[{"_1":2,"_199":-5,"_200":-5},"loaderData",{"_3":4},"pages/Activity.page",{"_5":6,"_7":8},"origin","http://mizzen.org","dehydratedState",{"_9":10,"_11":12},"mutations",[],"queries",[13,42],{"_14":15,"_16":17,"_36":37,"_40":41},"dehydratedAt",1756465399191,"state",{"_18":-5,"_19":20,"_21":22,"_23":-5,"_24":25,"_26":25,"_27":25,"_28":-5,"_29":-5,"_30":31,"_32":33,"_34":35},"data","dataUpdateCount",1,"dataUpdatedAt",1756465399176,"error","errorUpdateCount",0,"errorUpdatedAt","fetchFailureCount","fetchFailureReason","fetchMeta","isInvalidated",false,"status","success","fetchStatus","idle","queryKey",[38,39],"activity-collections","featured","queryHash","[\"activity-collections\",\"featured\"]",{"_14":15,"_16":43,"_36":195,"_40":198},{"_18":44,"_19":20,"_21":15,"_23":-5,"_24":25,"_26":25,"_27":25,"_28":-5,"_29":-5,"_30":31,"_32":33,"_34":35},{"_45":46,"_47":48,"_49":50,"_51":52,"_32":53,"_54":55,"_71":72,"_73":74,"_75":76,"_77":78,"_79":80,"_91":92,"_122":123,"_124":125,"_133":134,"_135":136,"_160":194,"_70":46},"id","c39505c0-9a4a-4fd7-93e1-a927eea697f8","createdAt","2025-07-28T19:34:53.316Z","updatedAt","2025-08-13T21:05:56.315Z","title","In the Groove","PUBLISHED","partner",{"_45":56,"_47":57,"_49":58,"_59":60,"_61":-5,"_62":-5,"_63":64,"_65":66,"_67":31,"_68":69,"_70":69},"595054d7-3957-4576-a1a0-83c865212972","2025-07-28T19:03:42.658Z","2025-08-18T23:53:54.109Z","name","Jazz at Lincoln Center","contact","profilePhoto","logo","f1ad6251-828c-40ca-8b03-e8418d35940a","visible",true,"deleted","slug","jazz-at-lincoln-center","slugOrId","overview","Students design obstacle courses as if they are jazz musicians playing in the groove. They must complete the course together while taking time to perform an improvisational solo.","duration",60,"gradeFrom",3,"gradeTo",8,"tags",[81,82,83,84,85,86,87,88,89,90],"music","arts","dance","creativity","team building","collaboration","communication skills","performance","movement","self-reflection","heroImage",{"_45":93,"_47":94,"_49":94,"_59":95,"_96":-5,"_32":97,"_98":99,"_100":31,"_101":102,"_103":102,"_104":105,"_106":95,"_107":108,"_109":110,"_111":112,"_113":95,"_114":97,"_115":102,"_116":-5,"_117":-5,"_118":119,"_120":121},"dbf6a082-b720-489d-a93a-9612d11364dd","2025-08-05T18:00:57.393Z","hero-image-ckvtz822ic95y0803102wsayk","note","ACTIVE","type","FILE","isAttachment","fileUuid","28ed594f-fb23-4d77-87dc-ee96371cd2e3","fileS3Key","fileS3Bucket","mizzen-platform-asset-uploads-production","fileName","fileExtension","jpeg","fileMimeType","image/jpeg","fileSize",1708086,"legacyFileKey","fileAutoThumbnailStatus","fileAutoThumbnailUuid","linkUrl","thumbnailUuid","fileUrl","https://ucarecdn.com/28ed594f-fb23-4d77-87dc-ee96371cd2e3/","thumbnailUrl","https://ucarecdn.com/28ed594f-fb23-4d77-87dc-ee96371cd2e3/-/resize/1000x/","template","DEFAULT","categories",[126,130],{"_45":127,"_59":128,"_70":129},"195a8554-cb56-49d9-aecc-4af7c91e3668","Leadership and Teamwork","leadership-teamwork",{"_45":131,"_59":132,"_70":82},"7e195ef1-025e-4a41-94f6-2e85c2c3b4e3","Arts in Action","learningStandards",[],"collections",[137],{"_45":138,"_47":139,"_49":139,"_140":141,"_162":163,"_190":191,"_192":46,"_193":164},"e9edd354-b4c9-4f75-9627-3f718359e54f","2025-07-28T21:53:08.808Z","activity",{"_45":46,"_47":48,"_49":50,"_51":52,"_32":53,"_54":56,"_71":72,"_73":74,"_75":76,"_77":78,"_79":142,"_143":144,"_145":146,"_147":148,"_149":150,"_151":152,"_153":154,"_155":150,"_156":150,"_157":150,"_91":93,"_122":123,"_124":158,"_133":159,"_160":161,"_70":46},[81,82,83,84,85,86,87,88,89,90],"learningObjective","

Complete an obstacle course with a partner.
Demonstrate how solos work within jazz music.

