| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | History |
| What topic | Swing Jazz, Federal Art Program, Talkies and the Great Depression |
| What length (min) | 50 |
| What age group | Doesn't matter |
| Class size | 6 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
History
Swing Jazz, Federal Art Program, Talkies and the Great Depression
Any grade level (appropriate for middle to high school students)
50 minutes
6
This lesson aligns with the U.S. History Curriculum Standards, focusing on the cultural impact of economic hardship and the significance of art and music in reflecting societal conditions.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Swing Jazz | 10 | Introduce the concept of Swing Jazz, play a short audio clip, and discuss its historical context. |
| 2 | Federal Art Program Overview | 10 | Explain the Federal Art Program, its goals, and impact on artists during the Great Depression. Use examples of artworks. |
| 3 | Exploring Talkies | 10 | Discuss the advent of Talkies, show an excerpt from a classic film, and explore their societal implications. |
| 4 | Group Discussion | 10 | Break into small groups to discuss how Swing Jazz, art, and film reflected the challenges of the Great Depression. |
| 5 | Creative Response Activity | 7 | Have students create a piece of art or a mini poem reflecting themes from the lesson. Provide materials. |
| 6 | Closing and Homework Assignment | 3 | Recap key points and assign homework: write a one-page reflection on how art influenced American society during the Great Depression. |
"Welcome, everyone! Today, we're going to explore cultural elements from the Great Depression era, focusing on Swing Jazz, the Federal Art Program, and the advent of Talkies. To kick things off, let's dive into Swing Jazz.
[Play a short audio clip of Swing Jazz music for about a minute.]
"That was a selection of Swing Jazz, a lively genre that originated in the 1930s. Swing Jazz was more than just music; it became a form of expression during a time of economic hardship. Can anyone tell me what they know about the role of music during challenging times?"
[Encourage brief student responses.]
"Excellent points! Swing Jazz was not only a rhythm to dance to but also a way for people to cope with their struggles. Let’s unpack this a little bit more in relation to the Great Depression."
"Now that we've set the stage with Swing Jazz, let’s shift our focus to the Federal Art Program.
"The Federal Art Program was established as part of the New Deal to support artists facing financial hardship. Its goals were to promote art and provide jobs for artists while making art accessible to the public.
"Let’s look at some examples. [Show visual examples of artworks produced through the Federal Art Program.] As you can see, these artworks not only reflect the time’s struggles but also its resilience.
"Who here can describe the emotions or themes you see in these artworks?"
[Encourage student observation and participation.]
"Great insights! The artwork from this time often aimed to uplift community spirits despite the surrounding challenges."
"Next, let’s discuss the advent of Talkies, the first films with synchronized sound. This was a revolutionary shift in the film industry.
"I’m going to show you a brief clip from one of the early Talkies. [Show an excerpt from a classic film, such as 'The Jazz Singer.']
"Now, think about how the introduction of sound transformed cinema and its ability to tell stories. How did this change the way people engaged with films and culture?"
[Facilitate a discussion on the impact of Talkies on society.]
"Exactly! Talkies brought new life to storytelling and allowed artists to convey deeper emotions through sound and dialogue."
"Let’s take a few minutes to break into small groups. I want you to discuss how you think Swing Jazz, the Federal Art Program, and Talkies were reflections of the struggles and resilience during the Great Depression.
"You have 10 minutes for this discussion, and I encourage you to think critically and share your ideas!"
[Allow time for group discussion and then bring the class back together.]
"Now, let’s channel what we’ve learned into some creativity! I’d like each of you to create a piece of art, or write a mini poem that reflects the themes of resilience and hope that we’ve discussed today. Use the art supplies provided!
"You have 7 minutes for this activity. Don’t forget to express your individual understanding of the era and the cultural movements we explored!"
[Circulate to offer support and encouragement as students work on their creative pieces.]
"Let’s wrap up our lesson! Today, we’ve explored the cultural significance of Swing Jazz, the Federal Art Program, and Talkies during the Great Depression.
"I hope you’ve all gained a deeper understanding of how art and music played crucial roles in shaping society during tough times.
"For homework, I’d like you to write a one-page reflection on how art influenced American society during the Great Depression. You can focus on Swing Jazz, the Federal Art Program, or Talkies.
"Please make sure to turn it in at the beginning of our next class, and I will provide individual feedback to each of you without presentations.
"Thank you all for your participation today. Does anyone have any final questions before we finish?"
[Encourage a final Q&A session if time allows.]
| Slide number | Image | Slide content |
|---|---|---|
| 1 | {Image: A lively Swing Jazz band performing} | - Introduction to Swing Jazz - Origins in the 1930s - A form of expression during economic hardship - Importance of music in coping with struggles |
| 2 | {Image: Artwork from the Federal Art Program} | - Overview of the Federal Art Program - Established as part of the New Deal - Supported artists and promoted public art - Art reflected struggles and resilience |
| 3 | {Image: A scene from an early Talkie film} | - Exploration of Talkies - Revolutionized film with synchronized sound - Impact on storytelling and cultural engagement - Deeper emotions conveyed through sound |
| 4 | {Image: Group of students in discussion} | - Group discussion activity - Reflect on Swing Jazz, Federal Art Program, and Talkies - Discuss their reflections of struggles and resilience - Encourage critical thinking |
| 5 | {Image: Art supplies and creative workspace} | - Creative response activity - Create art or write a mini poem about resilience and hope - Use art supplies provided - Individual expression of understanding the era |
| 6 | {Image: Student writing a reflection} | - Lesson wrap-up - Recap of cultural significance of Swing Jazz, Federal Art Program, and Talkies - Homework assignment: Write a reflection on art’s influence during the Great Depression - Importance of feedback and participation |
How do you think Swing Jazz influenced the emotions and mindset of people during the Great Depression?
If you could create a piece of art inspired by the Federal Art Program, what themes or emotions would you want to convey, and why?
After watching the Talkies clip, how do you think sound in film changed the way people connected with the characters and stories?
In what ways do you see the resilience of the human spirit reflected in the music and art from the Great Depression era?
If you were to describe the atmosphere of the 1930s in one sentence based on what we've discussed today, what would it be and why?