Download Allison Hopper MUSE 375 March 24, 2016 Peer Teaching Lesson

Allison Hopper
MUSE 375
March 24, 2016
Peer Teaching Lesson #2
Content: Jazz Articulation & Swing Style
Musical Selections: “Last Dance” & “Last Dance” Rhythm Study 1 from Standard of
Excellence: Jazz Ensemble Method
Materials: “Last Dance” Score, Standard of Excellence: Jazz Ensemble Method Books,
Student’s Daily Supplies
National Standards:
2. Performing on instruments, alone and with others, a varied repertoire of music.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
State Standards:
H.2.1 Play with appropriate tone quality, accurate tuning and intonation, and good breath
support, posture, and hand position.
H.5.1 Read and perform instrumental scores observing symbols pertaining to pitch, rhythm,
dynamics, tempo, articulation, and expressive detail.
H.6.3 Analyze and discuss compositional elements heard in works bring studied such as meter,
cadences, harmonic progressions, phrasing, and musical devices and their effect on performance.
Objectives:
1. Using previous knowledge, students will play a warm-up exercise and “Last Dance” with
good tone quality as well as correct rhythms, notes, musical expression, and jazz style.
2. With teacher’s guidance, students will analyze and perform the articulation and style in
“Last Dance.”
Procedure:
 Warm-Up: Lead students through the Long Tone/Tuning Exercise on pg. 48. Focus on
good breathing technique, ensemble listening, and note accuracy.

Concept Introduction: Tell students to turn to “Last Dance” (pg.29).
What are musical aspects we need to know about this piece before we begin playing it?
(ballad classification, style, key signature, meter, roadmap)
Ask a student to read the yellow box about swing ballads.
Today we are going to focus on articulation and matching style in “Last Dance.”

Rhythm Study: Lead students through Rhythm Study 1 on pg. 28. Isolate the singing and
then do the whole exercise.
How can singing the articulations help us when we play?

Concept within the piece: Where is the first place you see the rhythm (from Rhythm Study
1) in “Last Dance?”
Let’s add measure 4 as well, what type of syllables can we use to sing those
articulations?
Sing through the articulation while the students slide/finger along.
Have the students play mm. 4-5.
Did our articulations line up? Was it clearly swing style?

Measures 1-8: Isolate the rhythm section, so they can establish the feel.
While we just hear the rhythm section, wind players should listen to have they establish
the feel, mood, and style of “Last Dance.”
Have we worked on the articulations in mm.7-8?
Lead students through mm. 1-8.

Isolate: How did the articulations sound? Did note accuracy get in the way of our
articulations?
Isolate and repeat if needed.

Measures 9-12: Are there any articulations in mm. 9-12 that are new?
Have the rhythm section play mm.9-12, while the ensemble sings the articulations and
fingers/slides along.
Could you feel those articulations? Did you hear how you lined up with the rhythm
section?
Play mm. 9-12.
Isolate and repeat if needed.

Measures 1-12: Lead the ensemble through mm. 1-12.
On a scale of 1-5, how were our articulations? Did our groove feel laid back?
Isolate and repeat if needed.

Measures 13-16: Have the rhythm section play mm. 13-16, while the ensemble sings the
articulations and finger/slides along.
Was the ballad swing style apparent in our articulations?
Play mm. 13-16.
Isolate and repeat if needed.

Measures 17-20: Have the rhythm section play mm.17-20, while the ensemble sings the
articulations and fingers/slides along.

Isolate Measure 18: How many different articulations are in m. 18?
Have the ensemble sing them while fingering/sliding.

Measures 17-20: Play mm. 17-20. Isolate and repeat if needed.

Measures 13-20: Lead the ensemble through mm. 13-20.
How was our groove? Was the style clear in our articulations?

Measures 1-20: Have the rhythm section play mm. 1-20, while the ensemble sings the
articulations and fingers/slides along.
Play mm. 1-20.
On a scale of 1-5, how were our articulations?
Isolate and repeat if needed.

Measures 21-24: Take a few seconds to look over mm. 21-24. Do we all feel comfortable?
Play mm. 21-24. Isolate and repeat if needed.
How was our style?

Measures 25-28: Play mm.25-28.
Did we play the articulations to the best of our abilities?

Measures 21-28: Play mm. 21-28.

Measures 1-28: Have the rhythm section play mm. 1-28, while the ensemble sings the
articulations and fingers/slides along.
Play mm. 1-28.
On a scale of 1-5, how were our articulations?
Isolate and repeat if needed.
Review: What do articulations in jazz music help the performers do? Why are are articulations
important?
Assessment:
Informal/Formative
1. While walking around the learning environment and leading the ensemble, listen for
individuals’ level of achievement.
2. Through questioning, determine content retention and understanding of new material.
3. Determine how the students feel about their performances through informal assessment
and discussion.
Future Plans: Continue the work on articulation and style through the last half of “Last Dance.”
Explore the other rhythm studies in the method book.