SENIOR SCHOOL MUSIC COURSE OVERVIEW

Transcription

1 SENIOR SCHOOL MUSIC COURSE OVERVIEW Title: Jazz Band III Prerequisite (s): Concert Band II or Jazz Band II 4 credit (s) S4 level (s) Course Code: required or elective Course Description The purpose of this course is to expose students to the art of jazz music. Participants will be introduced to jazz styles, and idiomatic performance techniques as they learn to develop improvisational skills. In depth jazz theory, history, and culture will also be explored. Students will take a more active role in chart choice and performance techniques. The research portion of this course will be more flexible and geared towards careers in the music industry. Students will be required to solo with the ensemble in public performances throughout the year. Personal strengths and interests will be stressed. Course Requirements The requirements for this course are as follows: Student must have had one year of Concert Band or can enroll with permission of the Band Director. The requirements for this course are as follows: Performance Assessments: Students will play: - major scales - minor scales - arpeggios in the same keys - one blues scale - daily participation in class rehearsals - participation in ensemble rehearsals and performance in school production - peer and self assessment - performance with jazz band in school and or community Product Assessments: - a four to eight measure arrangement for a section or entire ensemble - journal noting improvements in instrument proficiency product - a 250-word paper or two composers of different periods and an analysis of their work OR - a 250-word paper on the historical development of contemporary styles of music word research paper on jazz styles Written Assessments: Tests and quizzes on: - music theory - song identification - transposition of instruments - musical styles - cultural music - idiomatic devices 50% 30% 20% Total 100% Ministry of Education 2008 Page 1

2 Course Resources Sher, Chuck, Bauer, Bob, eds. The New Real Book: Jazz Classics, Choice Standards, Pop-Fusion Classics. Sher Music Co., 1988 Course Outline Module Title # Single Periods Module Title # Single Periods A. Proficiency major, minor scales and arpeggios - sight reading - ear training - improvisation - warm up - fundamental skills B. Arranging form analysis - harmonic analysis - transposition - instrument ranges C. Repertoire period works - stylistic interpretation - chord chart - composers - musical styles - jazz terminology D. Music performance aesthetic judgment - etiquette - presentation - programme planning Subtotal Optional double periods 15 Total double periods Ministry of Education 2008 Page 2

3 MUSIC Course Title: JAZZ BAND III Sequence Reference: -A Module Title: Proficiency Senior School Level Number of Periods: 19 single periods Subgoal Emphasis: Technique and Skill Creativity, Composition and Performance 4.2, 4.3 Aesthetic Judgment Curriculum Objectives: At the end of this module, students will: play selected major/minor triad/ arpeggios minor triad/ arpeggios improvise a melody over a given harmonic progression sight read works at ABRSM grade 3/4 Instrumental Music Music Theory Content Focus Content Detail: S1 S2 S3 S4 major and minor scales: - scales, fingering charts and key signatures - triads / arpeggios in the keys of: C, F, G, D, A, E Flat, B, & B flat major A, D, E, F, G, C, & B minor improvising tools and techniques sight reading ABRSM grade 4 improvisation ear training warm up Module Evaluation: Performance Assessments: - play instrument with proficiency of major and minor scales, arpeggios and triads - aural test ABRSM grade 4 Product Assessments: - journal, noting improvements & difficulties in instrument proficiency -one complete arrangement for the ensemble word paper no the historical development of contemporary styles of music Written Assessments: - tests and quizzes: - music theory Prerequisite Skill Areas (if any): completion of Concert Band II and Jazz Band III or by permission of director instrumental proficiency Special Resources (materials, equipment & community involvement): method books lined music exercise books scores and octavos CD player/ tape player staff binder paper overhead projector lined white/black board Ministry of Education 2008 Page 3

4 GLOSSARY: scales fingering charts key signatures triads/ arpeggios improvising REFERENCES - TEACHER: REFERENCES - STUDENT: Ministry of Education 2008 Page 4

