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$: Content Standard 1 - PC\|MACimages.pcmac.org/Uploads/WolcottPS/WolcottPS/Sites... · Jazz Band Page 1 of 26 Content Standard 1. ... Standard of Excellence Jazz Ensemble Method by$
Jazz Band

Page 1 of 26

Content Standard 1. Students will sing, alone and with others, a varied repertoire of music.

Performance Standards Sample Activities Assessment Strategies Resources

1.a - Students will sing with

expression and technical accuracy, a

large and varied repertoire of vocal

literature with a difficulty level of 4,

on a scale of 1 to 6, including some

songs performed from memory.

1. Students will use daily practice on

rhythm studies on CD. Articulations

will be marked on each note.

Students will sing to the following

styles:

o Rock/Blues

o Ballad

o Funk

o Swing/Fast Swing

o Swing Ballad

o Shuffle

o Jazz Waltz

o Bossa

o Reggae

Evaluation rubric that assesses

students in their participation,

effort, and level of ability in

breathing exercises on a scale

from 1 to 5.

Standard of Excellence Jazz

Ensemble Method by Dean

Sorenson and Bruce Pearson.

Jazz Band

Page 2 of 26



1.b - Students will sing music

ensemble music for up to four parts,

with and without accompaniment.

1. Students will use a lead line, with

a bass, piano, rhythm, guitar, and

drummer singing basic scales and

modes pertaining to certain songs

including:

o “The Blue Scale: Jammin’

With Charlie”

o “ Dorian Scale: Uncle Milo’s

Side Show”

o “ Rock Ballad: Spring’s

Awakening”

o “Mixolydian Scale, Martian

Square Dance”

o “Four Playing: Buffalo

Head”

o “Swing: Blues Scale, My

Dinner with Ronald”

o “Swing Blues Scale : The

Blues at Frog Bottom”

Students will sing short phrases of

the song, then add the appropriate

scale, then extend it to larger

portions of the song until the entire

chart is learned. Improvisation will

be used throughout.

A rubric assessment will be set up

to evaluate on a scale of 1-5 on

participation and ability.



Sorenson and Bruce Pearson

Jazz Band

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1.c - Students will demonstrate well

developed ensemble skills.

1. Students will develop playing

skills with a small combo, and then

develop into a big band. Students

will practice with a pre-recorded

CD of their songs to practice with.

This will help all ensemble

playing.

Rubric Assessment Sheet Lesson developed by the teacher.

Jazz Band

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1.d - Students will sing in small

ensembles with one student on a part.

1. Arrange students in combos and

assign each group a jazz chart.

(One student per part)

Rubric assessment to assess

students on their ability to teach

and train themselves to play on

their own.

Standards of Excellence Jazz



Jazz Band

Page 5 of 26

Content Standard 2. Students will play, alone and with others, a varied repertoire of instrumental music.


2.a - Students will perform with

expression and technical accuracy, a

large and varied repertoire of

instrumental literature with a difficulty

level of 4, on a scale from 1 to 6.

1. Students will learn the basics of

the keyboard including the names

of the keys and where the notes on

the staff correspond to the keys on

the keyboard.

2. Students will perform combo and

jazz standards on their own

instruments such songs as Misty,

My Funny Valentine, A Foggy

Day, Blue Train, and St. Thomas

Watermelon Man.

Students will be evaluated on

their participation.

Students will be tested on their

ability to identify styles of jazz. A

rubric assessment will be used.

The Jazz Director’s Manual by

Richard Lawn

WHS Music Library

Lesson was developed by the

teacher.

Jazz Band

Page 6 of 26

Content Standard 2. Students will play, alone and with others, a varied repertoire of instrumental music.


2.b - Students will perform an

appropriate part in an ensemble

demonstrating well developed

ensemble skills.

1. Students will perform live and

recorded music in an ensemble

using jazz standards with the

recording students will be able to

add their individual line with full

background sounds assisting them.

Repetition is strongly suggested.

Students will listen to one another

and evaluate each other. Students

will write in their music journals

what type of experience they had

with these charts.




Jazz Band

Page 7 of 26

Content Standard 2. Students will play, alone and with others, a varied repertoire of music.


2.c - Students will perform in small

ensembles with one student on a part.

1. Students will use recordings from

various amounts of resources to

help them come up with their own

style to play with an ensemble.

2. Students will perform standard

charts while a live combo

accompanies them. Then, a new

lead instrument will take over and

interpret the same melody live.

Teacher will evaluate the effort

and ability of each student.

School Wide Rubric Assessment

How to Play Jazz and Improvise

by Jamey Aebersold

WHS Music Library


teacher.

Jazz Band

Page 8 of 26

Content Standard 3. Students will improvise melodies, variations, and accompaniments.


3.a - Students will improvise

stylistically appropriate harmonizing

parts.

1. Students will work with melodies

that they know. From this, the

student will develop a melody

around the main melody using a

blues scale, Dorian scale,

mixolydian scale, etc. Students

will be encouraged to explore their

ideas.

2. Students will listen to a recording

of an improvised melody and then

try it themselves. We will do this

as a round table so all students

have the opportunity to explore.

Rubric assessment evaluating

creativity and the willingness to

teach will be scored from 1 to 5.

Rubric assessment




Developing Musicianship

Through Improvisation

Chris Azzarat

Richard Grunow

Jazz Band

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3.b Students will improvise rhythmic

and melodic variations on given

pentatonic melodies and melodies in

major and minor keys.

1. Students will begin playing a

natural minor scale and then

incorporate it into the chart Buffalo

Head. Styles will be funk. Students

should listen then play, and then

they should add a rhythm, then

short phrase of a song. Students

will complete the assignment by

playing the entire chart.

2. Students will incorporate The

Major Scale also known as the

Ionian Scale. First, by scale

intervals then over chords. The

style is Reggae and the Chart is

Into the Sun.

Students will be evaluated by

their ability to create and explore.

Students will be evaluated by

their ability to create and explore.







Jazz Band

Page 10 of 26



3.c - Students will improvise original

melodies over given chord

progressions, each in a consistent style,

meter, and tonality.

1. Using a Fake Book with a lead line

and chord progressions, students

will play Jazz Standards. They will

start with small phrases then

improvise on their own melody.

Students will record themselves

then develop writing skills to write

their own melody on manuscript

paper.

Students will be assessed on their

ability to write musical notation

consistent in style, meter, and

tonality.

WHS Music Library


teacher.

Jazz Band

Page 11 of 26

Content Standard 4. Students will compose and arrange music.


4.a - Students will compose music in

several distinct styles, demonstrating

creativity in using the elements of

music for expressive effect.

1. Students will listen to different

styles of jazz and then attempt to

write their own composition using

the styles of Pop, Rock, Dixieland,

Blues, Reggae, and Swing into

their compositions. Students will

put their own combos together to

develop their own ideas. This will

be set up as an experiment of

creativity.

Students will discuss ways to

develop their own style or create

styles of playing in the same style

of jazz used by other great

performers.

WHS Music Library


teacher.

Jazz Band

Page 12 of 26



4.b - Students will arrange pieces for

voices or instruments other than those

for which the pieces were written in

ways that preserve or enhance the

expressive effect of the music.

1. Students will write an essay on

great artists and their combos.

They will go through each

instrument used and then attempt

to replace an instrument with

another instrument that will

enhance the expressive effect of

the music. Students will be

encouraged to bring their own

favorite artists music to class and

share/compare their ideas with one

another.

Students will write in their music

journals on the effectiveness of

these ideas. Was it a valuable

change to another instrument?

Did it fit? Did it work?

Rubric assessment.

I-Tunes

WHS Music Library

Jwpepper.com

Marinamusic.com


teacher.

Jazz Band

Page 13 of 26



4.c - Students will compose and

arrange music for voices and various

acoustic and electronic instruments,

demonstrating knowledge of the ranges

and traditional usages of the sound

sources.

1. Students will compose jazz band

instrument sounds and attempt to

match them with 2 instruments.

Students will compare timbre of

each instrument. What will work

with each style? Each student will

need to bring in a history of

recordings of professional artists

that play together and create a

special and unique sound.

Students will evaluate and discuss

with one another what works and

what does not work. They will

create other opportunities to

create sounds in the jazz band.

WHS Music Library

Wolcott Public Library

Jwpepper.com

Marinamusic.com

PBS.com

Kennedylibrary.org

PBS.org

Jazz Band

Page 14 of 26

Content Standard 5. Students will read and notate music.


5.a - Students will demonstrate the

ability to read an instrumental or vocal

score of up to four staves by describing

how the elements of music are used.

1. Students will look at different jazz

scores and identify the different

elements of music that are used

including instrumentation,

harmonies, soloists, keyboard,

vocals, meters, and dynamics.

2. Students will be asked to read

charts and then write about the

major characteristics of the

composition. Then the student will

listen to the recording while

watching the conductor’s score.

Students will be given a written

quiz in which they will look at

new scores and have to identify

rhythm, meter, style, ranges,

melody, and soloists


journals, a before and after

discussion experience of reading

scores.

Lessons will be developed by the

teacher using the WHS Music

Library.

Lesson will be developed by the

teacher using the WHS Music

Library.

Jazz Band

Page 15 of 26



5.b - Students will sight read,

accurately and expressively, music

with a difficulty level of 3, on a scale

from 1 to 6.

1. Students will be asked to read new

charts every day. Sight reading and

playing to charts of unfamiliar

territory. Emphasis on melody,

rhythm, and articulations should be

carefully observed.

2. Students will be asked to sight

read and perform duets and trios

with one another with a difficulty

level of 3 on a scale from 1 to 6.

An evaluation rubric will be used

to score the students accuracy on

a scale from 1 to 5.

Students will evaluate one another

on their effectiveness to sight read

and play together. Group

discussion will follow their

performance.


teacher.


teacher.

Jazz Band

Page 16 of 26



5.c - Students will use standard and

other notational systems to record their

musical ideas and the musical ideas of

others.

1. Students will learn the differences

between G Clef and Bass Clef.

They will use sentences to help

them remember lines and spaces.

FACE for the spaces and Every

Good Boy Deserves Fudge for the

lines. Good Boys Do Fine Always

and All Cows Eat Grass for the

Lines and Spaces of Bass Clef.

2. Students will identify meter, time

signatures, and tempo and MM

Readings.

Written Quiz

Students will be asked to conduct

meter, tempo, and metronome

speeds in front of their class.

Lesson developed by the teacher.


teacher.

Jazz Band

Page 17 of 26

Content Standard 6. Students will listen to, analyze, and describe music.


6.a - Students will analyze aural

examples of a varied repertoire of

music representing diverse genres and

cultures, by describing the uses of

elements of music and expressive

devices.

1. Students will listen to and identify

jazz music and their styles through

writing these forms in a journal.

Styles such as funk, swing, Latin,

blues, etc. will be explored.

2. Students will study jazz and where

and why it was created in America.

Using elements of music students

will express themselves in all areas

of jazz


journals these ideas of style and

cultures.

Class discussions will be

evaluated.


teacher.

www.neainourschools.org

Jazz Band

Page 18 of 26

Content Standard 6. Students will listen to, analyze, and describe music.


6.b - Students will demonstrate

extensive knowledge of the technical

vocabulary of music.

1. Students will compare and contrast

versions of the same chart

performed by different artists,

using technical terms to illustrate

the differences in form,

instrumentation and abilities.

2. Students will perform a variety of

styles of jazz through meter using

a drum set or drum machine.

Examples of rock, pop, swing,

blues and reggae will be visited.

Students will record ideas in a

music journal. Evaluations of

journal will be established on

clarity, effort, and well developed

thought.

Students will critique the

performances of others.


teacher.




Jazz Band

Page 19 of 26

Content Standard 6. Students will listen to, describe, and analyze music.


6.c - Students will identify and explain

compositional devices and techniques

used to provide unity and variety and

tension and release in a musical work,

and give examples of other works that

make similar uses of these devices and

techniques.


styles of music created in the

melting pot of sound in New

Orleans. Explaining how New

Orleans was French then Spanish

before the Americans took it over

as part of Louisiana Purchase in

1803. Students will study opera

house, Mardi Gras, Funeral Bands,

African and Latin Rhythms,

Classical Piano, and Opera to The

Gospel.

