Reading GLE: RHS 14: Analyze and interpret author’s craft (citing evidence where appropriate) by…
• Demonstrating knowledge of use of author’s style or use of literary elements and devices (i.e., imagery, repetition, foreshadowing, personification, hyperbole, symbolism, analogy, allusion, rhyme scheme, soliloquy, dialogue, or use of punctuation) to analyze literary works.
Music GLE: APHS 16: Students make connections between/among the arts and disciplines outside the arts by…
· Explaining how elements, artistic processes, and/or organizational principles are used in similar and distinctive ways (e.g., form, tone color, balance, unity and variety, texture, harmony, etc.).
History GLE: H&SS9-12:13: Students analyze how and why cultures continue and change over time by…
Analyzing and evaluating ways in which culture in the United States and the world has changed and may change in the future.
My interdisciplinary unit would combine poetry and jazz and history. While studying the Harlem Renaissance, students will examine the poetry and the music that it produced. In particular they will examine why these two forms of expression are similar. They will read poetry from Langston Hughes, Claude McKay, and Sterling Brown, among others. They will listen to the music of Louis Armstrong, Billie Holiday, Ella Fitzgerald, and Duke Ellington. The students will discuss rhythm and style in terms of poetry and music. They would also discuss the African American culture and history that created the art form. This could lead to an inquiry project on any of the influential artists during the Harlem Renaissance. I think a great end to the unit would be a jazz poetry slam. Students could read their favorite poem or play a famous song or write their own.
• Demonstrating knowledge of use of author’s style or use of literary elements and devices (i.e., imagery, repetition, foreshadowing, personification, hyperbole, symbolism, analogy, allusion, rhyme scheme, soliloquy, dialogue, or use of punctuation) to analyze literary works.
Music GLE: APHS 16: Students make connections between/among the arts and disciplines outside the arts by…
· Explaining how elements, artistic processes, and/or organizational principles are used in similar and distinctive ways (e.g., form, tone color, balance, unity and variety, texture, harmony, etc.).
History GLE: H&SS9-12:13: Students analyze how and why cultures continue and change over time by…
Analyzing and evaluating ways in which culture in the United States and the world has changed and may change in the future.
My interdisciplinary unit would combine poetry and jazz and history. While studying the Harlem Renaissance, students will examine the poetry and the music that it produced. In particular they will examine why these two forms of expression are similar. They will read poetry from Langston Hughes, Claude McKay, and Sterling Brown, among others. They will listen to the music of Louis Armstrong, Billie Holiday, Ella Fitzgerald, and Duke Ellington. The students will discuss rhythm and style in terms of poetry and music. They would also discuss the African American culture and history that created the art form. This could lead to an inquiry project on any of the influential artists during the Harlem Renaissance. I think a great end to the unit would be a jazz poetry slam. Students could read their favorite poem or play a famous song or write their own.
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