Grade Level: PreK-5th
Duration: 30 minutes
Subject: Music, History, Cultural Studies

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Lesson Overview

This lesson introduces students to the vibrant world of New Orleans brass bands and their connection to jazz culture. Students will learn about the instruments in a brass band, explore the history of jazz, and sing or play along with “When the Saints Go Marching In.”

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Learning Objectives

By the end of this lesson, students will:

1. Understand the role of brass bands in New Orleans jazz culture.

2. Identify the instruments commonly found in a brass band.

3. Learn and perform “When the Saints Go Marching In.”

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Materials Needed

• Visual aids: Pictures or videos of brass bands and their instruments.

• Homemade instruments (e.g., paper towel roll horns, tambourines, shakers, drums).

• Lyrics or sheet music for “When the Saints Go Marching In.”

• Optional: Recording of a brass band playing “Saints.”

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Lesson Steps

Introduction to Brass Bands (5 minutes)

• Show pictures or videos of New Orleans brass bands.

• Discuss the instruments typically found in a brass band:

  • Trumpets, trombones, clarinets, saxophones, tubas, snare drums, and bass drums.

• Explain the role of brass bands in parades, celebrations, and jazz music.

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History of Jazz and “Saints” (5 minutes)

• Share a brief history of jazz as a blend of African and European musical traditions.

• Introduce “When the Saints Go Marching In” as a classic New Orleans brass band song.

  • Explain that it is often played to celebrate life and joy.

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Learn and Sing “Saints” (10 minutes)

• Teach the melody and lyrics of the song:

  • First verse:
    Oh when the saints go marching in,
    Oh when the saints go marching in,
    Oh Lord, I want to be in that number,
    When the saints go marching in.

• Sing through the song as a group, repeating until students feel comfortable.

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Play Along with Homemade Instruments (10 minutes)

• Distribute homemade instruments or encourage students to use body percussion.

• Assign roles to mimic a brass band:

  • Horn section: Humming or “playing” paper towel roll horns.

  • Rhythm section: Drums, claps, or stomps.

• Perform “Saints” as a group, encouraging students to add their own flair and movements.

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Group Reflection and Discussion (5 minutes)

• Ask students:

  • How did it feel to play in your own brass band?

  • Why do you think “When the Saints Go Marching In” is such a popular song?

• Discuss how brass bands bring people together to celebrate and share joy.

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Extension Activities

• Movement Connection: Turn the song into a mini parade with students marching and playing their instruments.

• Art Connection: Have students draw their own brass band or design a parade float.

• Music History: Introduce key figures in New Orleans jazz, like Louis Armstrong, and their connection to brass bands.

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Reflection Questions

• What did you enjoy most about playing in the brass band?

• How do you think brass bands make celebrations more exciting?

• Can you think of other songs that make people feel happy or want to march?

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Teacher/Parent Tips

• Encourage students to be expressive and creative during the song performance.

• Simplify the lyrics for younger students or focus on the melody if singing is challenging.

• Reinforce the joy and energy brass bands bring to New Orleans culture.