The History and Development of Jazz
Course Description:
Jazz is a unique American art form considered by many to be among our nation’s most important cultural contributions to the world. This course examines the development of jazz, from the sounds of Dixieland, through bebop and modern jazz, to today’s popular fusions of traditional jazz with rock, hip-hop, and other emerging styles. Students will develop a full understanding of the trends, artists, and artistry that influenced the evolution of jazz, and gain a deeper appreciation of jazz’s unique and prominent position in the history of music.
Course Details:
| Course Title (District): | The History and Development of Jazz | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Course Title (NCES SCED) : | Miscellaneous—Other | ||||||||||
| Course Provider : | Genesee ISD | ||||||||||
| Content Provided By : | Lincoln Learning Solutions | ||||||||||
| Online Instructor Provided By : | Lincoln Learning Solutions | ||||||||||
| Standards Addressed : | Michigan Merit Curriculum | ||||||||||
| Academic Terms : | Semester, Open Entry / Open Exit | ||||||||||
| NCES SCED Code : 22999 |
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How To Enroll:
| Enrollment Website : | https://www.gennet.us |
|---|---|
| Email : | [email protected] |
| Phone : | 810.591.4401 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: 810.591.4401
Additional Cost: $0.0
Additional Cost Description: The majority of Lincoln Interactive courses come with an online textbook. Physical textbooks and other materials are available at an additional cost.
Unit 1: Essential Content and Skills
Identify the most important elements of a jazz composition or performance.
Recognize the three basic trends that influence the continuing evolution of jazz.
Analyze, compare, and contrast different styles of jazz.
Investigate the possible African origins of jazz, and learn the similarities and differences between African music and jazz.
Identify the social and technological trends that fueled a jazz explosion in the 1920s.
Identify the social, technological, and artistic trends that shaped the swing era.
Unit 2: Essential Content and Skills
Explore how small groups of the 1930s paved the way for bebop.
Identify some of the most important bands and soloists of the 1930s.
Investigate the artistic, social, and technological trends that influenced the birth of bebop.
Explore Dizzy Gillespie’s post-bebop jazz career.
Examine the effects that World War II had on big bands.
Discover which big bands survived this era and why.
Identify the artistic, social, and technological trends that affected jazz during the 1950s.
Unit 3: Essential Content and Skills
Examine the life of bassist and composer Charles Mingus.
Identify Mingus’s contributions to jazz and some of his major collaborators.
Discover what makes modal jazz different from the chordal-based jazz that preceded it.
Examine the style of music known as free jazz.
Identify some of the key recordings that featured free jazz compositions.
Trace the history of jazz’s role in black Americans’ struggle for civil rights.
Identify some of the leading activists in jazz.
Unit 4: Essential Content and Skills
Explore the pre-fusion era in jazz.
Identify the artistic, social, and technological trends that influenced the birth of jazz fusion.
Discover what makes jazz fusion such a controversial subgenre.
Discover the history of jazz’s avant-garde movement.
Examine the primary differences between jazz and pop music.
Review jazz’s first century and its key trends.
Identify current trends in jazz and where those trends might lead.
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments | Rating | Comments |
|---|---|---|
| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. | Partially Met | |
| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. | Fully Met | |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. | Fully Met | |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. | Fully Met | |
| Multiple learning resources and materials to increase student success are available to students before the course begins. | Fully Met |
| Course Overview and Introduction | Rating | Comments |
|---|---|---|
| Clear, complete course overview and syllabus are included in the course. | Fully Met | |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. | Fully Met | |
| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. | Fully Met |
| Legal and Acceptable Use Policies | Rating | Comments |
|---|---|---|
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. | Fully Met | |
| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. | Fully Met | |
| Privacy policies are clearly stated. | Fully Met |
| Instructor Resources | Rating | Comments |
|---|---|---|
| Online instructor resources and notes are included. | Fully Met | |
| Assessment and assignment answers and explanations are included. | Fully Met |
| Accessing Course Effectiveness | Rating | Comments |
|---|---|---|
| The course provider uses multiple ways of assessing course effectiveness. | Fully Met | |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. | Fully Met |
| Course Updates | Rating | Comments |
|---|---|---|
| The course is updated periodically to ensure that the content is current. | Fully Met |
| Certification | Rating | Comments |
|---|---|---|
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. | Fully Met |
| Instructor and Student Support | Rating | Comments |
|---|---|---|
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. | Fully Met | |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. | Fully Met | |
| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. | Fully Met | |
| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. | Fully Met | |
| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. | Fully Met | |
| Students are offered an orientation for taking an online course before starting the coursework. | Fully Met |
| Instructional and Audience Analysis | Rating | Comments |
|---|---|---|
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. | Partially Met |
| Course, Unit and Lesson Design | Rating | Comments |
|---|---|---|
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. | Fully Met |
| Instructional Strategies and Activities | Rating | Comments |
|---|---|---|
| The course instruction includes activities that engage students in active learning. | Partially Met | |
| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. | Partially Met | |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. | Fully Met | |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. | Fully Met | |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. | Fully Met |
| Communication and Interaction | Rating | Comments |
|---|---|---|
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. | Fully Met | |
| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. | Fully Met | |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. | Fully Met |
| Resources and Materials | Rating | Comments |
|---|---|---|
| Students have access to resources that enrich the course content. | Fully Met |
| Evaluation Strategies | Rating | Comments |
|---|---|---|
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. | Fully Met | |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. | Partially Met |
| Feedback | Rating | Comments |
|---|---|---|
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. | Fully Met | |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. | Fully Met |
| Assessment Resources and Materials | Rating | Comments |
|---|---|---|
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. | Fully Met | |
| Grading rubrics are provided to the instructor and may be shared with students. | Fully Met | |
| The grading policy and practices are easy to understand. | Fully Met |
| Course Architecture | Rating | Comments |
|---|---|---|
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. | Fully Met | |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. | Fully Met |
| User Interface | Rating | Comments |
|---|---|---|
| Clear and consistent navigation is present throughout the course. | Fully Met | |
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. | Fully Met |
| Technology Requirements and Interoperability | Rating | Comments |
|---|---|---|
| All technology requirements (including hardware, browser, software, etc...) are specified. | Partially Met | |
| Prerequisite skills in the use of technology are identified. | Fully Met | |
| The course uses content-specific tools and software appropriately. | Fully Met | |
| The course is designed to meet internationally recognized interoperability standards. | Fully Met | |
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. | Fully Met |
| Accessibility | Rating | Comments |
|---|---|---|
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). | Fully Met |
| Data Security | Rating | Comments |
|---|---|---|
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). | Fully Met |
Review Conducted By: Genesee ISD
Date of Review:
08/01/2014
Unit 1: Essential Content and Skills
Identify the most important elements of a jazz composition or performance.
