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    Created 8/31/2012

    Radnor High School                           

    Course Syllabus

     

    Jazz Band Honors

    0741

     

    Credits:          0.5                                                       Grades:          9,10,11,12

    Weighted                                                                    Prerequisite:  Enrollment in Band (except

    Length:           Year                                                                            for guitar, bass and piano).

    Format:          Meets on Cycle Days

    Overall Description of  Course

    The Jazz Band Honors course is designed for students who play saxophone, trumpet, trombone, guitar, piano, bass or drum set.  Additional instruments that would be considered after consult with the teacher are violin, vibes, flute and clarinet.  Students must also be enrolled in Band.  Students are expected to be able to play music within the standard music level range of grade 3 to 5.  Students will rehearse and perform varied repertoire covering both the big band and small combo jazz idioms.  Students will also study the art of improvisation and will be encouraged to develop their skills through live performance and the utilization of play-along recordings and software.  Students are expected to perform at up to four concerts during the school year.  At home practice is an expected requirement of the course.  This is an ensemble class and attendance is an important and vital part of assessment.  Attendance at all concerts is mandatory.  Elements of jazz fundamentals and musicianship are progressively taught and developed throughout the year.

     

    Common Core Standards (MENC National)

     MU.9-12.2.a-proficient: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6
    MU.9-12.2.b-proficient: perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills
    MU.9-12.2.c-proficient: perform in small ensembles with one student on a part
    MU.9-12.2.d-advanced: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 5, on a scale of 1 to 6
    MU.9-12.5.a-proficient: demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used
    MU.9-12.5.b-proficient: Students who participate in a choral or instrumental ensemble or class: sightread, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6
    MU.9-12.5.e-advanced: Students who participate in a choral or instrumental ensemble or class: sightread, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6
    MU.9-12.5.c-advanced: demonstrate the ability to read a full instrumental or vocal score by describing how the elements of music are used and explaining all transpositions and clefs
    MU.9-12.5.d-advanced: interpret nonstandard notation symbols used by some 20th- century composers 

     

     

    Keystone Connections:

    9.1.A: Elements – duration, intensity, pitch, timbre.

    9.1.A: Principles – form, genre, harmony, rhythm, texture

    9.1.B: Play an instrument, read and notate music, improvise

    9.1.C: Integrate and apply advanced vocabulary to the arts forms

    9.1.D: Demonstrate specific styles in combination through production or performance

    9.1.G: Analyze the effect of rehearsal and practice sessions

    9.3.A: Explain and apply the critical examination processes of works in the arts and humanities

     

     

     

    Student Objectives:

    • To enable students to play in a jazz ensemble setting.
    • To develop students’ listening skills in a large and small jazz ensemble settings.
    • To develop students’ performance skills in jazz ensemble settings.
    • To develop each student’s sense of intonation, rhythm, tone quality, balance, blend, dynamics and expression relevant to jazz interpretation.
    • To develop each student’s individual instrumental jazz playing technique.
    • To develop jazz sight-reading skills.
    • To develop a “discriminating ear.”
    • To reinforce basic jazz music theory concepts through performance.
    • To develop student’s improvisation skills.

     

     

     

    Materials & Texts

    MATERIALS

    A variety of music will be utilized from contemporary jazz band literature, which will include, but not be limited to big band arrangements, small combo literature, lead sheets and fake books.  Play-along CD’s from the Jamie Aebersol and Jazz Play Along collections will be utilized.  Additionally, various jazz scales, exercises and warm-ups will be utilized. 

    TEXTS

    ·         Advanced Jazz Ensemble Method by Dean Sorenson and Bruce Pearson

    ·         Chop-Monster 1 by Shelly Berg

    ·         Chop-Monster 2 by Shelly Berg

    ·         Alfred’s Essentials of Jazz Theory, Book 1 by Shelton G. Berg

    ·         Alfred’s Essentials of Jazz Theory, Book 2 by Shelton G. Berg

    ·         Alfred’s Essentials of Jazz Theory, Book 3 by Shelton G. Berg

     

    Activities, Assignments, & Assessments

    ACTIVITIES

    ·         Class Rehearsals

    ·         Concerts

    ·         Listening

    ·         Play Along

     

    ASSIGNMENTS

    ·         Daily Practice

    ·         Performance Worksheets

    ·         Concert Music

    ·         Technique Exercises

    ·         Critical Listening

    ·         Homework

     

    ASSESSMENTS

    Grades will be based on a pre-defined rubric, which will represent the following areas:

