Student’s worksheets CLIL Music activities for optional subject High School Level    Jazz Cristina Fuertes IES Obert de Catalunya Cristina Fuertes Institut Obert de Catalunya course 2007-08 CLIL – Student’s Worksheet Jazz Unit What’s jazz? Contents CONTENTS UNIT WHAT’S JAZZ? Starting point What you know about jazz? Jazz Feelings about jazz 10 What you know now about jazz? 11 What’s jazz for you? 12 Homework: search on the web 13 UNIT ELEMENTS OF JAZZ 14 1.What’s jazz and what’s not 15 Who or what am I? Jazz elements 17 What does each instrument sound like? 20 What other instruments you can hear in jazz? 21 Jazz bands 22 UNIT 3: THE ROOTS OF JAZZ 23 Starting point Review of the previous Unit 24 Journeys into Jazz 26 A word beginning with … 27 Describe The dawn of the 20th century 28 Listen to early jazz 29 Work songs, field hollers, spirituals and gospels 30 Work song 33 Cristina Fuertes Institut Obert de Catalunya course 2007-08 Cristina Fuertes Institut Obert de Catalunya course 2007-08 CLIL – Student’s Worksheet Jazz Unit What’s jazz? Ragtime 34 The blues 36 10 Scan the blues 38 11 Marching bands 40 12 What would have had happened if there had been ? 43 UNIT JAZZ UNTIL THE WORLD II WAR 44 The advent of Jazz 45 Jazz cities 46 New Orleans melting pot of sound (1910) 48 Dixieland jazz 51 Louis Armstrong 53 The Jazz Age Chicago (1920) 55 Big band 56 The swing: New York (1930) 59 Who is who 61 10 The Duke 64 GLOSSARY 65 EXPRESSIONS FOR THE CLASSROOM 71 Cristina Fuertes Institut Obert de Catalunya course 2007-08 Cristina Fuertes Institut Obert de Catalunya course 2007-08 CLIL – Student’s Worksheet Jazz Unit What’s jazz? Unit What’s jazz? Cristina Fuertes Institut Obert de Catalunya course 2007-08 Cristina Fuertes Institut Obert de Catalunya course 2007-08 CLIL – Student’s Worksheet Jazz Unit What’s jazz? Starting point What you know about jazz? “Man, if you have to ask what it is, you’ll never know.” Lous Armstrong 01 image Louis Armstrong’s Hot Five, Chicago, c.late 1920s Courtesy of the Duncan P Schiedt Collection 1.1 Read the quotation, watch the picture and listen to the song “West End Blues” Louis Armstrong’s Hot Five 1928 Cristina Fuertes Institut Obert de Catalunya course 2007-08 Cristina Fuertes Institut Obert de Catalunya course 2007-08 CLIL – Student’s Worksheet Jazz Unit What’s jazz? 1.2 Write words that you know about jazz Then, compare with your partner and make a concept map to brainstorm all the words you know Cristina Fuertes Institut Obert de Catalunya course 2007-08 Cristina Fuertes Institut Obert de Catalunya course 2007-08 CLIL – Student’s Worksheet Jazz Unit What’s jazz? 1.3 Classify your words in the following bubbles: Cristina Fuertes Institut Obert de Catalunya course 2007-08 Cristina Fuertes Institut Obert de Catalunya course 2007-08 CLIL – Student’s Worksheet Jazz Unit What’s jazz? 1.4 Match components of jazz Connect the following list of words with the concept map Scott Joplin New Orleans Origins ragtime Louis Armstrong Chicago 1890s-1910s blues Bessie Smith New York 1910s-1920s gospel Duke Ellington 1920s-1930s marching bands Ella Fitzgerald 1940s-1950s Count Bessie 1960s-1970s Benny Goodman 1980s-2000s Charlie Parker Thelonius Monk Miles Davis John Coltrane Chick Corea saxophone call- and-response Fusion Jazz trumpet blue notes Dixieland trombone improvisation Be Bop clarinet syncopation swing New Orleans piano Free Jazz guitar Swing double bass Cool Jazz drums vocals Cristina Fuertes Institut Obert de Catalunya course 2007-08 Cristina Fuertes Institut Obert de Catalunya course 2007-08 CLIL – Student’s Worksheet Jazz Unit What’s jazz? Jazz 2.1 Read the text and fill the blanks with the words in the box Compare with your partner big band-style swing | jazz | originated | jazz-rock fusion |20th century |swung note of ragtime | 1950s | blue notes, call-and-response, improvisation, syncopation | bebop | Latin-jazz | New Orleans Dixieland hymns Useful vocabulary Inception: the start of an institution, an organization, etc Spawn: (often disapproving) to cause something to develop or be produced _is an original American musical art form which _ around the beginning of the _ in African American communities in the Southern United States out of a confluence of African and European music traditions The use of , _, and the are characteristics traceable back to jazz's West African background During its early development, jazz also incorporated music from New England's religious _ and from 19th and 20th century American popular music based on