Written journal to be evaluated on

clarity of thought and clarity of

effort.


http://www.neainourschools.org/

Jazz Band

Page 20 of 26

Content Standard 7. Students will evaluate music and music performances.


7.a - Students will evolve 5 specific

criteria for making informed, critical

evaluations of the quality and

effectiveness of performances,

compositions, arrangements, and

improvisations, and apply the criteria

in their personal participation in music.

1. Students will listen to great Jazz

artists from the beginning of

history until today, such as, Louis

Armstrong, Jelly Roll Morton,

Dixieland, King Oliver, etc. They

will evaluate their importance on

the development of jazz in our

history.


journals, a time line of the history

of Jazz, the artists that performed

the music.

Rubric Assessment



Jazz Band

Page 21 of 26

Content Standard 7. Students will evaluate music and music performances.


7.b - Students will evaluate a

performance composition,

arrangement, or improvisation by

comparing it to similar or exemplary

models.


performances o f great New

Orleans artists and evaluate their

styles and abilities. They will use

examples of :

o John Coltrane

o Thelonious Monk

o Miles Davis

o Duke Ellington

o Stan Getz

These artists will be explored

through compositions and

arrangements.

Class discussions www.neainourschools.org

Marinamsuic.com


Jazz Band

Page 22 of 26

Content Standard 8. Students will make connections between music, other disciplines, and daily life.


8.a - Students will explain how

elements, artistic processes (such as

imagination or craftsmanship) and

organizational principles (such as unity

and variety or repetition and contrast)

are used in similar and distinctive ways

in the various arts and cite examples.

1. Students will compare vocal jazz

to instrumental jazz including such

selections as Ella Fitzgerald

singing Send in the Clowns or Stan

Kenton’s big band plays it. Jazz

artists take classical lines and

change them into a jazz phrase.

We will have students research

these experiments.

Students will provide recordings

of the same song performed in a

different but equally effective

performance.

Jazz at Lincoln Center

Berklee.edu

Jazz Band

Page 23 of 26

Content Standard 8. Students will make connections between music, other disciplines, and daily life.


8.b - Students will compare

characteristics of two or more arts

within a particular historical period or

style and cite examples from various

cultures.

1. Students will compare music such

as ragtime, which was the

outgrowth of the African

American tradition of “Ragging,”

syncopating, and rearranging every

kind of music to create dance

music.

2. Blues students will experience was

vocal music that didn’t follow a

rigid structure, then an agreed

upon form started to develop 3

chords in an arrangement of 12

bars.


journals historical comparisons at

culture influences on Jazz.

Rubric assessment will be used to

evaluate development of ideas

from each student.



Jazz Band

Page 24 of 26

Content Standard 9. Students will understand music in relation to history and culture.


9.a - Students will classify by genre or

style and by historical period or culture

unfamiliar but representative aural

examples of music and explain the

reasoning behind their classifications.

1. Students will study a time line of

the historical period at Jazz

beginning with 1800-1861. Congo

Square was where African

Americans both enslaved and free,

are permitted to gather every

Sunday in this grassy field in New

Orleans to socialize and sing and

dance and drum often in the

tradition of their ancestors.

Students will crossover music with

culture and history.

Students will create in their music

journals, a historical period time

line with music of that time.

Journals will be evaluated by

rubric assessment.

www.neajazzinourschools.org

Jazz Band

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9.b - Students will identify sources of

American music genres, trace the

evolution of those genres and cite well

known musicians associated with

them.

1. Students will study different

regions of the US and the Jazz that

came from those areas.

Students will be graded on effort

and participation in class.


Jazz Band

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9.c - Students will identify various

roles musicians perform, cite

representative individuals who have

functioned in each role and describe

their activities and achievements.

1. Students will compare Jazz Greats

and their roles in the world starting

with:

o The Advent of Jazz and the

Dawn of the 20th Century

o The Jazz Age and the Swing

Era

o Bebop and Modernism

o From the New Frontier to the

New Millennium

o Jazz, An American Story

2. Students will research the artist

careers, activities, and

achievements.

Students will select an artist from

each of the 5 areas and aurally

talk about them, illustrating

through a time line and recording.

Rubric assessment


Berklee.edu

http://www.neajazzinourschools.org/

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