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Recognize the six world regions important to jazz.
Create a rhythmic pattern inspired by the weather and climate of a geographic location.

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Hour 1

Materials

Blank sheets of paper
Chart paper
Colored pencils/markers
Cardstock- 1 sheet per student
Highlighters
Glue
Items for the collages:

Sand
Cotton balls
Pipe cleaners (act as trees)
Leaves, real or fake
Paper scraps (cut into shapes such as raindrops)
Foil (act as sun)

Hour 3

Google’s online metronome

TIP: Using the search term \"Google metronome\" in Google will not direct you correctly. Instead, just search from \"metronome\".

Google’s online metronome:

","preparation","

Read through Weather Patterns lesson.

Print Weather Patterns Reference Sheet, copies as needed.

Setup video and test links.

","worksheets","

Hour 1:

Weather Patterns Reference Sheet
Traditional Instruments
Map of the World

Hour 2:

Weather Patterns Reference Sheet

Hour 3:

Weather Patterns Reference Sheet

Weather Pattern Reference Sheet

Traditional Instruments Sheet

Map of the World Link

","multimedia","

Hour 1:

Encyclopedia Britannica - \"Demystified: What's the difference between weather and climate?\"
\"Earth's Rotation\"
\"Music Foundations 1\"

Hour 2:

\"Music Foundations 2\"

Hour 3:

\"Music Foundations 3\"
\"Rhythm Patterns 2\"

Encyclopedia Britannica - Demystified

","steps","

Hour 1
Engage – 5 minutes:
- Distribute one sheet of paper and colored pencils/markers to each student.
- Instruct students to draw the day’s weather.
Explore I - 30 minutes:
- Ask:
- Say, “Let’s draw some pictures of weather.”
- Direct students into groups.
- Post a piece of chart paper and distribute one sheet of blank paper per group.
- Guide students to complete the following:
Extend I - 20 minutes:
- Play the video “Earth’s Weather and Climate.”
- Ask:
- Distribute copies of Traditional Instruments. Have students use what they see to deduce the weather and climate of where the instrument was created. TIP: Encourage students to guess the materials needed to create the instrument. For example, if the instrument is made of wood there would most likely be trees which indicates that the place might have a forest and rain. If for example, the instrument is dry and hollow, the instrument was probably made in a desert or arid area.
- Distribute Weather Patterns Reference Sheet and share a map of the world.
- Play “Music Foundations 1.”
Reflect - 5 minutes:
- Partner students and ask them to select one location from the Weather Patterns Reference Sheet.
- Have each pair create a sound which represents the weather represented on the sheets.
- Pair two sets of partners.
- Have one set share their sound, while the other set guesses. Reverse.
Outcomes to look for:
- Students are able to:
Hour 2
Engage – 5 minutes:
- Play “Music Foundations 2” video.
- Have students listen for a few seconds. Then, have them describe the home climate of the musicians creating the music. TIP: Answer key is located in the Weather Patterns Reference Sheet. If students struggle, provide them with those sheets and have them connect the sound to a location.
Extend I - 40 minutes:
- Show students the Weather Patterns Reference Sheets.
- Have students select one Reference Sheet, which shows a location that influenced jazz.
- Students should highlight at least 3 elements of climate. For example, sand or sun for desert (arid) could be highlighted. Clouds, rain or greenery could be highlighted for tropical, wet climate. TIP: It’s not necessary for students to be able to name the climates. If that is known vocabulary, then encourage them to do so. Otherwise prompt students to look for geography and plant life that indicates the location’s weather and natural resources.
- On the blank sheet of paper, have students list the highlighted items.
- Explain to students that the highlighted items will represent a location with a patterned collage.
- Show students available materials.
- For each item students listed, students should pick one of the materials shown and create a symbol to represent the item.
- Once all materials are selected, allow students to gather the items.
- Distribute cardstock.
- Direct students to create the symbols and lay them in a pattern. See Diagram II for reference. TIP: To increase the difficulty, encourage students to make the symbols different lengths. This represents the varying length of musical notes.
- Distribute glue.
- Allow students time to glue all items in place.
Reflect - 5 minutes:
- Have students assign a sound to each symbol. For example, in Diagram II the suns could equal a snap and the sand a clap. Students should write the sound above each symbol.
- Prompt students to “play” their collage by making the sounds in the order of the symbols.
- Collect collages for Hour 3.
Outcomes to look for:
- Students are able to:
Hour 3
Engage – 5 minutes:
- Play “Music Foundations 3” video.
- As students listen, encourage students to move to the music, as a means of feeling the difference, and mentally picture the location of where that music was originally created. Pause when the video prompts and ask students to share their mental picture with a partner. TIP: Use the answer key to check students’ mental picture aligns with the location.
Explore I - 15 minutes:
- Say, “Our collages represent two things. First, the weather and climates of regions important to jazz. Second, how jazz musicians work. They draw upon their environments to create rhythm or patterns.”
- Distribute collages.
- Students should \"Play\" the collage by making sounds as written.
- Place students in groups of four.
- Explain that musicians play down a line of music. Musicians know what to play because there are notes on the page, or symbols that represent a specific sound and the length of that sound.
- Prompt students to play their collage in a line and \"play\" play their collages.
Extend I - 35 minutes:
- Distribute blanks sheets of paper to each pair.
- Explain to students that musicians have rules to help everyone understand the symbols. Musicians rely on these rules to “read” the music, and by reading, they mean play what’s written.
- Further explain that one of those rules is around the number of symbols allowed in a bar of music. Each sheet of paper will represent a bar.
- Have students write 4/4 in the top right-hand corner.
- Explain that today we’ll focus on the top number. This number refers to the number of symbols, referred to as beats. In this case, each sheet, or bar, can have no more than 4 symbols, but it can have fewer. If there is no symbol, that means there is no sound. Students may use up to 3 sheets of paper.
- Redistribute the Weather Pattern Reference Sheet. Ask students to select one location and draw, as a group, symbols to represent the location. Remind students that the symbols should represent the weather or climate of the location.
- Have students assign a sound to each of those symbols by writing the sound directly above the symbol.
- Students should then arrange the symbols within and across the sheets of paper. They should seek to create a pattern which represents the location.
- Prompt students to “play” their patterns.
- Next, explain that another rule musicians follow is referred to as tempo. Tempo is how fast or slow a musician plays the symbols.
- Play Google Metronome at 72 beats per minute (BPM). Ask students to lightly step with the clicks. Explain that this is what playing at 72 BPM feels like. Move the metronome up and down and have students continue lightly stepping.
- Ask students to collectively select a BPM to use as they “play” their patterns.
- Remind students that each click should match one symbol. Allow students time to practice (rehearse) “playing” their patterns.
- Explain that If their sheet has 4 symbols, then a movement and sound should happen on each click. If their sheet has fewer than 4 symbols, they should silently say the click in their head and step in place, but make no sound.
- Pair two groups. Have them combine their patterns. They can play them at the same time, rearrange them into a new line, etc.
- Allow the combined pairs time to play the patterns. Remind students to always begin by softly stepping to the clicks before playing their patterns. This will allow them to start together.
Reflect – 5 minutes:
- Say, “Let’s watch how jazz drummers do the same thing we did in our three lessons.”
- Play “Rhythm Patterns 2.”
- Ask:
Outcomes to look for:
- Students are able to:

Weather Patterns Lesson Diagrams

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Weather Patterns

Weather Patterns

Weather Patterns

Overview