking Deeper into Joplin’s ‘The Entertainer’
rhythm. (PP Slides 24-25)
 With the untuned percussion  Musical Notation (PP Slide 26)
instruments, play the  The Entertainer – Play Along Video (PP Slide 27)
‘Entertainer’ video focussing on
reading and beating the musical
notes, not doing the actions.
 Medium Term Plan
Year Group: Year Five That’s Jazz!
Unit Number: Unit One Exploring Pulse and Rhythm

Learning Listening Proposed Teaching

Session Learning Outcomes Resources
Objective(s) Focus Activities
 In pairs, match the instrument  All children will  Lesson PowerPoint
flashcards to the vocabulary. discover Big Band  Jazz Instruments - Background Information and
 Revise early jazz and discuss music; be introduced to Context (PP Slides 5-7)
how evolved into Big Band the idea of a cue.  Match the Instrument Cards - See Lesson 4
music, discussing the  Most children will be Printable Resources
similarities and differences with able to explain what a  Match the Instrument Answers (PP Slides 8-18)
what they have heard before. cue is; begin to explain  Early Jazz Video (PP Slide 19)
 Learn about Glenn Miller and the differences  Introducing the Big Band - Background
listen to and discuss ‘In the between big bands and Information and Context (PP Slides 20-24)
Mood’. New Orleans jazz  The Glenn Miller Orchestra - Background
 Revisit the African cyclic rhythm bands. Information and Context (PP Slides 26-27)
from previous lessons.  Some children will be  The Glenn Miller Orchestra - In the Mood (PP
All children will
In the Mood  Introduce the idea of a cue to able to come in Slide 28)
learn to start and
4. by the Glenn start and end a piece of music. confidently and  Listening Log (PP Slide 29) See Lesson 4
stop after a
Miller Orchestra  Practise using this cue to start securely and finish Printable Resources
musical cue.
and end the African cyclic precisely after hearing a  African Cycle Patterns and Instruments (PP Slides
rhythm. musical cue. 30-31)
 Using untuned percussion  African Cycle Patterns: Learning the Djun Djun
instruments, play along with Pattern (PP Slides 32-34)
the ‘In the Mood’ play along  African Cycle Patterns: Learning the African Bell
video. Pattern (PP Slides 35-37)
 Untuned Percussion Instruments
 Introducing the Cue (PP Slides 38-39)
 The Bandleader (PP Slide 40)
 Glenn Miller - ‘In the Mood’ Play Along Key (PP
Slide 41)
 ‘In the Mood’ Play Along Video (PP Slide 42)
 Medium Term Plan
Year Group: Year Five That’s Jazz!
Unit Number: Unit One Exploring Pulse and Rhythm

Learning Listening Proposed Teaching

Session Learning Outcomes Resources
Objective(s) Focus Activities
 Using untuned percussion  All children play three  Lesson PowerPoint
instruments, play along with rhythms, through  Glenn Miller - ‘In the Mood’ Play Along Key (PP
the ‘In the Mood’ play along clapping and with Slide 5)
video. untuned percussion  ‘In the Mood’ Play Along Video (PP Slide 6)
 Recap New Orleans jazz and instruments.  Untuned Percussion Instruments
watch a virtual school trip of  Most children will take  New Orleans Jazz Video (PP Slide 7)
New Orleans. part in a three part  New Orleans Virtual School Trip Video (PP Slide
 Watch and discuss the rhythm and play their 8)
differences between Nina part in the mix with  Nina Simone - Background Information and
Simone and MUSE’s versions of some accuracy. Context (PP Slide 9)
‘Feeling Good’.  Some children will take  Nina Simone - Feeling Good (PP Slide 10)
Comparing
 MUSE - Background Information and Context (PP
All children will Feeling Good by  Teach the cyclic rhythms for part in a three part
‘Great Big House in New rhythm and play their Slide 11)
5. perform a three Nina Simone with
Orleans’, first through clapping part in the mix with  MUSE - Feeling Good (PP Slide 12)
part cyclic rhythm. a Version by
and then with untuned accuracy, reading their  Comparing the Two Versions of ‘Feeling Good’
MUSE (PP Slide 13)
percussion instruments. part through standard
 Teach the melody and lyrics. musical notation.  Listening Log (PP Slide 14) See Lesson 5
 With the children, do a final Printable Resources
performance of the song.  ‘Great Big House in New Orleans’ Video (PP
Slides 15, 20)
 ‘Great Big House in New Orleans’ Lyrics and
Audio Clip (PP Slide 16)
 Musical Notation (PP Slides 17-18)
 ‘Great Big House in New Orleans’ Cyclic Rhythms
(PP Slide 19)
 Untuned Percussion Instruments
 Medium Term Plan
Year Group: Year Five That’s Jazz!
Unit Number: Unit One Exploring Pulse and Rhythm