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Google MetronomeTIP: Using the search term “Google metronome” in Google will not direct you correctly. Instead, just search for “metronome”.

Chart Paper

Beanbag or softball

2 basketballs

2 jump ropes

Small rocks

Chalk or painter's tape

Post-it Notes

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Read through In the Groove lesson.

Setup two identical obstacle courses alongside one another. Include the following stages:

Site choice TIP: Use the website in the resources for obstacle course ideas.
Dribbling the ball
Jump rope
Hopscotch – made with chalk or painter’s tape

Setup audio

Set Google metronome for 72 beats per minute (BPM)

Obstacle Course Ideas

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\"Hot Potato Grooves\"

Obstacle Course Grooves

Hot Potato Grooves
Groove 1
Groove 2
Groove 3
Groove 4

","steps","

Engage – 5 minutes:
- Gather students into a circle.
- Explain the game Hot Potato.
- Play Hot Potato Groove 1. Play the game.
- Repeat up to three additional rounds. Change the Hot Potato Groove for each round.
- Ask:
- Say, “We played different grooves which were at different tempos. Tempo is how fast or slow music is played. The tempo helps musicians stay together when playing.”
Explore I - 15 minutes:
- Say, “A song is a little bit like an obstacle course. There’s a clear beginning, middle, and end. Normally, we complete obstacle courses as a competition; however, today we’re going to be musicians, not athletes. Musicians must stay together while playing, which is how we’ll move through the obstacle course’s stations.”
- Place students in two lines, one for each obstacle. Pair students across the lines. Remind students that they must stay with their partner as they move through the course. Explain what students do at each station.
- Say, “To keep together we’re going to walk the beat or clicks. If you walk faster or slower than the beat, you won’t stay with your partner and you’ll both go back to the start line and begin again.”
- Play Google Metronome at 72 BPM.
- Complete the obstacle course one time.
- Ask:
- Say, “With jazz, the goal is to play songs differently; to put your own spin on the sound. Let’s apply this idea to our obstacle course. We’ll do it again, but this time you get to decide how to move through the course. Our goal remains the same, stay with your partner and move to the beat, but you can choose how you move or with what style.”
- Play Obstacle Course Groove 1. The clip will count students in. When the musician says go, the first person in each line begins.
- Ask:
Explore II - 20 minutes:
- Say, “Another unique jazz element is solos.”
- Ask:
- Direct students to pick an area of the obstacle course where they will take a solo and go stand next to it.
- Give students 3-4 minutes to decide what they’ll do at that stage.
- Instruct students to return to their two lines at the obstacle start.
- Explain that while one is taking their solo, the partner must support. Both movements must keep the partners together. Provide a ew
- Complete the course using Obstacle Course Groove 2.
- Discuss if the goal was met and what students could do to better stay together. [possible solutions: count the beat, agree on how many counts each solo can last, one person moves in place while the partner does their solo]
- Complete the course again while playing Obstacle Course Groove 3 and implementing the student identified solutions.
- Discuss whether the solutions worked.
- Say, “Jazz musicians often trade solos. One musician plays, while another listens. The second musician then responds. If the second musician plays the same thing, it’s called an echo. If she plays something a little different, making it more like a conversation, it’s called call-and-response.”
- Explain that students will now have to trade solos as “echo responses.” Decide who will go first, creating a solo for 4 or 8 counts. Then the partner ‘echoes,’ or copies what their partner just did.
- Direct students to think about the obstacle course and who and where each takes a solo. They should arrange themselves so after one of them takes a solo, the other person responds.”
Extend I - 15 minutes:
- Explain that students now have their chance to create their own Jazz Obstacle Courses.
- Divide students into smaller groups.
- Provide them with course parameters. They should select:
- Once students are finished planning and practicing, have students present to their peers.
- After each presentation, ask students to name one thing their peers did well in meeting the parameters.
Reflect - 5 minutes:
- Distribute a Post-It Note to each student.
- On the note, ask students to respond to the prompt:
- Post the notes somewhere in the program space.
Outcomes to look for:
- Students can

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In the Groove

In the Groove

In the Groove

Overview