Jazz Band Rehearsal Recordings

Jazz Band Rehearsal Recordings

Jeffrey Flynn
[email protected]
Bartlett High School

TI:ME Technology Areas Addressed:

Electronic Musical Instruments
Notation
Sequencing

Level:

High School

Class:

Instrumental

Equipment:

Computer with sequencing program

Duration:

variable Minutes

Prior Knowledge and Skills:

Students can demonstrate an ability to perform jazz band music at the level of their ensemble with correct pitches and rhythms.

NAfME standard of 1994 Addressed:

NAfME standard of 1994: Performing on instruments, alone and with others, a varied repertoire of music.

NAfME 2014: Performing 

NAfME standard of 1994: Improvising melodies, harmonies, and accompaniments.
NAfME standard of 1994: Reading and notating music.

NAfME 2014: Creating 

NAfME standard of 1994: Evaluating music and music performances.

NAfME 2014: Responding 

Materials:

1. Jazz band part sheets
2. Chord/scale solo sheets
3. Chord voicings/comping rhythm sheets
4. Instrument

Objectives:

1. Students will be able to play their own written part in tune with proper articulations.
2. Students will be able to improvise a solo (based on chord/scale relationships) or an accompaniment (based on chord symbols.)
3. Students will be able to utilize the skills learned during ensemble performance.

Procedures:

1. Instructor will sequence a jazz ensemble chart using one instrument per channel (including solo sections.)
2. Instructor will provide soloists with the appropriate chord/scale sheets for solos.
3. Instructor will provide accompanists with appropriate chord voicings and comping rhythms as needed.
4. Each student will rehearse their own part with the sequenced arrangement minus their part–students should be aware of intonation and articulations.
5. Soloists will improvise solos over the sequenced rhythm section which may be looped for more practice.
6. Accompanists will comp with only bass and drum tracks playing.

Evaluation:

1. Students will be evaluated on IMPROVEMENT in each of the assigned areas (part playing, soloing [hitting the changes], comping.)

A–Student shows marked improvement in all assigned areas
B–Student shows some improvement in all assigned areas
C–Student shows little improvement in one or two areas
D–Student puts forth little effort and shows no improvement
F–Student does not participate

Follow Up:

1. Continue process with more difficult music.
2. Have students sequence their own compositions/chord progressions.

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