    • Knowledge of Music
    • Instrumental Technique
    • Improvisation
    • Attendance
    • Classroom behavior
    • Home practice
    • Responsibility

     

    Terminology

    • Key centers
    • Jazz scales and modes
    • Arpeggios as they relate to jazz modes
    • Chord structure and underlining improvisation techniques
    • Blues form and scale
    • Meter
    • Tempo
    • Jazz articulations
    • Phrasing
    • Dynamics
    • Intonation
    • Jazz interpretation
    • Balance
    • Listening to jazz recordings
    • Jazz music vocabulary
    • Posture

     

    Media, Technology, Web Resources

    ·         MP3

    ·         CD

    ·         DVD

    ·         Smart Music Software

    ·         Band-In-A-Box Software

    ·         RHS Band Homepage

    ·         YouTube

     

     

     

     

     

     

    Year Long:

    Listening Skills: This unit represents a layered progression of skills and runs throughout the school year.

    Common Core Standards (MENC National)

    MU.9-12.6.a-proficient: 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
    MU.9-12.6.b-proficient: demonstrate extensive knowledge of the technical vocabulary of music
    MU.9-12.6.c-proficient: 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
    MU.9-12.6.d-advanced: demonstrate the ability to perceive and remember music events by describing in detail significant events 2 occurring in a given aural example
    MU.9-12.6.e-advanced: compare ways in which musical materials are used in a given example relative to ways in which they are used in other works of the same genre or style
    MU.9-12.6.f-advanced: analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive 

     

     

    Keystone Connections:

    9.1.A: Elements – duration, intensity, pitch, timbre.

    9.1.A: Principles – form, genre, harmony, rhythm, texture

    9.1.B: Play an instrument, read and notate music, improvise

    9.1.C: Integrate and apply advanced vocabulary to the arts forms

    9.1.D: Demonstrate specific styles in combination through production or performance

    9.1.G: Analyze the effect of rehearsal and practice sessions

    9.3.A: Explain and apply the critical examination processes of works in the arts and humanities

     

     

    Student Objectives:

    KNOWLEDGE

    Be able to identify the following styles:

    • Ragtime
    • Dixieland
    • Swing
    • Bebop
    • Cool
    • Fusion
    • Ballads
    • Latin

    SKILLS

    • Use appropriate musical vocabulary to describe what is heard
    • Make appropriate adjustments or recommendations to performance regarding pitch, rhythm, meter, notes, dynamics, articulations, etc.
    • Discern between what should be performed and what is actually heard or played
    • Write a summary of what was heard using appropriate musical vocabulary
    • Respond to discrepancies with appropriate corrective measures and suggestions
    • Base opinions on actual musical knowledge
    • Identify personal likes and dislikes using musical examples and references

     

    Materials & Texts

    MATERIALS

    Various recordings. 

    TEXTS

    Chop-Monster 2 by Shelly Berg

     

    Activities, Assignments, & Assessments

    ACTIVITIES

    ·         Class Rehearsals

    ·         Listening to recordings

    ASSIGNMENTS

    ·         Preparation of class music

    ·         Improvisation studies

    ASSESSMENTS

    ·         Smart Music

    ·         Attendance

    ·         Critique

     

    Terminology

     

     

    Media, Technology, Web Resources

    ·         MP3

    ·         CD

    ·         DVD

    ·         Smart Music Software

    ·         Band-In-A-Box Software

    ·         RHS Band Homepage

    ·         YouTube

     

     

     

     

     

     

    Year Long:

    Musical Interpretation: This unit represents a layered progression of skills and runs throughout the school year.

    Common Core Standards (MENC National)

    MU.9-12.5.a-proficient: demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used
    MU.9-12.5.b-proficient: Students who participate in a choral or instrumental ensemble or class: sightread, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6
    MU.9-12.5.c-advanced: demonstrate the ability to read a full instrumental or vocal score by describing how the elements of music are used and explaining all transpositions and clefs
    MU.9-12.5.d-advanced: interpret nonstandard notation symbols used by some 20th- century composers
    MU.9-12.5.e-advanced: Students who participate in a choral or instrumental ensemble or class: sightread, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6 

     

    Keystone Connections:

    9.1.A: Elements – duration, intensity, pitch, timbre.