European music traditions Jazz has, from its early 20th century inception, spawned a variety of subgenres, from dating from the early 1910s, from the 1930s and 1940s, _ from the mid-1940s, a variety of fusions such as Afro-Cuban and Brazilian jazz from the _and 1960s, from the 1970s and later developments such as acid jazz 2.2 Analyse the text and classify the words in the table below Components Styles Timetable Jazz, from Wikipedia, the free Enciclopedia http://en.wikipedia.org/wiki/Jazz [ last view 27-01-08] Cristina Fuertes Institut Obert de Catalunya course 2007-08 Cristina Fuertes Institut Obert de Catalunya course 2007-08 CLIL – Student’s Worksheet Jazz Unit What’s jazz? Feelings about jazz 3.1 Watch the clip Jazz: America's Music a film by Ken Burns In this clip, jazzians and writers describe in poetic terms the unbreakable bond between the spirit of jazz and the spirit of America Useful vocabulary unbreakable bond: a friendship connection between people which is impossible to break 3.2 Take notes and compare with your partner, finally complete these sentences Wilton Marsalis says: Jazz identifies The real power of jazz and the innovation of jazz is that a can come together and art _ art and can negotiate their agendas with each other and then is art Nobody knows That’s our ever dialogue, we can _, we can in the language of music Narrator says: It is Born out of Between having and Between happy and Country and Between black and _ And Men and Between All Africa and That is only happened in _ Cristina Fuertes Institut Obert de Catalunya course 2007-08 10 Cristina Fuertes Institut Obert de Catalunya course 2007-08 10 CLIL – Students’ Worksheet Jazz until the World II War 7.4 Complete the gaps bass | guitar | saxophones | guitarist (2)| rhythm | pianist (2) | trumpets (3) | trombones (2) | brass (3)| bass player (3) | percussion | reed players | clarinet (2) | flute| piano | drums | drummer (4) | ride cymbal | bassist | reed | woodwind (3) | soloist | reeds (2) The section generally includes the _ and/or _, _, _ and various _instruments It is the engine that drives the band and provides the rhythmic and harmonic foundation for the music The _ works very closely with the to keep the groove together They must listen closely to each other at all times, coordinating the rhythm of the _with swing pattern played on the _ The also outlines the harmonies of the music with a walking bass line The _ keeps time for the band, creating and maintaining the groove with the _ The can also interact with the rest of the band, “talking” to the other musicians by playing accents in response to their music The or also supports the harmonies and rhythms of the music Unlike the , who usually plays just one note at a time, _ and _can play many notes at once They create a rich combination of notes (chords) that lay a foundation for the melody and the Like the drummer, they can also comment on the music with rhythmic accents The section is generally made up of 3-5 _ and 2- _ Made out of metal, instruments can create many colours and textures and have a very powerful sound The are lower pitched and can play both accents and sweet melodies The _ are bright and higher pitched, and as a result, the often lead the entire band _ also play melodies and punctuate the music with sudden, sharp accents All instruments can produce a range of sounds using mutes and vocal effects They can shout, squeal, honk, growl, whisper and sing The _ (or ) section is usually made up of 3-5 ( generally a baritone sax, tenors, and altos) Most _ _ also play _ and , which are in the family as well instruments, with the exception of the _, are also made of metal Their warm tone (and their name) comes from the wooden responsible for their sound The are very flexible instruments, capable of producing sweet, well-blended harmonies and strong, biting sounds Cristina Fuertes Institut Obert de Catalunya course 2007-08 58 Cristina Fuertes Institut Obert de Catalunya course 2007-08 58 CLIL – Students’ Worksheet Jazz until the World II War The swing: New York (1930) 8.1 What these words suggest you? Discuss in small group swing era | Stock Market Crash | big band | Great Depression | arranger | dancing | Count Basie 8.2 Read the paragraphs and classify them in the table on the following page Useful vocabulary at the forefront in or into an important or leading position in a particular group or activity stock market crash is a sudden dramatic decline of stock prices across a significant cross-section of a stock market