Author: Mr. G.

Posted on

Jazz in Queens, N.Y. Research Project

6th Grade Project

Our own borough of Queens, holds a very important place in Jazz history.

This project requires you to research, document and present an aspect of Jazz history in Queens, N.Y.   This can be an investigation of one of the many jazz artists that have a connection to our venerable borough, or one of the places that hold significance.  You also can connect the information your research uncovers to current day artists or musicians.

Each project should start by explaining the topic, (artist, place) and the connection it has to Queens, N.Y.  The body of the project can be about the topic as a whole, but the connection should be clear.

For a tutorial on how to create a bibliography, check this post, which includes a tutorial video.

See this website for a wonderful and well known poster called, “The Queens Jazz Trail” that documents many of the Jazz musicians that have lived here and the places that are important in the history of Jazz:

More resources:

 

Standards Covered

If you think you’re done with your project, go through this list and see if there is anything you might add to address one of the standards.

6.L.2b
Spell correctly.
6.L.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
6-8.RH.1
Cite specific textual evidence to support analysis of primary and secondary sources.
6-8.RH.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
6-8.RH.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
6-8.RH.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
6-8.RH.8
Distinguish among fact, opinion, and reasoned judgment in a text.
6-8.RH.9
Analyze the relationship between a primary and secondary source on the same topic.
6.RI.2
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
6.RI.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
6.RI.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
6.RI.7
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
6.RI.8
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
6.RI.9
Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
CCRA.SL.2
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCRA.SL.5
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCRA.SL.6
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
MU:Cn10.0.6a
Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
MU:Cn11.0
Connect 11 – Relate musical ideas and works with varied context to deepen understanding.
MU:Cn11.0.6a
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
MU:Re7.2.6a
Describe how the elements of music and expressive qualities relate to the structure of the pieces.
MU:Re7.2.6b
Identify the context of music from a variety of genres, cultures, and historical periods.
MU:Re8.1
Interpret – Support interpretations of musical works that reflect creators’/performers’ expressive intent.
MU:Re8.1.6a
Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent.