Scavenger Hunt: Bird to Trane

Scavenger Hunt — Bird to Trane

Jeffrey Flynn
[email protected]
Bartlett High School

TI:ME Technology Areas Addressed:



High School


Music Theory


Computer with internet access


60 Minutes

Prior Knowledge and Skills:

1) Basic internet searching abilities

2) Understanding of Jazz history timeline (1940-1964)

3) Basic understanding of bebop elements compared to those of later periods

NAfME standard of 1994 Addressed:

NAfME standard of 1994: Listening to, analyzing and describing music.
NAfME standard of 1994: Evaluating music and music performances.

NAfME 2014: Responding 

NAfME standard of 1994: Understanding Music in Relation to History and Culture

NAfME 2014: Connections




1) Students will be able to locate web pages in order to find historical, biographical, and audio information on a given topic (Charlie Parker and John Coltrane.)

2) Students will be able to associate a playing style with its place in jazz history.

3) Students will be able to differentiate between the playing styles of Charlie Parker and John Coltrane.


1) Students will be assigned to either Charlie Parker or John Coltrane and will work in small groups (2-4 per station).
2) Students will locate web pages that give biographical information on their assigned musician.
3) Students will put their assigned musician into historical context based on a timeline of events in jazz music (swing, bebop, cool, hard bop, modal, free, etc) and discuss basic stylistic elements of the period.
4) Students will find free sound samples on the internet from their assigned musician and take note of the performance date.
5) After all students have completed steps 1-5, each group will present their sound clips to the class, explaining who the performer is and what style the performance is in.
6) After demonstrations are complete, teacher will play different excerpts from both Charlie Parker and John Coltrane and students will accurately identify the performer.


Evaluation will be based on quality of students’ searches and proper identification of performer.

Follow Up:

Involve more musicians from various jazz eras and different instrumentation.

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