backdrop the general conditions in which an event takes place, which sometimes help to explain that event esteem great respect and admiration; a good opinion of somebody Harlem Renaissance also known as the Black Literary Renaissance and The New Negro Movement) refers to the flowering of African American cultural and intellectual life during the 1920s and 1930s At the time, it was known as the "New Negro Movement", named after the anthology The New Negro, edited by Alain Locke in 1925 Big band swing was at the forefront of jazz and had its most concentrated growth and development from 1930 – 1945 In an era when racial integration was not accepted by American society in general, jazz’s social liberalism was represented by racial integration in several important swing bands Perhaps for the first time, it did not matter what colour you were, just how well you could play The first important interracial groups were The Benny Goodman Trio, Quartet, Sextet, and Big Band, all of which were formed in 1935 (prior to this time, jazz groups were either all white or all black) Jazz was (and remains) a symbol of urban American energy, optimism, and confidence The Swing Era is also known as the Big Band Era since the number of instruments in these bands was considerably larger than during the previous Dixieland era Swing, and especially Duke Ellington’s music of the early 1930s, was the musical backdrop during the later years of the Harlem Renaissance Cristina Fuertes Institut Obert de Catalunya course 2007-08 59 Cristina Fuertes Institut Obert de Catalunya course 2007-08 59 CLIL – Students’ Worksheet Jazz until the World II War Big band swing music was primarily for dancing, for example, swing bands were dance bands While any jazz band with 10 or more instruments is considered a big band, the most common number of instruments in a big band was (and still is) 17: five saxophones (two alto saxes, two tenor saxes, and one baritone sax),four trumpets, four trombones, four “rhythm” (piano, bass, drums, guitar) “Call and Response” was a common musical device This is where one section (say, the brass section, i.e., trumpets and trombones) would play a musical phrase and then be “answered” by another section (say, the saxes) The first phrase is the call, the answer is the response (like a musical conversation) This would go back and forth a number of times The most important figures in the Swing Era were: pianist Duke Ellington, pianist Count Basie, clarinetist Benny Goodman (known as the “King of Swing”) After the Stock Market Crash of 1929, swing helped the country through the Great Depression, creating escape from economic realities via swing dancing The majority of the music was written (“arranged”) by an arranger The music was more complex than in the Dixieland era With so many additional instruments, a lot more organization was required ahead of time Room was made for improvised solos, which were important, but they were relatively short (usually one chorus or less) Jazz reached new levels of sophistication in the Swing Era as a result of America’s need for self esteem following the Great Depression Swing served as a major morale booster during World War II Although the Swing Era was dominated by big bands, there were a few important small groups as well, including the Benny Goodman Trio, Quartet, and Sextet (Benny also had a big band) Music features Culture implications Cristina Fuertes Institut Obert de Catalunya course 2007-08 60 Cristina Fuertes Institut Obert de Catalunya course 2007-08 60 CLIL – Students’ Worksheet Jazz until the World II War Who is who 9.1 Listen to the clips and link them with the pictures, the names and the citations of the jazziest “I’ve always played happy music,” William “Count” Basie once said “Music that people can tap their feet to That’s what I intend to keep on playing.” “If jazz means anything,” Edward Kennedy Ellington once said, “it is freedom of expression.” No one in the history of jazz expressed himself more freely or with more variety or swing or sophistication “If the musicians like what I do,” Ella Fitzgerald once said, “then I feel I’m really singing.” She was really singing all her life “Nothing less than perfection would do,” Benny Goodman once said of his long band-leading career “I lived that music, and expected everybody else to live it, too.” “Me and my old voice,” Billie Holiday once told an accompanist “It just goes up a little and comes down a little It’s not legit ” 9.2 Who is who Who are the singers? Who is/ the