MOD 5: Hopkins Award

Bibliographic Data and ISBN

Myers, Walter Dean, and Christopher Myers. 2006. Jazz. New York: Holiday House. ISBN: 9780823415458

Summary

Walter Dean Myers opens readers up to the history and development of Jazz using poetry to entice admiration and respect for the genre of music.

Critical Analysis

Layout

The book begins with a 2 page introduction covering an overview of Jazz. Myers describes characteristics such as improvisation, or composing as the artist performs as well as rhythm. Myers also reviews the history of Jazz referring to both African and European influences as well as the military’s role.

This collection does not have a table of contents. Pages are not numbered. Poems do not seem to be in a particular order. Each 2 page spread features only one poem regardless of text size and the complementing illustration.

The next section is the “Glossary of Jazz Terms.” This would be a good section to refer to when listening to jazz. The last section is a “Jazz Timeline.” Many events highlight famous jazz artists, like Billie Holiday.

Christopher Myers’ painted illustrations feature diverse depictions of African Americans. Each person looks distinct, displaying different body types, hair, and skin tones. Myers uses color to convey mood; the bright yellow in “Faster” is cheerful and bright while the background of “Blue Creeps In” is a moody indigo. Often readers can see the emotion on the faces of characters. In “Now I Come In” the gentleman bites his lip in concentration.

Three fonts are mixed into titles and the texts of poetry. The main text appears to have a stamped texture. Another font is in all caps and also has a stamped texture. The third font is a handwritten cursive that appears in different colors. The colors blend with Christopher Myers’ illustration and contribute to the poem’s meaning.

Poetic Elements

Walter Dean Myers’ poetry in “Jazz” is lyrical. The repetition of lines is chorus like. In “Oh Miss Kitty”, the words “Miss Kitty” and “Oh Miss Kitty” repeat often, giving the poem a song-like sound.

Another poetic element that contributes to the song like sound of Myers’ poetry is rhythm. In the poem “Stride” each line has two single syllable words following giving the whole poem a consistent rhythmic sound.

Myers makes use of onomatopoeia to exhibit the improvisational aspects of jazz. In the poem “20 Finger Jack” there is a line, “be ba boodie, be ba boodie.”

Much of the sense imagery in this collection focuses on sound and movement, particularly dance. Some refer to our other senses, like in “Session I” he says phrases like, “breathing sounds” and “tasting the rhyme.”

Appeal

What separates “Jazz” from other poetry books is the way it is musical. It is in the style of jazz music. Readers will find it appealing because it is so easy to sing the poems aloud and clap along. I would be interested in reading this poetry in storytimes for younger audiences since the musical quality will retain their attention.

The story of jazz is an experience familiar to children. This is more of a teaching moment and an opportunity for music appreciation. This collection is enriching in music history and music knowledge. Readers will be exposed to a variety of musical instruments such as the cello, saxophone, and piano. Myers provides ample opportunity to expand linguistic ability specifically through music terms. Readers can refer to the “Glossary of Jazz Terms” to find the meaning of the words.

Overall Quality

Each poem shows a different face of jazz. Readers get a glimpse of a range of emotions and history. Each poem deliberately demonstrates music terms and characteristics of jazz. Readers reflect in each poems unique energy whether it’s wildly dancing or swaying in melancholy.

The purpose of the book is to build appreciation for jazz by informing readers of its history and development. By the conclusion of the book readers will know of famous jazz musicians by name, learn how military musicians influenced jazz, and more.

Jazz music draws from several influences of varying moods from blues, to love songs, to dance music. Some poems capture the excitement of a rowdy jazz number like in “It’s Jazz” while other captures more sullen moods like in “Good-bye to Old Bob Johnson.”

Final Analysis

I would highly recommend “Jazz” for reading aloud and to patrons. Its versatility allows for use in storytime from preschool to music appreciation programs for teens. Both Christopher Myers and Walter Dean Myers project high levels of artistry. The text is delightfully informative as well.

Featured Poem Excerpt

Be-Bop

Oh be-bop be-bop, oh whee,

OH WHEEE!

Oh be-bop be-bop,

don’t you dig I’m free?

Oh be-bop be-bop,

do you dig my jive?

This jazz that I’m playing

is keeping me alive!

The sweet honey chaning

And the mood reaaranging

And the ax that I’m grinding

And the melody I’m finding

Goes screa----min’,

goes screamin’,

goes screa- screa- screamin’

To the moon!

Poem Connections

Read the poem above, “Be-bop” in a jazzy style. Starting clapping at the line “This jazz that I’m playing” and the group may join you. Then integrate music appreciation by playing artists featured in the book like Louis Armstrong. Younger children would enjoy dancing along with instruments and scarves. Invite older children to identify the music terms listed in the book’s Glossary of Jazz Terms as they hear them, like boogie, ballad, and a riff. Even teens can extend this book by experimenting with jazz loops and mixing jazz songs on GarageBand in a makerspace setting.

The Lee B. Hopkins Poetry Award Teaching Toolbox offers several poetry connections and related websites: http://leebennetthopkinsaward.blogspot.com/2011/04/2006-winner-jazz.html

The Kennedy Conter offers a teaching guide  as a PDF: http://www.kennedy-center.org/education/pwtv/studyguides/ChrisMyers.pdf

Anotehr teaching guide from Live Oak: http://www.liveoakmedia.com/client/guides/00225.pdf