    9.1.A: Principles – form, genre, harmony, rhythm, texture

    9.1.B: Play an instrument, read and notate music, improvise

    9.1.C: Integrate and apply advanced vocabulary to the arts forms

    9.1.D: Demonstrate specific styles in combination through production or performance

    9.1.G: Analyze the effect of rehearsal and practice sessions

    9.3.A: Explain and apply the critical examination processes of works in the arts and humanities

     

    Student Objectives:

    KNOWLEDGE

    Musical symbols and jazz vocabulary, command of chosen instrument, time period characteristics, cultural characteristics 

    SKILLS

    • Student will not lose place on page, will play correct notes and rhythms in correct style as indicated in music.
    • Student will follow articulation and dynamic markings indicated on piece.
    • Perform in basic styles of: swing, shuffle, rock, ballad, blues, latin, etc.
    • Apply known musical jazz terms to music
    • Apply cultural and time period characteristics to written notes

     

     

    Materials & Texts

    MATERIALS

    ·         Class repertoire

    ·         Various recordings

     

    TEXTS

    ·         Advanced Jazz Ensemble Method by Dean Sorenson and Bruce Pearson

    ·         Chop-Monster 2 by Shelly Berg

     

     

    Activities, Assignments, & Assessments

    ACTIVITIES

    ·         Class Rehearsals

    ·         Listening to recordings

    ASSIGNMENTS

    ·         Preparation of class music

    ·         Improvisation studies

    ASSESSMENTS

    ·         Smart Music

    ·         Attendance

    ·         Critique

     

     

    Terminology

     

     

    Media, Technology, Web Resources

    ·         MP3

    ·         CD

    ·         DVD

    ·         Smart Music Software

    ·         Band-In-A-Box Software

    ·         RHS Band Homepage

    ·         YouTube

     

     

    Year Long:

    Tone Production, Posture, Breathing Articulation: This unit represents a layered progression of skills and runs throughout the school year.

    Common Core Standards (MENC National)

    MU.9-12.2.a-proficient: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6
    MU.9-12.2.b-proficient: perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills
    MU.9-12.2.c-proficient: perform in small ensembles with one student on a part
    MU.9-12.2.d-advanced: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 5, on a scale of 1 to 6 

     

    Keystone Connections:

    9.1.A: Elements – duration, intensity, pitch, timbre.

    9.1.A: Principles – form, genre, harmony, rhythm, texture

    9.1.B: Play an instrument, read and notate music, improvise

    9.1.C: Integrate and apply advanced vocabulary to the arts forms

    9.1.D: Demonstrate specific styles in combination through production or performance

    9.1.G: Analyze the effect of rehearsal and practice sessions

    9.3.A: Explain and apply the critical examination processes of works in the arts and humanities

     

    Student Objectives:

    KNOWLEDGE

    ·         Students will demonstrate through performance a characteristic tone that blends with the ensemble.

    ·         Students will demonstrate through performance basic elements of jazz playing technique. 

     

    SKILLS

    • Posture/position; Hand position; Body posture; Head position; Foot position
    • Proper breathing and breath support.
    • Embouchure.
    • Tone quality.
    • Pitch, Intonation, Vibrato.
    • Articulation: Tonguing techniques, Slurring, Attacks, Releases
    • Rhythm section techniques appropriate to: Piano, Bass, Drum set, Auxiliary percussion, Guitar

     

     

    Materials & Texts

    MATERIALS

    ·         Class Repertoire

    ·         Play Along Collections

    ·         Various jazz scales, exercises and warm-ups

    TEXTS

    ·         Advanced Jazz Ensemble Method by Dean Sorenson and Bruce Pearson

     

    Activities, Assignments, & Assessments

    ACTIVITIES

    ·         Class Rehearsals

    ·         Listening to recordings

    ASSIGNMENTS

    ·         Preparation of class music

    ·         Improvisation studies

    ASSESSMENTS

    ·         Smart Music

    ·         Attendance

    ·         Critique

     

    Terminology

     

     

    Media, Technology, Web Resources

    ·         MP3

    ·         CD

    ·         DVD

    ·         Smart Music Software

    ·         Band-In-A-Box Software

    ·         RHS Band Homepage

    ·         YouTube

     

     

    Full Year:

    Technique: This unit represents a layered progression of skills and runs throughout the school year.

    Common Core Standards (MENC National)

    MU.9-12.2.a-proficient: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6
    MU.9-12.2.b-proficient: perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills
    MU.9-12.2.c-proficient: perform in small ensembles with one student on a part
    MU.9-12.2.d-advanced: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 5, on a scale of 1 to 6 

     

     

    Keystone Connections:

    9.1.A: Elements – duration, intensity, pitch, timbre.