pianist? Who is the arranger? Who is the clarinettist? Cristina Fuertes Institut Obert de Catalunya course 2007-08 61 Cristina Fuertes Institut Obert de Catalunya course 2007-08 61 CLIL – Students’ Worksheet Jazz until the World II War 9.3 Read the texts and decide: Who is Ella Fitzgerald and who is Billie Holiday Born April 25, 1917, in Newport News, VA Born April 7, 1915, in Philadelphia, PA Died June 15, 1996, in Beverly Hills, CA Died July 17, 1959, in New York City “If the musicians like what I do,” _ “Me and my old voice,” _ once said, “then I feel I’m really _ once told an accompanist “It singing.” She was really singing all her life just goes up a little and comes down a little It’s not legit ” It may not have been legit, Discovered at sixteen after winning an but it was unforgettable and helped make amateur night contest at the Apollo Theater her the most influential female singer in jazz in Harlem, she first won fame in the late history Her friend and frequent collaborator 1930s, performing ebullient novelty tunes Lester Young gave her the nickname, “Lady and romantic ballads with the hard-swinging Day,” and she shared with him – and with Chick Webb Orchestra During the 1940s, her acknowledged model, Louis Armstrong – she recorded with every kind of backup a great jazz instrumentalist’s ability to shift group and established herself as a master of the rhythm, alter the melody, and uncover scat singing, incorporating the fresh new meanings in any song she chose to harmonies and rhythms of bebop into perform wordless acrobatic performances that astonished audiences and musicians alike The personal turmoil that shortened her life Then, in the 1950s, she recorded definitive has sometimes been allowed to obscure the versions of standards by America’s greatest power of her singing Her greatness lies not songwriters, from Cole Porter to Duke in the pain she endured but in her ability to Ellington transcend her suffering and transform it into art “It’s not nice to think that each time she Through it all, she never lost the girlish joy goes into the lights she’s crying her heart evident on her earliest records, never out,” the singer Bobby Short said after her seemed to sing out of tune, and never failed death “It’s nice to remember that she had a to swing Musicians were awed by her good time when she was singing.” musicianship For her, “music is everything,” her sometime accompanist Jimmy Rowles said “When she walks down the street, she trails notes.” 9.4 Underline musical vocabulary and discuss the meaning of it in pairs Cristina Fuertes Institut Obert de Catalunya course 2007-08 62 Cristina Fuertes Institut Obert de Catalunya course 2007-08 62 CLIL – Students’ Worksheet Jazz until the World II War 9.5 Answer these questions Who was known as Lady Day? Who used to scat singing? Who was the most influential female singer? Who died before? Why? Who recorded standards versions of songwriters? Cristina Fuertes Institut Obert de Catalunya course 2007-08 63 Cristina Fuertes Institut Obert de Catalunya course 2007-08 63 CLIL – Students’ Worksheet Jazz until the World II War 10 The Duke 10.1 Listen to the “Cotton Tail” How is the tempo? What instrument plays the solo? Which is its instrumental section? What other instrumental sections can you identify? Do you think it is dance music? Why? 10.2 Order the paragraphs of jazz expressed himself more freely –– or with more variety or swing or sophistication He was a masterful pianist but his real instrument was the orchestra he led for half a century More consistently than anyone else in jazz history, Ellington showed 1“If jazz means anything,” Edward Kennedy Ellington once said, “it is freedom of expression.” No one in the history another of the extraordinary individuals who traveled the road with him Ellington hated what he called “categories,” and refused to conform to anyone else’s notion of what he should be doing As a result he managed to encompass in his music not how great music could simultaneously be shaped by the composer and created on the spot by the players Each of his only what he once called “Negro feeling put to rhythm and tune” but the rhythm and feeling of his whole country and much of the wider world, as well almost 2,000 compositions – love songs and dance tunes, ballet and film scores, musical portraits and tone poems, orchestral suites and choral works and more –– was crafted to bring out the best in one or 10.3 Which kind of text is it? 10.4 Research about Duke Ellington He wrote thousands of