Learning Listening Proposed Teaching

Session Learning Outcomes Resources
Objective(s) Focus Activities
 Sing and play the cyclic rhythms  All children will perform  Lesson PowerPoint
of ‘Great Big House in New their own cyclic rhythm  ‘Great Big House in New Orleans’ Video (PP Slide
Orleans’ using untuned with some accuracy. 5)
percussion instruments.  Most children will help  ‘Great Big House in New Orleans’ Lyrics and
 Recap the cue and the African compose and perform a Audio Clip (PP Slide 6)
cyclic rhythms from previous cyclic rhythm.  Musical Notation (PP Slides 7-8)
lessons.  Some children will  ‘Great Big House in New Orleans’ Cyclic Rhythms
 Model creating a cyclic rhythm. compose and perform a (PP Slide 9)
 In groups, the children should cyclic rhythm with  Untuned Percussion Instruments
compose and perform their accuracy.  African Cycle Patterns and Instruments (PP Slides
own cyclic rhythm. 10-11)
All children will
N/A –  Children to self-assess.  African Cycle Patterns: Learning the Djun Djun
compose and
6. Composition  Review knowledge organisers Pattern (PP Slides 12-14)
perform a three
Focus for the next units.  African Cycle Patterns: Learning the African Bell
part cyclic rhythm.
Pattern (PP Slides 15-17)
 Untuned Percussion Instruments
 Introducing the Cue (PP Slides 18-19)
 The Bandleader (PP Slide 20)
 Composing a Cyclic Pattern (PP Slide 21)
 Cyclic Rhythm Composition Sheet – see Lesson 6
Printable Resources.
 Performing your Cyclic Rhythms (PP Slide 22)
 Pupil Self-Assessment Forms (PP Slide 23) See
Year 5, Unit 1 Folder
 Next Unit’s Knowledge Organisers (PP Slides 27-28)
 That’s Jazz!
Exploring Pulse and Rhythm
Year 5
Unit 1
Lesson 1
 Medium Term Plan
Year Group: Year Five That’s Jazz!
Unit Number: Unit One Exploring Pulse and Rhythm

Learning Listening
Session Proposed Teaching Activities Learning Outcomes Resources
Objective(s) Focus
 ‘Happy’ body percussion activity.  All children will be introduced to the  Lesson PowerPoint
 Introduce jazz by looking at the state of concept of jazz.  ‘Happy’ Body Percussion Activity (PP Slides 5-6)
Louisiana and watching a video explaining  Most children will be able to explain  Introducing Jazz - Background Information and Context,
what jazz is. that it comes from America and that including Maps and Videos (PP Slides 7-11)
 Learn about ragtime and and listen to ‘The ragtime is an early form of jazz;  Knowledge Organisers Visuals (PP Slides 12-15)
Entertainer’ by Scott Joplin. express likes and dislikes about ‘The  Ragtime Background Information and Context (PP Slide
 Compare the structure of ‘The Entertainer’ using some musical 15)
Entertainer’ with that of a pop song. language’.  ‘The Entertainer’ Short Clip (PP Slide 16)
All children will learn  Do the ‘Entertainer’ body percussion  Some children will be able to discuss  Scott Joplin Background Information and Context (PP
The Entertainer
1. about the origins of activity. ‘The Entertainer’ using musical Slides 17-18)
by Scott Joplin
jazz.  Discuss the musical notes for duration. vocabulary.  ‘The Entertainer’ Short Clip (PP Slide 19)
 Hand out untuned percussion instruments  Listening Log (PP Slide 20) See Lesson 1 Printable
and replay the ‘Entertainer’ body Resources
percussion video focussing on reading and  Looking Deeper into Joplin’s ‘The Entertainer’ (PP Slides
beating the musical notes, not doing the 21-22)
actions.  The Entertainer – Body Percussion/Play Along Video (PP
Slides 23, 25)
 Musical Notation (PP Slide 24)
 Untuned Percussion Instruments
 Lesson Resources:
Date: Year Group: Duration:  Lesson PowerPoint
Five 45 minutes to 1 hour  ‘Happy’ Body Percussion Activity (PP Slides 5-6)
 Introducing Jazz - Background Information and Context, including Maps and Videos (PP Slides 7-11)
 Knowledge Organisers Visuals (PP Slides 12-15)
 Ragtime Background Information and Context (PP Slide 15)
 ‘The Entertainer’ Short Clip (PP Slide 16)
 Scott Joplin Background Information and Context (PP Slides 17-18)
Unit Number and Title:
Lesson No:  ‘The Entertainer’ Short Clip (PP Slide 19)
One
One  Listening Log (PP Slide 20) See Lesson 1 Printable Resources
That’s Jazz! Exploring Pulse and Rhythm
 Looking Deeper into Joplin’s ‘The Entertainer’ (PP Slides 21-22)
 The Entertainer – Body Percussion/Play Along Video (PP Slides 23, 25)
 Musical Notation (PP Slide 24)
 Untuned Percussion Instruments
Learning Objective(s): All children will learn about the origins of jazz.

