CURRICULUM COURSE GUIDE

Transcription

1 Jazz Band I -p. 1 Task Framework Resources Students will learn to use characteristic jazz tone quality beginning in practical registers and dynamic levels and expanding as the student progress. Students will work toward better tuning, blend, and balance in a small ensemble setting using music appropriate to the ensemble instrumentation. Students will understand the notation of jazz music and demonstrate the performance of basic rhythms in jazz notation and swing and work for precision within the ensemble. Students will have an understanding of the scales used in jazz and jazz improvisation. In jazz band one, students are expected to have all major and minor scales memorized and be exposed to the jazz modes printed in one octave. Students will understand the basics of jazz articulation through the use of a jazz method book and work exercises designed to increase the students understanding of jazz technique. Students will sightread, prepare, and perform music of various styles of jazz including: Dixieland, Big Band, Bebop, Rock, Latin, and Fusion Students will work on the basics of jazz improvisation beginning with simple 2 bars riffs in using the Blues progression and progressing to full blues chord progressions. ST.1.IMI.1 ST.1.IMI.2 ST.1.IMI.3 ST.1.IMI.4 ST.1.IMI.3 ST.1.IMI.6 CA.3.IMI.2 ST.1.IMI.7 CE.2.IMI.1 CE.2.IMI.3 CE.2.IMI4 CA.3.IMI.2 CE.2.IMI.2 ASBOA Required Scale List, Essential Elements Jazz Standard of Excellence Jazz Combo/ Improvisation Book, Band in a Box Software,

2 Jazz Band I -p. 2 Students will become aware of self-evaluation of both individual and group performance through self listening and comparison to examples. Students will understand and demonstrate proper performance expectations through various public performances. Students will listen to performances of other jazz groups, both live and recorded, and will recognize musical elements and expressive devices appropriate for their level. For every piece of music studied, students will be able to respond to and comment on the emotional and historical and cultural context of the work. Students begin to define the relationships between jazz music and the other fine arts. Students will use a variety of software to enhance their jazz learning and performance including software notation, amplification, and jazz improvistation. CA.3.IMI.3 CA.3.IMI.4 CA.3.IMI.5 CA.3.IMI.1 CA.3.IMI.4 CA.3.IMI.5 C.1.IMI.1 C.4.IMI.3 C.4.IMI.4 C.4.IMI.5 Band in a Box, Sibelius, SmartMusic, Recording Technology

3 Jazz Band I -p. 3 II. List of Instructional Materials, teaching resourses, and equipment to be used in this course. Ensemble Method Book Standard of Excellence Jazz Ensemble Method Book Standard of Excellence Jazz Combo Series with Improvistation Various Jazz Literature Purchased from Publishers Such as Hal Leonard, Matrix, Alred, etc. ASBOA Required ASBOA Required Jazz Scales Band in a Box - Chord Progression Software SmartMusic - accompaniment and assessment software Sibelius music notation software Sound mixer, amps, and other recording and performance equipment III. Description of student population for which this course is intended and statement of prerequisites for students enrolling in this course. Due to the advanced nature of jazz playing, this class is designed for students who have had at least 3 years previous training on a musical instrument in the regular music program on woodwind, brass, or percussion instruments. Some instrumental doubling may be required for instruments such as flute or French horn to place these students on a jazz wind instrument. Students who play instruments such as piano, guitar, or bass are also encouraged to enroll, but must demonstrate through audition a reasonable amount of proficiency before enrolling. IV. Description/examples of how this course will emphasize application, problem solving, and higher order thinking skills. While individual concepts are learned almost daily, the performance of music requires that students be able to synthesize the new concepts with other previously learned material to perform effectively. [Higher-order thinking skills] Self-evaluation is stressed. Students must be able to evaluate their own deficiencies and develop strategies for correction. [problem-solving] Students must take concepts and performance practices learned for particular styles of music and apply that information to other music written in the same style (i.e. students learn to perform in march style, meaning all marches they perform must be played a certain way) [application] V. Description of instructional strategies to address diverse learner needs. Individual help before or after school will be provided to students. Peer to peer teaching within the classroom setting. Enlarged music will be provided for the visually impaired.