pieces, including songs, instrumentals, suites, and movie scores In addition, he was a brilliant pianist, orchestrator, and bandleader Learn more about the life and works of Duke Ellington and write report Cristina Fuertes Institut Obert de Catalunya course 2007-08 64 Cristina Fuertes Institut Obert de Catalunya course 2007-08 64 CLIL – Students’ Worksheet Jazz Glossary Glossary accent: To emphasize a beat or series of beats Afro-Cuban jazz: A clave-based, mostly non-vocal music that integrates modern jazz practice and style with the rhythmic elements of Cuban folkloric music arrangement: The organization of a musical work for a given ensemble; determines which instruments play when, what harmonies and what rhythmic groove will be used, and where improvisation occurs arranger: Someone who creates arrangements for musical ensembles bar: A musical unit consisting of a fixed number of beats—also known as a measure beat: The basic pulse of a piece of music; the unit by which musical time is measured bebop: A style of music developed by Charlie Parker, Dizzy Gillespie, and others in the early 1940s and characterized by challenging harmonies and heavily syncopated rhythms that demanded a new standard for instrumental virtuosity and impacted every subsequent style of jazz bent note: A note that is seamlessly raised or lowered generally a half step away from the diatonic note; also known as a blue note big band: A style of orchestral jazz that surfaced in the 1920s and blossomed as popular music during the Swing Era (1935–50) Also: any ensemble that played this type music (i.e., a band consisting of a brass, woodwind, and rhythm section that played carefully orchestrated arrangements) blues: African-American music, developed in the South during the mid-1800s, that became the foundation of most American popular music blues form: A harmonic progression that typically consists of 12 measures, divided into three sections of four measures each Often, the first section is a call or question, the second section repeats the question, and the third section resolves the question The most basic blues form uses just three chords, though there are numerous variations bossa nova: A musical style developed in the 1960s that combines elements of cool jazz with Brazilian music and features complex harmonies, a steady straight-eighth-note groove, and sensual melodies brass: A family of musical instruments that includes trumpets, trombones, tubas, and French horns Cristina Fuertes Institut Obert de Catalunya course 2007-08 65 Cristina Fuertes Institut Obert de Catalunya course 2007-08 65 CLIL – Students’ Worksheet Jazz Glossary break: An established pause in the form of a tune during which an improvised phrase is usually played bugle: a bugle is a brass wind instrument with a cup-mouthpiece, made from coiled brass or copper tubing with a wide conical bore and flaring bell call and response: A musical conversation in which instrumentalists and/or vocalists answer one another chord: Three or more notes played at the same time, creating one sound The harmonic structure of most songs is composed of a progression of different chords, on which soloists improvise chorus: A song form played to completion When a musician solos, he or she may improvise several choruses in succession collective improvisation: Improvisation by two or more musicians at the same time; also known as polyphonic improvisation See improvisation comp, comping: syncopated chording by the keyboardist or guitarist which provides improvised accompaniment for simultaneously performed melodies, ideally in a complimentary fashion that enhances the soloist (comes from the words to compliment and to accompany) composer: The creator of a musical composition See composition composition: A musical idea, generally including melody, rhythm, and harmonic structure, created by a composer cool: A style of playing characterized by spare lyricism and a relaxed feeling First inspired by saxophonist Frankie Trumbauer in the 1920s, cool jazz became widespread in the early 1950s cornet: A brass instrument very similar to the trumpet but possessing a darker sound crescendo: A gradual increase in volume countermelody: a melody designed to fit against a more important line, called the principal melody dissonance: A harsh, disagreeable combination of sounds that can suggest unresolved tension dynamics: The variation and contrast of loudness and softness in a piece of music Cristina Fuertes Institut Obert de Catalunya course 2007-08 66 Cristina Fuertes