Learning Outcomes: All children will be introduced to the concept of jazz. Most children will be able to explain that it comes from America and that ragtime is an early form of jazz; express likes and dislikes about
‘The Entertainer’ using some musical language’. Some children will be able to discuss ‘The Entertainer’ using musical vocabulary.

Time Content and Teaching Differentiation/Extension Evaluation/Notes

‘Happy’ Body Percussion Activity (PP Slides 5-6)

 Warm up the children up with a piece of body percussion. This is a song which the children should be familiar with. It is ‘Happy’
Focus Activity

10 by Pharell Williams and appears in the Trolls movies (PP Slide 5).
Mins  Ask the children what it is called when a piece of music is written not with musical notation but with pictures – a graphic score.
–
 Go over the different symbols and what actions the children have to do for each of these symbols.
15
Mins  This activity should test their ability to sightread a piece of music and focus their ability to follow a graphic score.
 Play the ‘Happy’ body percussion activity (PP Slide 6).
 If the children are struggling on a particular section, rehearse this before continuing.
 Time Content and Teaching Differentiation/Extension Evaluation/Notes

Introducing Jazz (PP Slides 7-11)

 Explain that in this unit the children will be studying jazz (PP Slide 7).
 Jazz is an umbrella name for many different types of music, in the same way that pop music includes rock ‘n’ roll, rap, and
techno or classical music includes baroque, film music and Avant Garde.
 There are many different styles of jazz music including big band and swing, bebop, and ragtime, to name a few.
 Jazz first originated in the African-American communities of New Orleans in the American state of Louisiana.
 Ask the children whether they can find the USA on a map (PP Slide 8).
 Challenge the children to find Louisiana (PP Slide 9)
 Play the video giving context to New Orleans (PP Slide 10).
 Ask the children what they know about jazz. Play the video on PP Slide 11 which explains information and detail about what
jazz is.
Knowledge Organisers (PP Slides 12-14)
Main Content

25
 Hand out the knowledge organisers for this unit.
Mins
 Discuss these with the children using PP Slides 12-14.
–
 Explain that these knowledge organisers contain all information that the children will need to know be successful in this
30
unit.
Mins
 They can refer to them at any time and use them to help cement their knowledge and understanding.
 One copy should stay in school in the children’s music books, whilst a second copy is sent home to share with parents.
Introducing Ragtime (PP Slides 15-20)
 Explain that one of the first types of jazz was ragtime (PP Slide 15).
 Ragtime is almost like a cross between classical music and jazz. It was wholly notated like classical music and did not
feature improvisation unlike later jazz.
 It was written for piano, but later incorporated a full orchestra as well.
 Pieces of ragtime music are called ‘rags’.
 One of the most famous rags is ‘The Entertainer’ by Scott Joplin.
 As this is probably the most famous rag, play a brief clip of ‘The Entertainer’ to see if the children know this rag (PP Slide
16).
 Explain that Scott Joplin born Tuesday 24th November 1868 in Texarkana, Texas (PP Slide 17).
 Time Content and Teaching Differentiation/Extension Evaluation/Notes