5 MUSIC Course Title: JAZZ BAND III Sequence Reference: MU2280JAZ-B Module Title: Arranging Senior School Level Number of Periods: 19 Single periods Subgoal Emphasis: Technique and Skill 2.2 History and Culture 3.1, 3.5 Creativity, Composition and Performance 4.3 Aesthetic Judgment Curriculum Objectives: At the end of this module, students will: give a harmonic analysis of a piece of music by reading from the score or chart identify and explain the components of a movement list the transposition of all the instruments in each family create an arrangement of a current chart for the entire ensemble from a piano score using the appropriate instrument ranges Performance Assessments: - aural test Instrumental Music Music Theory Module Evaluation: Product Assessments: - twelve bar arrangements - create an original piece for an ensemble using basic technique & form Written Assessments: - tests and quizzes on: - song, identification - transposition of instruments Prerequisite Skill Areas Content Focus Content Detail: S1 S2 S3 S4 simple harmonic analysis of chords by harmonic region and major or minor chord quality binary and ternary forms transposition of instruments instrument ranges Special Resources (materials, equipment & community involvement): (if any): completion of Jazz Band II or permission of director method books lined music exercise books scores and octavos CD player/ tape player staff binder paper lined white/black board Ministry of Education 2008 Page 5

6 GLOSSARY: Harmonic Analysis Form Analysis Transposition Instrument ranges REFERENCES - TEACHER: REFERENCES - STUDENT: Ministry of Education 2008 Page 6

7 MUSIC Course Title: JAZZ BAND III Sequence Reference: -C Module Title: Repertoire Senior School Level Number of Periods: 19 single periods Subgoal Emphasis: Technique and Skill 2.1, 2.2, 2.5 History and Culture 3.1, 3.2, 3.3, 3.5 Creativity, Composition and Performance 4.1 Aesthetic Judgment Curriculum Objectives: At the end of this module, students will: perform works from different periods accurately executing techniques and devices of those periods list six significant works and composers from different musical periods & explain why they are significant identify styles of music give a harmonic analysis of a Bach choral & a standard jazz chart Instrumental Music Content Focus Content Detail: S1 S2 S3 S4 historical development of contemporary styles of music analysis of improvisation techniques ear training and rhythmic dictation significant works of each period and their influence on each period controversial composers from each period musical styles jazz terminology Module Evaluation: Performance Assessments: - instrument proficiency demonstrating improvisation techniques - aural test ABRSM grade 5 - jazz band performance in school and or community -solo with the ensemble in a public performance Product Assessments: - a 250-word written paper on two composers of different periods and an analysis of their works -a 1000 word research paper on careers in music & the music business Written Assessments: - tests and quizzes on: - musical style - jazz terminology Prerequisite Skill Areas Special Resources (materials, equipment & community involvement): (if any): completion of S1Music in Society method books lined music exercise books scores and octavos CD player/ tape player staff binder paper overhead projector lined white/black board Ministry of Education 2008 Page 7

8 GLOSSARY: refer to text REFERENCES - TEACHER: REFERENCES - STUDENT: Ministry of Education 2008 Page 8

9 MUSIC Course Title: JAZZ BAND III Sequence Reference: -D Module Title: Music Performance Senior School Level Number of Periods: 18 single periods Subgoal Emphasis: Technique and Skill History and Culture Creativity, Composition and Performance Aesthetic Judgment Curriculum Objectives: At the end of this module, students will: identify the music from various cultures be able to create varying interpretations of a work by playing them in different styles accurately use the devices unique to the idiom perform music from each of the style periods accurately using the idiomatic devices of those styles be able to discuss and describe, in detail, the techniques which are used to convey moods and emotions in a selected piece create a balanced programme for a solo performance Instrumental Music Multicultural Music cultural music idiomatic devices effective performances aesthetic judgment Module Evaluation: Performance Assessments: - participation in ensemble performances for school productions - aural test ABRSM grade 5 - discussion on peer and self assessment - class discussions Product Assessments: - musical program based on a theme - a complete arrangement for the ensemble word paper on the historical development of contemporary styles of music Written Assessments: - tests and quizzes on: - cultural music - idiomatic devices Prerequisite Skill Areas Content Focus Content Detail: S1 S2 S3 S4 Special Resources (materials, equipment & community involvement): (if any): N/A method books lined music exercise books scores and octavos CD player/ tape player staff binder paper overhead projector lined white/black board Ministry of Education 2008 Page 9

10 GLOSSARY: refer to text REFERENCES - TEACHER: REFERENCES - STUDENT: Ministry of Education 2008 Page 10