Institut Obert de Catalunya course 2007-08 66 CLIL – Students’ Worksheet Jazz Glossary embouchure: The position of the mouth in the playing of wind instruments ending: The optional part of the tune which follows the last chorus, sometimes referred to as a coda; could be a vamp, repetition of the last phrase, a tag, etc ensemble: A group of more than two musicians form: Refers to a composition's internal structure; the repeated and contrasting sections in the design of a composition; common jazz forms include 32-bar standard forms (such as AABA and ABAC), 16-bar tune, and 12-bar blues free jazz: A style of music pioneered by Ornette Coleman in the late 1950s that eschewed Western harmony and rhythm in favor of greater freedom of self-expression front line: Collectively, the primary melody instruments in a New Orleans band, namely the trumpet, the trombone, and the clarinet groove: A musical pattern derived from the interaction of repeated rhythms hard bop: A style of jazz characterized by intense, driving rhythms and blues-based melodies with a bebop sensibility harmonic structure: The pattern of chords for a song harmony: The chords supporting a melody Two or more notes played simultaneously and compatibly; the combination of notes into chords and chord progressions head: The melody statement of the tune; usually played as the first and last chorus horn section: A grouping of musical instruments in a band or orchestra that generally includes saxophones, trumpets, and trombones improvisation: The impromptu creation of new melodies to fit the structure of a song.; spontaneous composition intro: The introductory section of a tune prior to the theme statement, or head jam session: An informal gathering and performance of musicians, stressing improvisation key: The central group of notes around which a piece of music revolves lyrical: Possessing a poetic and super-melodic quality Cristina Fuertes Institut Obert de Catalunya course 2007-08 67 Cristina Fuertes Institut Obert de Catalunya course 2007-08 67 CLIL – Students’ Worksheet Jazz Glossary melody: A succession of notes that form the primary musical statement of a song or composition minstrel show: A variety act of song, dance, comedy, and theatre popular in the 19th century and performed largely by white actors in blackface modal jazz: A style of jazz based on Greek scales known as modes rather than on the chord changes standard to most jazz orchestrate: To arrange music in a form that facilitates various instruments playing together ostinato: A musical phrase that is repeated over and over, generally by the bass out-head: The last chorus of a tune when the music returns to the original theme, or head percussion: A family of instruments generally played by striking with hands, sticks, or mallets phrasing: The grouping of notes into musical statements polyphony: The sound or act of playing two or more melodies at the same time polyrhythm: Contrasting rhythms played simultaneously ragtime: A musical precursor of jazz, generally played on the piano, that appeared in the first years of the 20th century and that combined European classical technique with syncopated rhythms, which were said to “rag” the time register: The range of a voice or musical instrument (generally: high, medium, or low) rhythm: The pulse or pattern of beats of a given piece of music; the element of music dealing with time The organized motion of sounds and rests; the patterned repetition of a beat or accent that drives a musical piece forward rhythm section: A grouping of instruments that provide the rhythmic and harmonic structure in band or orchestra; usually the drums, bass, and piano riff: A short, repeated musical phrase used as a background for a soloist or to add drama to a musical climax scale: An ascending or descending progression of related notes scat: A vocal technique that uses nonsense syllables to improvise on a melody Cristina Fuertes Institut Obert de Catalunya course 2007-08 68 Cristina Fuertes Institut Obert de Catalunya course 2007-08 68 CLIL – Students’ Worksheet Jazz Glossary scat singing: use the voice like an instrument creating unpredictable rhythms and imitating instrumental sounds with the voice Scat singing can be highly artistic, with nonsense words generally used only in the improvised chorus as part of a song that otherwise has ordinary words, which although much in vogue in the 1930s remains popular today as part of the jazz style score: A written map of a piece of music that is created by the composer and