    9.1.A: Principles – form, genre, harmony, rhythm, texture

    9.1.B: Play an instrument, read and notate music, improvise

    9.1.C: Integrate and apply advanced vocabulary to the arts forms

    9.1.D: Demonstrate specific styles in combination through production or performance

    9.1.G: Analyze the effect of rehearsal and practice sessions

    9.3.A: Explain and apply the critical examination processes of works in the arts and humanities

     

    Student Objectives:

    KNOWLEDGE

    Technical Facility Range and Flexibility 

     

    SKILLS

    • student moves from note to note cleanly and smoothly with small motor coordination
    • Extend range to level 5 music
    • Able to move in large intervals between pitches

     

     

    Materials & Texts

    MATERIALS

    ·         Class Repertoire

    ·         Jazz scale and technique exercises

    TEXTS

    ·         Advanced Jazz Ensemble Method by Dean Sorenson and Bruce Pearson

    ·         Chop-Monster 2 by Shelly Berg

     

    Activities, Assignments, & Assessments

    ACTIVITIES

    ·         Class Rehearsals

    ASSIGNMENTS

    ·         Preparation of class music

    ·         Jazz Worksheets

    ASSESSMENTS

    ·         Smart Music

    ·         Critique

     

    Terminology

     

     

    Media, Technology, Web Resources

    ·         Smart Music

    ·         Band-In-A-Box

     

     

     

     

    Full Year:

    Intonation: This unit represents a layered progression of skills and runs throughout the school year.

    Common Core Standards (MENC National)

    MU.9-12.2.a-proficient: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6
    MU.9-12.2.b-proficient: perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills
    MU.9-12.2.c-proficient: perform in small ensembles with one student on a part
    MU.9-12.2.d-advanced: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 5, on a scale of 1 to 6 

     

     

    Keystone Connections:

    9.1.A: Elements – duration, intensity, pitch, timbre.

    9.1.B: Play an instrument, read and notate music, improvise

    9.1.G: Analyze the effect of rehearsal and practice sessions

    9.3.A: Explain and apply the critical examination processes of works in the arts and humanities

     

     

    Student Objectives:

    KNOWLEDGE

    • Intonation, tuning, instrument tendencies.
    • Temperature variation
    • Proper embouchure
    • adjustments for flat/sharp

    SKILLS

    • Student will know “bad” notes on instrument , know what to do and be able to manipulate the pitch to play in tune within their section as well as across the band including instruments different than their own
    • Student will hear out of tune pitches/chords
    • Student will know what to do if flat or sharp

     

    Materials & Texts

    MATERIALS

     

    TEXTS

    ·         Advanced Jazz Ensemble Method by Dean Sorenson and Bruce Pearson

    ·         Chop-Monster 2 by Shelly Berg

     

    Activities, Assignments, & Assessments

    ACTIVITIES

    ·         Daily tuning will be practiced.

    ·         The performer needs to listen and adjust pitch while playing for good intonation.

    ASSIGNMENTS

    ·         Tune instrument to a reference pitch

    ASSESSMENTS

     

     

    Terminology

     

     

    Media, Technology, Web Resources

    ·         Electronic Tuner

     

     

     

    Full Year:

    Jazz Improvisation Skills: This unit represents a layered progression of skills and runs throughout the school year.

    Common Core Standards (MENC National)

    MU.9-12.3.a-proficient: improvise stylistically appropriate harmonizing parts
    MU.9-12.3.b-proficient: improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys
    MU.9-12.3.c-proficient: improvise original melodies over given chord progressions, each in a consistent *style, meter, and tonality
    MU.9-12.3.e-advanced: improvise stylistically appropriate harmonizing parts in a variety of styles
    MU.9-12.3.f-advanced: improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality 

     

    Keystone Connections:

    9.1.A: Elements – duration, intensity, pitch, timbre.

    9.1.A: Principles – form, genre, harmony, rhythm, texture

    9.1.B: Play an instrument, read and notate music, improvise

    9.1.C: Integrate and apply advanced vocabulary to the arts forms

    9.1.D: Demonstrate specific styles in combination through production or performance

    9.1.G: Analyze the effect of rehearsal and practice sessions

    9.3.A: Explain and apply the critical examination processes of works in the arts and humanities

     

    Student Objectives:

    KNOWLEDGE

    Good improvisation is based on appropriate jazz theory concepts in context with the performer's creativity. 

    • Blues Progression
    • Modes
    • Major, minor 7th chords
    • V7 chords and scales
    • ii-V-I Progression
    • "color" tone voice leading
    • Form

    SKILLS

    Students will demonstrate knowledge of jazz improvisation skills.

