Download JAZZ ENSEMBLE GOALS

JAZZ ENSEMBLE GOALS
Goal I: Historical, Cultural and Social Contexts: Understanding the Role of the
Arts in People's Lives
Student Objective
The student will:
A.
Be aware of social contexts of jazz music
B.
Explore career possibilities
Suggested Activities
A1.
Discuss historical contexts of music time line (R & B, Ballads, etc.)
Goal II: Personal Expression and Production
Student Objective
The student will:
A.
Show an understanding aurally and visually of Jazz form and styles
Suggested Activities
A1.
Performs various forms in keys including:
1.
(4#'s and 4 b's)
2.
Blues (12 Bar)
3.
Rhythm Tunes (AABA)
4.
Rock (pop tunes)
5.
Ballad, Tin Pan Alley, Dixieland, Big Band, Rhythm & Blues (Bebop)
B.
Aurally and visually identify various Jazz scales and modes
Suggested Activities
B1.
Performs the following scales and modes:
1.
Dorian
2.
Blues scale
3.
Mixolydian
4.
Pentatonic
5.
Diminished
6.
Whole Tone
7.
Lydian
8.
Phrygian
9.
Locrian
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Goal II: Personal Expression and Production (Continued)
C.
Aurally and visually identify various Jazz chords
Suggested Activities
C1.
Performs various chords as applicable to each instrument.
MAJOR
MINOR
MINOR 7TH
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HALF DIMINISHED 7TH
*HALF DIMINISHED 7TH MAY ALSO BE EXPRESSED AS
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Goal II: Personal Expression and Production (Continued)
Student Objective
The student will:
D.
Describe and visually identify various implied rhythmic alterations
Rule 1. Quarter-notes are played short
Rule 2. Any note longer than a quarter-note is given its full time value
Rule 3. Single eighth notes are played short (and often accented)
Rule 4. Lines of eighth-notes are played with a "lift" in a long- short manner, the same as
eighth-note triplets
Rule 5. Two or more eighth-notes are slurred up to a quarter-note (or its equivalent).
Whatever follows is started by tonguing (T).
Suggested Activities
D1.
Performs the following rhythmic alterations
WRITTEN
PLAYED
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Goal II: Personal Expression and Production (Continued)
Suggested Activities
D1.
Performs the following rhythmic alterations:
HEAVY ACCENT: Hold full value
HEAVY ACCENT: Hold less than full value
HEAVY ACCENT: Short as possible
STACCATO: Short-not heavy
LEGATO TONGUE: Hold full value
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Goal II: Personal Expression and Production (Continued)
Student Objective
The student will:
F.
Describe and visually identify various timbre-effects
Suggested Activities
F1.
Performs the following timbre effects:
DU
False or muffled tone (Plunger closed)
WAH
Full tone-not muffled (Plunger open)
1.
2.
3.
4.
5.
6.
FLUTTER TONGUE-Roll tongue like a Spanish "R" (Trrrr).
GROWL-Use throat growl like a French "R."
THROAT HUM-Hum deep in throat while playing a note, this gives the tone a "rough"
quality.
ALTERNATE FINGERING-Repeated notes on Brass or Reed instruments are often
played with an alternate or "false" fingering on every other note.
HALF-VALVE-(Brass)-Used frequently for Rips, Fall-offs, Doits, Glissandos, etc.
Press valves halfway down.
HALF-HOLE-(Open Hole Reeds: clarinet, flute, etc.)
Use in a similar manner to half-value on brass instruments for Glissandos, Squeezes, Doits,
Smears, etc. Cover a portion of the open hole with finger and then slide open. Use on several
holes for "true" Glissando upwards.
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Goal II: Personal Expression and Production (Continued)
Student Objective
The student will:
G.
Aurally and visually identify various sectional textures.
Suggested Activities
G1.
Performs the various sectional/ensemble textures.
TUTTI (FULL BAND)
SOLI (SOLO SECTION)
SOLO AND RHYTHM (SOLO PLUS PIANO, BASS, SECTION DRUMS)
SOLO (INDIVIDUAL SOLOIST)
Goal III: Art Criticism: Responding to the Arts
Student Objective
The student will:
A.
Evaluate his/her own performance and the performance of others
B.
Respond to different styles (recordings)
C.
Identify different styles
Suggested Activities
A1.
Participate and/or attend Jazz Adjudicated events or festivals
B1.
Expressively respond to different styles of jazz literature in a written and/or verbal form.
C1.
Discuss a piece of music in terms of rhythm, articulation, etc.
Goal IV: Nature and Meaning of the Arts: Valuing the Arts
Student Objective
The student will:
A.
Understand role of jazz in history of music.
B.
Aurally and visually identify various jazz scales and modes.
Suggested Activities
A1.
Prepare program notes for concerts.
A2.
Compare and contrast a jazz musical selection that has been altered from its original form
to demonstrate jazz techniques (example: "St. Louis Blues March" - jazz selection in
traditional march form.)
B1. Performs the following scales and modes:
1. Dorian
2. Blues scale
3. Mix Lydian
4. Pentatonic
5. Diminished
6. Whole Tone
7. Lydian
8. Phrygian
9. Locrian
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