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2017-2018
Teacher Guidebook:
The Jazz Fly
Symphony Storytime: The Jazz Fly
Meet the Orlando Philharmonic Orchestra
Each of our four instrument families has musicians who have been with
the OPO since the beginning, and our musicians can be seen all over
Orlando. Our musicians perform at Disney, teach in area schools,
provide music therapy to hospital patients, and even perform in the
Orlando International Airport during the holiday season.
To learn more about the OPO’s Education and Community Offerings, go
to:OrlandoPhil.org/Education
Visit OrlandoPhil.org/Family-Friendly to learn more about our concerts
for kids and families.
The Orlando Philharmonic was
established following the closure of
Florida Symphony in 1993, and from the
very beginning education was a huge part
of the Orlando Philharmonic Orchestra’s
offerings. From free outdoor concerts for
families to performances by classical
artists like Yo-Yo Ma and Joshua Bell, the
OPO strives to make classical music
available to everyone with more than 170
performances presented annually.
The Jazz Fly: About the Author About Matthew Gollub* My first language is English, but through studying and
working overseas, I’ve learned to also speak Spanish and
Japanese. To record The Jazz Fly, I even learned to speak
jazz! “Language, rhythm, color, life!”™ are the threads I
weave through my books and presentations. Though I
wasn’t what you would call a bookish kid, I knew from the 5th
grade that I liked to write.
It all started when my 5th grade teacher took the time to type a story written by every kid in
the class. (This was in the days before computers.) She snipped and glued our pages of text
then bound the pages between cloth sidings. What we each wound up with was a hardcover
book. I remember feeling pride as my friends laughed at my funny story. Next to shooting
baskets on the playground after lunch, I decided, writing was the activity for me. There was a
rhythm to dribbling a basketball, a rhythm to writing words. Soon I would discover the
rhythms of travel and playing drums.
The drumming started in my elementary school band. First came the snare drum–rat-a-tat-
tat. Then the bass drum-boom! Then the crash cymbals–spshing! At night, I’d fall asleep with
my radio tuned to the jazz station. I heard scat singers, big bands, many of the jazz greats—
Ella Fitzgerald, Sarah Vaughn, Louis Armstrong, Duke Ellington. Master drummers like Max
Roach, Buddy Rich, and Joe Jones inspired me to study the drum set. And the early seeds
for writing and performing The Jazz Fly were sown.
Travels to many countries have inspired other books in progress. I feel stories in foreign
settings are of great value to children and that ultimately the world’s peoples must learn from
each other to solve the many problems we face.
At home, I find inspiration to write from my wife, and my son Jacob, who has already given
me more ideas for stories than I’ll ever likely have time to develop. I also derive inspiration
from playing drums. I have conga drums, bongo drums, a drum set, and a Middle Eastern
dumbek, and I am fond of tapping rhythms between paragraphs.
But writing children’s books and drumming has led to invitations from schools. I enjoy
presenting my stories with music and drama, sparking the creativity inherent in young
people. My interests since I was a kid have broadened but not changed. Writing, traveling,
and playing drums are still the activities for me, but these days I prefer to play basketball in a
gym.
* http://matthewgollub.com/about-matthew-gollub/
Symphony Storytime: The Jazz Fly
The Jazz Fly: About the Composers
Symphony Storytime: The Jazz Fly
Scott Joplin (1867-1917) was known as the “King of
Ragtime” and wrote 44 original ragtime pieces, one
ragtime ballet, and two operas. Joplin came from a
musical family in Northeast Texas.
In the late 1880s he left his job with the railroad to
become a traveling musician. In 1894 he moved to
Sedalia, Missouri, earning his living as a piano
teacher. The very next year (1895) he published the
“Maple Leaf Rag,” considered the definitive example
of Ragtime. Ragtime eventually evolved with other
jazz styles into stride, jazz, and big band swing.
About The Entertainer: A Rag Time Two Step
The Entertainer is a type of music known as a
piano rag (short for Ragtime). It was popular
between 1895 and 1918 and was known for its
syncopated, or “ragged” rhythm. Ragtime
originated in African-American communities,
particularly in Missouri near St. Louis.
Scott Joplin’s music was first considered “classic”
by Joplin’s music publisher, John Stark, to make it
seem more elevated than other published ragtime
compositions.
The Jazz Fly: About the Composers
Ella Fitzgerald (1917-1996) was an American jazz
singer known as the First Lady of Song and the
Queen of Jazz. Ella was most closely associated with
the Savoy Ballroom in Harlem, with the work “A-
Tisket, A-Tasket” elevating her to national fame.