    • Melodic structure
    • Rhythmic structure
    • Harmonic structure

     

     

     

    Materials & Texts

    MATERIALS

    ·         Class repertoire

    ·         Various recordings

    ·         Jazz Worksheets

    ·         Lead Sheets

     

    TEXTS

    ·         Advanced Jazz Ensemble Method by Dean Sorenson and Bruce Pearson

    ·          Chop-Monster 2 by Shelly Berg

    ·         Alfred’s Essentials of Jazz Theory, Book 1 by Shelton G. Berg

    ·         Alfred’s Essentials of Jazz Theory, Book 2 by Shelton G. Berg

    ·         Alfred’s Essentials of Jazz Theory, Book 3 by Shelton G. Berg

     

    Activities, Assignments, & Assessments

    ACTIVITIES

    ·         Class Rehearsals

    ·         Concerts

    ·         Listening

    ·         Play Along

     

    ASSIGNMENTS

    ·         Daily Practice

    ·         Performance Worksheets

    ·         Concert Music

    ·         Technique Exercises

    ·         Critical Listening

    ·         Homework

     

    ASSESSMENTS

    Grades will be based on a pre-defined rubric, which will represent the following areas:

    • Knowledge of Music
    • Instrumental Technique
    • Improvisation
    • Preparation

     

     

    Terminology

     

     

    Media, Technology, Web Resources

    ·         MP3

    ·         CD

    ·         DVD

    ·         Smart Music Software

    ·         Band-In-A-Box Software

    ·         RHS Band Homepage

    ·         YouTube

     

     

     

    Full Year:

    Ensemble Performance Skills: This unit represents a layered progression of skills and runs throughout the school year.

    Common Core Standards (MENC National)

    MU.9-12.2.a-proficient: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6
    MU.9-12.2.b-proficient: perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills
    MU.9-12.2.c-proficient: perform in small ensembles with one student on a part
    MU.9-12.2.d-advanced: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 5, on a scale of 1 to 6
    MU.9-12.5.a-proficient: demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used
    MU.9-12.5.b-proficient: Students who participate in a choral or instrumental ensemble or class: sightread, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6
    MU.9-12.5.c-advanced: demonstrate the ability to read a full instrumental or vocal score by describing how the elements of music are used and explaining all transpositions and clefs
    MU.9-12.5.d-advanced: interpret nonstandard notation symbols used by some 20th- century composers
    MU.9-12.5.e-advanced: Students who participate in a choral or instrumental ensemble or class: sightread, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6 

     

    Keystone Connections:

    9.1.A: Elements – duration, intensity, pitch, timbre.

    9.1.A: Principles – form, genre, harmony, rhythm, texture

    9.1.B: Play an instrument, read and notate music, improvise

    9.1.C: Integrate and apply advanced vocabulary to the arts forms

    9.1.D: Demonstrate specific styles in combination through production or performance

    9.1.G: Analyze the effect of rehearsal and practice sessions

    9.3.A: Explain and apply the critical examination processes of works in the arts and humanities

     

    Student Objectives:

    KNOWLEDGE

    There is a rich history and examples of "Big Band" and "Combo" performance practices. 

    • Understanding of Big Band configuration.
    • Balance between sections.
    • Role within the section.
    • Role of the rhythm section.
    • Accompanying soloists.
    • Understanding the individual performer's role within the ensemble.
    • Recognizing the rhythm section interact in the group.
    • Understanding how the soloist interacts within the group

    SKILLS

     Students will demonstrate accurate performance on an appropriately assigned part of a jazz ensemble.

    • Application of accurate pitch and rhythm
    • Appropriate dynamics and ensemble balance
    • Appropriate phrasing and expression
    • Response to conducting gestures
    • Appropriate concert etiquette

     

    Materials & Texts

    MATERIALS

    ·         Class repertoire

    ·         Various recordings

     

    TEXTS

    ·         Advanced Jazz Ensemble Method by Dean Sorenson and Bruce Pearson

    ·         Chop-Monster 2 by Shelly Berg

     

    Activities, Assignments, & Assessments

    ACTIVITIES

    ·         Class Rehearsals

    ·         Concerts

    ·         Listening

    ·         Play Along

     

    ASSIGNMENTS

    ·         Daily Practice

    ·         Performance Worksheets

    ·         Concert Music

    ·         Technique Exercises

    ·         Critical Listening

    ·         Homework

     

    ASSESSMENTS

    Grades will be based on a pre-defined rubric, which will represent the following areas:

    • Knowledge of Music

     

    Terminology

     

     

    Media, Technology, Web Resources

    ·         MP3

    ·         CD

    ·         DVD

    ·         Smart Music Software

    ·         Band-In-A-Box Software

    ·         RHS Band Homepage

    ·         YouTube