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Chorus by Harlem Renaissance art- ist Romare Bearden and answered questions beginning with Who, What, When, Where, and Why. We followed with The Jazz Man by Karen Ehrhardt, a children's book that incorporates jazz, counting, poetry, rhythm, and onomatopoeia. I read out loud and students eagerly read along, helping me make the sounds from the book. Miss Nina, a jazz musician (www.mymissnina.com), composed music to accompany The Jazz Man. I played a video of Miss Nina sing- ing her version of The Jazz Man, and students discussed how words can become sounds and how sounds can become music. After these activities, I projected images from The Jazz Man and Out Chorus at the same time, and stu- dents compared and contrasted the t wo images using the words "same" and "different." This discussion led to an understanding that artists make important choices, and the materials used to make art are important, too. Jazz Babies Students reviewed the different move- ments they made while dancing to jazz. I led a directed drawing wherein students used markers to draw a boy or girl "jazz baby" on white paper. I made sure to emphasize that anyone could draw any gender in either a dress or suit. While drawing, we dis- cussed what we saw in the music vid- eos, as well as Out Chorus and The Jazz Man. I encouraged students to add features to their jazz babies such as instruments and outfits. When fin- ished, students cut out their drawings. In order to create a dynamic back- ground for the jazz babies, I recycled several papers. First, I reused "goos" (good on one side) paper and printed jazz sheet music on it. Second, I cut up the scratch paper placemats stu- dents used for messy projects. Stu- dents cut the sheet music into strips and glued it down in a border-like design onto construction paper. They then glued down the scratch paper and a small rectangle of yellow paper. The jazz babies were glued to the yel- low paper and, as a finishing touch, students used markers to add move- ment lines, music notes, and a name. Thoughtful Works Students were proud of their art and eager to share it with friends. They shared one thing they liked about a Top left: Riley Gaskill, grade one. Bottom left: Xavier Vallance, grade one. Top right: Emma Green, grade one. Bottom right: Hope Wells, grade one. SCHOOLAR TSMAGAZINE.COM 37 The Harlem Renaissance offers art educators the unique opportunit o integrate culturall relevant pedagog , literac , music, dance, and histor ith visual arts. CONTINUED ON PAGE 56.