Recognize the three basic trends that influence the continuing evolution of jazz.
Analyze, compare, and contrast different styles of jazz.
Investigate the possible African origins of jazz, and learn the similarities and differences between African music and jazz.
Identify the social and technological trends that fueled a jazz explosion in the 1920s.
Identify the social, technological, and artistic trends that shaped the swing era.
Unit 2: Essential Content and Skills
Explore how small groups of the 1930s paved the way for bebop.
Identify some of the most important bands and soloists of the 1930s.
Investigate the artistic, social, and technological trends that influenced the birth of bebop.
Explore Dizzy Gillespie’s post-bebop jazz career.
Examine the effects that World War II had on big bands.
Discover which big bands survived this era and why.
Identify the artistic, social, and technological trends that affected jazz during the 1950s.
Unit 3: Essential Content and Skills
Examine the life of bassist and composer Charles Mingus.
Identify Mingus’s contributions to jazz and some of his major collaborators.
Discover what makes modal jazz different from the chordal-based jazz that preceded it.
Examine the style of music known as free jazz.
Identify some of the key recordings that featured free jazz compositions.
Trace the history of jazz’s role in black Americans’ struggle for civil rights.
Identify some of the leading activists in jazz.
Unit 4: Essential Content and Skills
Explore the pre-fusion era in jazz.
Identify the artistic, social, and technological trends that influenced the birth of jazz fusion.
Discover what makes jazz fusion such a controversial subgenre.
Discover the history of jazz’s avant-garde movement.
Examine the primary differences between jazz and pop music.
Review jazz’s first century and its key trends.
Identify current trends in jazz and where those trends might lead.
Identify the most important elements of a jazz composition or performance.
Recognize the three basic trends that influence the continuing evolution of jazz.
Analyze, compare, and contrast different styles of jazz.
Investigate the possible African origins of jazz, and learn the similarities and differences between African music and jazz.
Identify the social and technological trends that fueled a jazz explosion in the 1920s.
Identify the social, technological, and artistic trends that shaped the swing era.
Unit 2: Essential Content and Skills
Explore how small groups of the 1930s paved the way for bebop.
Identify some of the most important bands and soloists of the 1930s.
Investigate the artistic, social, and technological trends that influenced the birth of bebop.
Explore Dizzy Gillespie’s post-bebop jazz career.
Examine the effects that World War II had on big bands.
Discover which big bands survived this era and why.
Identify the artistic, social, and technological trends that affected jazz during the 1950s.
Unit 3: Essential Content and Skills
Examine the life of bassist and composer Charles Mingus.
Identify Mingus’s contributions to jazz and some of his major collaborators.
Discover what makes modal jazz different from the chordal-based jazz that preceded it.
Examine the style of music known as free jazz.
Identify some of the key recordings that featured free jazz compositions.
Trace the history of jazz’s role in black Americans’ struggle for civil rights.
Identify some of the leading activists in jazz.
Unit 4: Essential Content and Skills
Explore the pre-fusion era in jazz.
Identify the artistic, social, and technological trends that influenced the birth of jazz fusion.
Discover what makes jazz fusion such a controversial subgenre.
Discover the history of jazz’s avant-garde movement.
Examine the primary differences between jazz and pop music.
Review jazz’s first century and its key trends.
Identify current trends in jazz and where those trends might lead.
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|---|---|---|---|---|---|---|---|---|
| Open Entry / Open Exit | 08/01/2024 | 07/31/2025 | 100 | $275 | $0 |
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|---|---|---|---|
| Full refund when withdrawn within 14 days of enrollment. | EdisonLearning Instructional Support Staff provide instructional feedback on all teacher-graded assignments. Grades are submitted upon course part completion or upon request from the student’s Advisor. | Open Entry / Open Exit | 08/01/2024 | 07/31/2025 |
Highly qualified teachers provide students with quality feedback to expand and support content understanding. Students can also utilize email, Teacher Office Hours, Announcements, and Discussion Boards to contact and interact with their teachers.
| School Year | Enrollment Count | Pass Count | Completion Rate | Notes |
|---|---|---|---|---|
| 19-20 | 1 | 1 | 100.0% | |
| 14-15 | 2 | 1 | 50.0% | None |
To view our system requirements, please visit http://tinyurl.com/LISystemRequirements.