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.