Although known as a solo artist, Ella collaborated with
several well-known jazz greats including Louis
Armstrong and Duke Ellington. Ella received world-
wide recognition, including fourteen Grammy Awards,
the National Medal of Arts, the Presidential Medal of
Freedom, and several tributes on stamps, music
festivals, and even theaters.
Symphony Storytime: The Jazz Fly
Scat Singing
In vocal jazz, scat singing is when you improvise above and beyond
the written music using vocables and nonsense syllables. The vocalist
often mimics other musical instruments, and many artists develop their
own scat language.
For many singers, scat singing and improvisation (creating variations
on a well-known melody in real time) was a way to distinguish their
particular “version” of a song. Singers often sang standards such as
“My Funny Valentine” but would make it their own through
improvisation and scat singing.
Ella Fitzgerald recorded dozens of standards. One of our favorites
was her version of “Old McDonald Had a Farm.” Watch her live here:
https://www.youtube.com/watch?v=u9Fmwgf0NRA
The Jazz Fly: About the Composers
Edward Kennedy “Duke” Ellington
(1899-1974) was born in Washington D.C.
and was eventually based in New York
City. Duke Ellington’s jazz orchestra
received national attention due to its
appearances at the Cotton Club, a jazz
club located in Harlem. Ellington resisted
having his music labelled as strictly jazz,
preferring to call it American Music so he
could have more freedom with his
compositions.
Orlando Philharmonic Orchestra | Symphony Storytime: The Jazz Fly
Ellington wrote more than 1,000 compositions as well as recorded
jazz standards by other composers. Because of his inventive use of
his jazz orchestra, Ellington is considered to have elevated jazz to
an art form like classical music.
About Take the “A” Train
Take the “A” Train was first recorded on
January 15, 1941. The title referred to a
subway service that was new at the time
known as “A” that ran through New York City
from Brooklyn into Harlem. The composer,
Billy Strayhorn, who at the time was
commuting from Pittsburgh to New York City.
The directions Ellington provided Strayhorn
began with “Take the A Train.”
Listen to Ellington’s orchestra perform Take the “A” Train on YouTube:
https://www.youtube.com/watch?v=cb2w2m1JmCY
The Jazz Fly Creating a Jazz Story in Class (Teacher Version)* by Matthew Gollub © 2000-2012
1) Choose two consonants such as "Z" and "D“.
2) Have your students create two-syllable jazz words by adding vowel sounds to each.
Write the words on the white board as you go, for example ZA-Dee, Du-DAH, ZOO-
doo, DAY-duh. Use all caps to suggest where to accent the invented words. (Tip:
decline to use sounds that are sure to evoke laughter such as Pee-pee, Poo-poo,
etc.) Demonstrate to older students how vowel sounds can be written in different
ways; i.e. "u" or "oo"; "e" or "eh”, "ae" or "ay" etc.)
3) Insert 2-syllable jazz words into spaces 1-3 and 5-7 of the template below. Sample
jazz words provided in red.
4) Now have the students create 1-syllable jazz words, for example, zlip, boim, schloz,
fumpf. Enter a 1-syllable jazz word into space 4. (Tip: try using blends with ‘hard’
sounding consonants such as “K,” “T,” “P, “TZ,” etc. for humorous effect!)
5) Next, have students create a 3-syllable jazz word. Enter the 3-syllable jazz words
into space 8. Tip: these longer phrases will flow well if you accent the first of the
three syllables. (Exa. KOCH-a-ku, ZOP-a-dee, ZOOM-vee-bop; TAH-bu-doing.)
6) Now for the fun part! Lead the students in chanting the story, call and response style.
(You chant one sentence. They repeat it. Then move on to the next and so forth.)
Turn the “performance” into an exercise in drama, snapping your fingers and
changing your tone of voice from super serious to loose and jazzy. The “X” marks
indicate where to snap your fingers on beats 2 & 4.
I had a ___ZEE-buh__. It used to be a ___ZOY-buh__.
X 1. X X 2. X
But when I got a _BLOO-chee, it turned into a _SKOITZ_.
X 3. X X 4. X
After all the _____DEE-pah_____, I really had to ___YEE-pah____.
X 5. X X 6. X
So if you want to ___BLIM-bop_______, you‘d better ZAH-bah-DING!.
X 7. X X 8. X
7) Now ask students what they think the story’s about!
* http://matthewgollub.com/free-lesson-plans/
Orlando Philharmonic Orchestra | Symphony Storytime: The Jazz Fly
The Jazz Fly Creating a Jazz Story in Class (Classroom Version)* by Matthew Gollub © 2000-2012
1) Choose two consonants such as "Z" and "D“.
2) Have your students create two-syllable jazz words by adding vowel sounds to each.