 Joplin was an ex-railroad worker, (someone who built railway tracks by hand in harsh weather conditions,) who decided to
follow his dream of being a successful composer and musician.
 Because of the fame achieved for his ragtime compositions, he was dubbed the "King of Ragtime.“ During his brief career,
he wrote over 40 original ragtime pieces, one ragtime ballet, and two operas.
 Written in 1902, ‘The Entertainer’ is a typical piece of ragtime music – medium tempo (speed) with tricky and technical
passages (PP Slide 18).
 This was released before vinyl records, cassettes, CDs or downloads were first invented and was released as sheet music
Main Content, cont.

for people to play themselves. It was a huge hit and rocketed ragtime into the mainstream.
25  Play ‘The Entertainer’ by Scott Joplin (PP Slide 19). As the children are listening to this, they should fill out their listening logs -
Mins found in Lesson 1 Printable Resources and on PP Slide 20.
– Looking Deeper into Joplin’s ‘The Entertainer’ (PP Slides 21-23)
30
Mins  Explain that unlike a modern-day pop song’s verse, chorus, verse chorus structure (with a possible middle 8 before a final
verse and chorus – such as in ‘Please Please Me’ by the Beatles, studied in Year Four), Joplin’s ‘The Entertainer’ follows a
more classical music approach (PP Slide 21).
 In classical music, each new section is given a letter starting with the letter A.
 ‘The Entertainer’ follows this structure: Introduction, AA, BB, A, CC, 2nd Introduction, DD (PP Slide 22).
 This will become clearer during the course of the following body percussion activity which divides the video into these
sections.
 As with the earlier body percussion activity, if the children are struggling on a particular section, rehearse this before
continuing. Do not just run through this, as the children will be using this video in the plenary.
Playing Along to ‘The Entertainer’ (PP Slides 24-25)
 Display the notes on PP Slide 24 and ask the children to tell you what the values are.
10
 Hand out untuned percussion instruments and work through ‘The Entertainer’ following the musical notes this time, not
Mins
Plenary

the body percussion symbols (PP Slide 25).

–
 You may have to stop several times to practise certain sections. They will probably speed up on the semiquaver sections.
15
 One extension to this activity could be splitting the class up into four groups (A, B, C, and D) and they play their section
Mins
only. This way you could set up a challenge of who will be the best group. If possible, you could even have each section
played by a different type of instrument, e.g. woods or skins, etc.
Today's date: Today's date:
Name of Rag: The Entertainer Name of Rag: The Entertainer
Composer: Scott Joplin Composer: Scott Joplin
What instrument is this played on? What instrument is this played on?

What type of music is this piece? What type of music is this piece?

Bebop Ragtime Rock’n’Roll Bebop Ragtime Rock’n’Roll

Describe the atmosphere this piece create? How does Describe the atmosphere this piece create? How does
it make you feel? it make you feel?
School Name: Teacher Name:

Class Name: Date: Strategies for Next Lesson

Lesson Assessment
Lesson Objective: All children will learn about the origins of jazz. Lesson Objective Achieved:

Teacher
Assessment/
Comments

Learning Outcomes Teacher Assessment/Comments

Outcome
All children be introduced to the Achieved
will concept of jazz.

be able to explain that it Outcome

comes from America and Achieved
that ragtime is an early
Most children
form of jazz; express
will
likes and dislikes about
‘The Entertainer’ using
some musical language’.
Outcome
be able to discuss ‘The Achieved
Some children
Entertainer’ using
will
musical vocabulary.

Lesson Evaluation Form

That’s Jazz! Exploring Pulse and Rhythm That’s Jazz! Exploring Pulse and Rhythm

I understand that jazz originally came from I understand that jazz originally came from
New Orleans in the United States of America. New Orleans in the United States of America.

I understand that there are lots of different I understand that there are lots of different
types of jazz music. types of jazz music.

I can name most of the instruments that I can name most of the instruments that
commonly play jazz music. commonly play jazz music.

I understand the difference between pulse I understand the difference between pulse
and rhythms. and rhythms.

I understand what cyclic rhythm patterns are. I understand what cyclic rhythm patterns are.

I could play a three part cyclic rhythm pattern I could play a three part cyclic rhythm pattern
mostly accurately and in time with others. mostly accurately and in time with others.

Is there anything else you want to mention? Is there anything else you want to mention?