that dictates the notes to be played by each instrument section: A subdivision of a musical composition Also: a group of instruments in the same family (e.g., brass or woodwind) that form a discrete part of a band or orchestra shuffle: A rhythmic style that formed the basis of the blues and early jazz and informed the feeling of swing solo: The act or result of a single musician improvising, usually within the structure of an existing song staccato: A playing or singing style characterized by crisp, short notes stride: A style of playing piano in which the left hand covers wide distances, playing the bass line, harmony, and rhythm at the same time, while the right hand plays melodies and intricate improvisations swing: The basic rhythmic attitude of jazz; based on the shuffle rhythm Also: a style of jazz that appeared during the 1930s and featured big bands playing complex arrangements To swing is when an individual player or ensemble performs in such a rhythmically coordinated way as to command a visceral response from the listener (to cause feet to tap and heads to nod); an irresistible gravitational buoyancy that defies mere verbal definition A way of performing eighth notes where downbeats and upbeats receive approximately 2/3 and 1/3 of the beat, respectively, providing a rhythmic lilt to the music syncopation: The act of placing a rhythmic accent on an unexpected beat The accenting of a normally weak beat or weak part of a beat; the accenting of "upbeats." tempo: The speed at which a piece of music is played Refers to the speed of the underlying beat or pulse of a piece of music texture: The overall sensory effect created by the combined sounds of musical instruments and harmonies theme: The central message or melody of a composition, usually a musical phrase or idea timbre: The tonal quality of a voice or instrument (e.g., raspy, rough, smooth, clear, etc.) Cristina Fuertes Institut Obert de Catalunya course 2007-08 69 Cristina Fuertes Institut Obert de Catalunya course 2007-08 69 CLIL – Students’ Worksheet Jazz Glossary time signature: A numeric symbol, expressed as a fraction, at the beginning of a written composition; describes the number of beats per measure and the rhythmic value of each note two-beats: music in which the first and third beats of each four-beat bar (measure) are accentuated, usually by the rhythm section, for example, in marches up-beat: a weak beat, an unaccented part of a bar (generally an anacrucis), the raising of the hand when beating time vibrato: A slight, often rapid fluctuation of pitch that enriches or dramatizes a note woodwind: A family of musical instruments that includes saxophones, clarinets, flutes, oboes, and bassoons Cristina Fuertes Institut Obert de Catalunya course 2007-08 70 Cristina Fuertes Institut Obert de Catalunya course 2007-08 70 CLIL – Students’ Worksheet Jazz Expressions for the classroom Expressions for the classroom 1 Asking when you don’t understand I don’t understand | I don’t know Is this right? | Is this OK? What does _ mean? I’m sorry What are we supposed to do? Can you say it, again? | Can you play it, again? How you say _ in English? How you spell ? How you pronounce ? 1.2 Expressions for pair work or group work What did you put/write in number (1)? How did you answer number (1)? I agree | I don’t agree What you think? I think that’s right | I think that’s wrong Let’s ask the teacher about this 1.3 Expressions for pair work or group work: sharing information or roleplaying activities Who’s going to begin? You star Le’ts start Which role are you going to take? I’ll be… You be … Cristina Fuertes Institut Obert de Catalunya course 2007-08 71 Cristina Fuertes Institut Obert de Catalunya course 2007-08 71 CLIL – Students’ Worksheet Jazz Expressions for the classroom Whose turn is it? It’s my turn It’s your turn I think we’re finished What should we do? 1.4 Expressions for conversations Responding to someone in a conversation Yeah, I guess so | No, I guess not Oh, that’s great | Oh, that’s terrible Really? That’s interesting You are kidding! 1.5 Expressions for conversations Asking for clarification and asking for more details And what about …? What you think? What you mean? I didn’t hear what you said Really? Why? So, then what (happened)? 1.6 Expressions for conversations Using conversation fillers Well … Do you know what I mean? You know… You see… I mean … Actually … Cristina Fuertes Institut Obert de Catalunya course 2007-08 72 Cristina Fuertes Institut Obert de Catalunya course 2007-08 72