Write the words on the white board as you go, for example ZA-Dee, Du-DAH, ZOO-
doo, DAY-duh. Use all caps to suggest where to accent the invented words. (Tip:
decline to use sounds that are sure to evoke laughter such as Pee-pee, Poo-poo,
etc.) Demonstrate to older students how vowel sounds can be written in different
ways; i.e. "u" or "oo"; "e" or "eh”, "ae" or "ay" etc.)
3) Insert 2-syllable jazz words into spaces 1-3 and 5-7 of the template below. Sample
jazz words provided in red.
4) Now have the students create 1-syllable jazz words, for example, zlip, boim, schloz,
fumpf. Enter a 1-syllable jazz word into space 4. (Tip: try using blends with ‘hard’
sounding consonants such as “K,” “T,” “P, “TZ,” etc. for humorous effect!)
5) Next, have students create a 3-syllable jazz word. Enter the 3-syllable jazz words
into space 8. Tip: these longer phrases will flow well if you accent the first of the
three syllables. (Exa. KOCH-a-ku, ZOP-a-dee, ZOOM-vee-bop; TAH-bu-doing.)
6) Now for the fun part! Lead the students in chanting the story, call and response style.
(You chant one sentence. They repeat it. Then move on to the next and so forth.)
Turn the “performance” into an exercise in drama, snapping your fingers and
changing your tone of voice from super serious to loose and jazzy. The “X” marks
indicate where to snap your fingers on beats 2 & 4.
I had a It used to be a .
X 1. X X 2. X
But when I got a . it turned into a .
X 3. X X 4. X
After all the I really had to .
X 5. X X 6. X
So if you want to , you‘d better !
X 7. X X 8. X
7) Now ask students what they think the story’s about!
* http://matthewgollub.com/free-lesson-plans/
Orlando Philharmonic Orchestra | Symphony Storytime: The Jazz Fly
The Jazz Fly
Improvisation Lesson
Materials: The Jazz Fly By Matthew W. Gollub, character card
printouts (See pages 16-19), recording of “Air Mail Special” By
Ella Fitzgerald
Objective: Students will use animal sounds to improvise their
own responses to the repeated scat phrase, “ZA-baza, BOO-
zaba, ZEE-zah, RO-ni” used throughout “The Jazz Fly”.
Standards:
MUK.C.1.2-Identify various sounds in a piece of music.
MUK.O.1.1-Respond to beat, rhythm, and melodic line through
imitation.
MU.1.H.3.1-Explore the use of instruments and vocal sounds
to replace or enhance specific words or phrases in children's
songs, choral readings of poems and stories, and/or chants.
MU.1.F.1.1-Create sounds or movement freely with props,
instruments, and/or found sounds in response to various music
styles and/or elements.
MU.2.S.1.1-Improvise short phrases in response to a given
musical question.
MU.2.O.1.1-Identify basic elements of music in a song or
instrumental excerpt.
Symphony Storytime: The Jazz Fly
The Jazz Fly
Procedures:
Talk it up!
Begin the lesson by explaining (or reviewing) what Jazz is. Explain
that scat singing is an improvised technique, used in jazz, where
singers use their voice to mimic different instruments and sounds.
One of the world’s greatest scat singers was Ella Fitzgerald.
Listen!
Play the song “Air Mail Special” by Ella Fitzgerald or use the link to
show students an amazing clip from 1961 of Ella performing the
song live! (https://www.youtube.com/watch?v=hoT4CC0O-Xk)
Allow students to share their opinions about the piece and what
sounds or instruments Ella might have been trying to mimic.
Read!
Read or use the provided recording of “The Jazz Fly”. Ask students
to help by filling in any animal sounds needed throughout the story.
Encourage students to do their best to echo any scat they hear
throughout the book.
Hint: Younger students may struggle to echo the scat line but will
still enjoy trying. For older students, you may choose to display the
scat words on the board and teach it to students prior reading the
story.
Discuss!
Discuss how the fly used the animal sounds he heard to create
new scat lyrics.
Ask students to recall the animals and sounds the fly encountered
on the way to the club and display the Animal Sound Cards
provided.
Orlando Philharmonic Orchestra | Symphony Storytime: The Jazz Fly
The Jazz Fly
Procedures:
Improvise!
If you have young students or students you feel may struggle with this
activity, it may be beneficial to allow them to work with a partner.
Start by asking students to choose one animal sound and repeat it for four
beats. (Show the four beats using fingers if students struggle with this
concept.)Ex. “Woof, woof, woof, wood”
Next, have students add a second animal sound of their choice and
improvise a four beat response combining the two sounds. Ex. “Woof,
woof, rib-bit, woof”
Depending on your students’ skill level, you may continue this process
until they are using three to four animal sounds in their scats. Younger
students may need to stick with two. Ex. Woof,ribbit, ribbit, ribbit, he-
haw, woof”
Have students practice responding to the line, “ZA-baza, BOO-zaba, ZEE-
zah, RO-ni”, with the scats they created.
