High School History of Rock and Roll Class

Jethro Tull Music History Lesson 3-4-15

Objective(s):
1.
2.
3.
4.

Students will learn about the history of Jethro Tull.

Students will be able to recognize music and techniques used by Ian Anderson.
Students will make a connection between J. S. Bach and Jethro Tull.
Students will gain a simple understanding of syncopation.

Materials:
PowerPoint Presentation on Jethro Tull
Flute
Sheet music to Thick As A Brick and Boure
Procedures:
1. Present PowerPoint Presentation.
2. Ask students to critical think What kinds of techniques might a Rock and Roll
flute player use?
1. Play extended techniques as presented in slides.
3. Listen to famous hits: Aqualung, Thick As A Brick, and Locomotive Breath.
4. Play the flute along with Thick As A Brick track, with music on the board for
students to follow along.
5. Discuss derivative of Jethro Tulls Boure from Bachs Boure.
a. Play both tunes and ask students to critical think What differences
did you hear?
b. Simply explain syncopation sound is on strong or weak beat/on or
off the beat
c. Play musical examples again
d. Have students clap the down beats to each to feel the difference
e. Play flute to Jethro Tulls Boure
Assessment:
Teacher will watch for attentiveness throughout PowerPoint Presentation and song
examples. (group assessment)
Teacher will ask critical thinking questions about extended flute technique. (individual
and group assessment)
Teacher will ask critical thinking questions about differences between Bach and Tull
Baure. (individual and group assessment)
Teacher will watch for correct clapping on down beats during Boure. (group
assessment)
Song quiz may be given at another date. (individual assessment)
Evaluation:
1. Were students able to think of extended flute techniques without the aid of the
teacher?
Indicate accuracy level for class:

75-85%

86-94%

95-100%

Novice

Competent

Mastery

2. Were students able to hear any differences between the Bach Baure and the Jethro
Tull Baure without the aid of the teacher?
Indicate accuracy level for class:

75-85%

86-94%

95-100%

Novice

Competent

Mastery

3. Were students able to clap on the down beat and distinguish the difference between
syncopated and straight rhythms without the aid of the teacher?
Indicate accuracy level for class:

75-85%

86-94%

95-100%

Novice

Competent

Mastery

4. Were students able to recognize Jethro Tull songs and name them?
Indicate accuracy level for class:

75-85%

86-94%

95-100%

Novice

Competent

Mastery

NAfME National Standards addressed:

6. Reading and notating music.
7. Listening to, analyzing, and describing music.
8. Understanding relationships between music, the other arts, and disciplines outside the
arts.
9. Understanding music in relationship to history and culture.