4 Jazz Band I -p. 4 If needed, assignments will be reduced or testing will be modified. VI. Description/ examples of assessments appropriate to this course. Students will be expected to prepare and audition for the ASBOA sponsored all-region jazz auditions. Students will demonstrate proficiency through regular public performances of prepared music. Students will be given regular playing assessments based on instrumental proficiency. o Wind instrumentalists will demonstrate proficiency in the range of 1.5 octaves for brass (Bb-F) and 2 octaves for woodwinds (D-D) o Percussion will demonstrate basic patterns of swing and rock and appropriate fills. o A scale memorization test based on major and minor scales will be given. o Students will be tested on jazz rhythms in both swing and rock style using whole, half, dotted, half, quarter, and eighth notes and corresponding rests. Students will be asked to provide written examples demonstrating an understanding of jazz chords and scales. o Students will provide written understanding of the construction of major and minor scales. o Students will understand the construction of major and minor chords and the corresponding arpeggios of these chords. JAZZ 1 PLAYING TEST Name Date Test CATEGORY ADVANCED PROFICIENT BASIC BELOW BASIC Tone is consistently full, strong and focused. Tone Quality (30 points) Note Accuracy and Pitch Notes and pitch are consistently accurate. Tone is full, strong and focused most of the time. Some notes may not be as good as others An occasional inaccurate note or missed pitch. Tone often thin, dull, unfocused, pinched, or uncontrolled. Tone quality detracts some from overall performance Some accurate notes or pitches, but frequent and/or repeated errors. Incorrect key. Tone is thin, dull, unfocused, pinched or uncontrolled most of the time. Tone lowers the overall performance considerably Numerous wrong notes or pitches. Very inaccurate performance

5 Jazz Band I -p. 5 Rhythm Dynamics Articulation Posture/ Position Steady tempo throughout. All rhythms played Dynamic levels are obvious to the listener. Secure entrances. Markings (staccato, legato, slur, accents, etc.) are performed Student sitting straight & forward. Fingers close to keys and hand position correct. Head up and instrument correctly aligned with body and embouchure. Steady tempo throughout. A few minor rhythmic errors. Dynamic levels are observable but not significantly exaggerated. Entrances usually secure, might be an isolated error. Markings (staccato, legato,slur,accents, etc.) performed Student is sitting straight and forward. Fingers are close most of the time. Hand, head or instrument position may be slightly altered. Tempo changes repeatedly. Some accurate rhythms, but frequent and/or repeated errors. Very few obvious dynamic levels/changes Entrances are rarely secure. Minor errors in markings (staccato, legato, slur, accents, etc.). Posture is incorrect. Fingers are not near the keys most of the time. Hand, head or instrument position is significantly altered. Tempo very unsteady. Rhythms are usually incorrect Dynamic levels are not observable. Entrances are not secure. Markings (staccato, legato, slur, accents, etc.).are typically not executed Posture is incorrect. Fingers are not near the keys. Hand, head, or instrument position is incorrect. JAZZ 1 IMPROVISATION TEST Name Date Test CATEGORY ADVANCED PROFICIENT BASIC BELOW BASIC Pitch Usage Student uses the pitches of the blues scale to create a melodic line of interest. Little understanding of the blues scale and progression is demonstrated. Student stays within the given notes of the key and scale, but may have some issues creating melodic interest. Student usually demonstrates a knowledge of the key and the blues scale, but often strays from the given key

6 Jazz Band I -p. 6 Rhythmic Usage Inflections/ Ornaments Style Student use a variety of rhythms to create interest while showing rhythmic stability and precision. Student demonstrates the use of jazz inflections with ease and where appropriate. Student plays in the correct style using, proper articulations and proper tone. Student demonstrate a good sense of rhythmic creativity, but may not be able to properly phrase ideas. Student understands basic jazz inflection, but may occasional over-use them or demonstrate lack of control. Student shows an understanding of the given style, but may use improper articulations. Student demonstrate a basic sense of rhythmic creativity, but may repeat passages or lose tempo. Student has little control over the use of jazz inflections. Overused to the point of distraction. Student shows a basic understanding of style and articulation, but often neglects these out of concern for other areas. Student does not maintain a steady tempo and often shows a lack of ability to create rhythmic ideas Student shows little understanding of the use of jazz inflection and ornamentation Student shows little attention to style and articulation during improvisation. Overall Effect Student improvs confidently and consistently Student shows a good sense of blues improvisation, but may play tentatively. Student shows a lack of consistency during improvisation. Very hesitant. Student does not demonstrate a willingness to attempt to improvise on given instrument. Name JAZZ 1 SCALE TEST Date CONCERT PITCH SCALE C major (ex.) F major Bb major Eb major Tone Intonation Technique Articulation Rhythm Tempo SCORE Int, & Date little airy MW 5/19/09

7 Jazz Band I -p. 7 Ab major Db major Gb major G major D major A major E major B major a minor d minor g minor c minor f minor bb minor eb minor e minor b minor f# minor c# minor g# minor VII. Description of hands-on activites or labs that will be done in this class. All activities are hands-on and performance based as students are learning to play and hone their skills on a musical instrument. Also the creation of chord progressions in band in box software is a hand-on technology application.