If time allows, re-read the book and select different students to perform
their scats in response to the line, “ZA-baza, BOO-zaba, ZEE-zah, RO-ni”.
Extended Learning
In a following lesson, teach students to play their created scat lines on
Orff instruments by setting the instruments in a pentatonic scale and
having students assign a specific note to each animal sound.
This free website introduces various elements of jazz and uses fun games
to teach students how to identify various jazz instruments, create lyrics
and sound patterns, and even improvise with a jazz band.
http://pbskids.org/chuck/index.html#/jazz
Orlando Philharmonic Orchestra | Symphony Storytime: The Jazz Fly
The Jazz Fly: Other Activities
Call and Response: Lesson Extension
Call and response is a common element in jazz and is a common element
in multiple musical genres around the world. The Jazz Fly features call
and response between the musicians and the author. After students have
created improvised rhythms and sounds from the previous lesson, have
them practice call and response through vocalization or with Orff
instruments.
Call and Response “Telephone”
Another fun way to practice call and response is by playing rhythmic
“telephone.” Form a circle with all students, and have a student create a
simple two bar rhythm. Remember the first student’s rhythm.
Going around in a circle, have each student mimic the rhythm of the
student before them, not the first student. When everyone has had a
chance to perform, play back the rhythm of the first student to see the
change.
Compare and Contrast
One of the most enjoyable elements of jazz is that many artists take the
same pieces of music and make it their own through instrumentation,
improvisation, or even unique rhythmic structure.
Have students listen to two versions of a well-known work and discuss the
similarities and differences. We’ve provided a few examples in the Spotify
Mix:
•Take the “A” Train (Original version and a vocal version)
•The Entertainer (Different instrumentations)
•The original version of Old McDonald Had a Farm with Ella Fitzgerald’s
version.
Orlando Philharmonic Orchestra | Symphony Storytime: The Jazz Fly
2017-2018
Teacher Guidebook:
The Jazz Fly Resource Pages
Visit OrlandoPhil.org/family-friendly to find more
great offerings for kids and families!
Music & Video Resources
1. Spotify Mix for The Jazz Fly (includes everything but Jazz Fly plus a few extras:
2. Videos with Matthew Gollub books:
1. The Moon was at a Fiesta Excerpt
2. The Jazz Fly (performed by a fourth grade class in Japan)
3. Other Jazz Videos
1. Jazz version of The Entertainer
2. Pianola performing The Entertainer
Standards & Benchmarks
LAFS.1.W.2.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
MU.1.C.1.1: Respond to specific, teacher-selected musical characteristics in a song or instrumental piece.
MU.1.C.2.1: Identify the similarities and differences between two performances of a familiar song.
MU.1.H.3.1: Explore the use of instruments and vocal sounds to replace or enhance specified words or phrases in children’s songs, choral readings of poems and stories, and/or chants.
MU.1.F.1.1: Create sounds or movement freely with props, instruments, and/or found sounds in response to various music styles and/or elements.
MU.1.S.1.2: Create short melodic and rhythmic patterns based on teacher-established guidelines.
MU.2.C.1.2: Respond to a piece of music and discuss individuals interpretations.
Ribbit!
Oink!
Hee-haw!
Ruff, ruff!
(Woof, woof)
The Jazz Fly
Recommended books by Matthew Gollub
The Jazz Fly
Written by Matthew Gollub
Illustrated by Karen Hanke
ISBN #978-1889910178
The Jazz Fly 2: The Jungle Puchanga
Written by Matthew Gollub
Illustrated by Karen Hanke
ISBN #978-18899104447
Gobble, Quack, Moon
Written by Matthew Gollub
Illustrated by Judy Love
ISBN #978-1889910208
Ten Oni Drummers
Written by Matthew Gollub
Illustrated by Kazuko G. Stone
ISBN #978-1584300113
The Twenty-five Mixtec Cats
Written by Matthew Gollub
Illustrated by Leovigildo Martinez
ISBN #978-1889910291
Symphony Storytime: The Jazz Fly
Recommended books about jazz
Symphony Storytime: The Jazz Fly
Thank you for joining us on Symphony Storytime!
Learn more about Symphony Storytime at
OrlandoPhil.org/Storytime Buy tickets for our 17-18 season at
OrlandoPhil.org/Family-Friendly
Contact Director of Education Dr. Leia Barrett at Lbarrett@orlandophil.org or
407.896.6700, ext. 232 with any questions.
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