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Create a soundscape of a given location with nonsense words.
Represent objects and locations through sounds and sound repetition.

","materials","

Blank paper, 2 sheets per group

Scissors

Tape or glue

","preparation","

Read through Rhythm and Language lesson.

Print Jazz Gone MAD, 1 per student.

Print Nonsense Words, 1 per group.

Setup video and audio.

","worksheets","

Jazz Gone MAD Sheet

Nonsense Words Sheet

Rhythm and Language Diagram

","multimedia","

“Van & Schenck’s performance of Irving Berlin’s ‘After You Get What You Want, You Don’t Want It’” (1920)

“After You Get What You Want, You Don’t Want It”

","steps","

Engage – 5 minutes:
- Play a round of the game Sound Charades.
Explore I - 25 minutes:
- Say, “Jazz musicians enjoy creating new patterns and rhythms. While musicians do this with music, they aren’t the only artists who play with patterns to express or share ideas. Mathematicians and scientists use symbols and equations. Designers use colors and fabrics. Writers use words. Performers and artists learned long ago that patterns, or repetition, not only helps convey concepts, but also increases the audience’s understanding of the creator’s intent. In fact, song lyricists and poets rely heavily on word patterns to evoke feelings or share experiences with readers.”
- Sounds and patterns games:
- Explain that the same types of sounds can be recreated through letters and words.
- Distribute pencils and paper to each group.
- Direct students to create two columns labeled hard and soft. Students should place the letters of the alphabet in the appropriate column. Some letters, depending on how it’s being pronounced, may fall into both categories.
- Distribute Nonsense Words Sheets, one per group.
- Have students cut out each word, gluing or taping into either the hard or soft category.
- Read Diagram I aloud and have students guess the experience the sounds are representing. [a: fireworks]
Reflect - 5 Minutes:
- Explain that today’s activities were essentially the same process used by people who write songs, or lyricists. They just use real words instead of nonsense ones.
- Distribute Jazz Gone MAD, one to each student.
- Encourage students to make the story silly.
- Ask for volunteers to read their stories.
- Play “Van & Schenck’s performance of Irving Berlin’s ‘After You Get What You Want, You Don’t Want It’” (1920).
Outcomes to look for
- Students use nonsense words and letters to produce sounds matching those heard in the real world.
- Students place nonsense words and letters in patterns so they produce sounds that mimic a real-world experience.
Extend I - 25 Minutes:
- Assign each group one of the following places:
- Distribute a new blank sheet of paper, fold into three columns and label columns with:
- Prompt students to:
- Distribute a third sheet of paper.
- Prompts students to:
- Have each group perform the sound depiction of their assigned place.

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Rhythm and Language

Rhythm and Language

Rhythm and Language

Overview