JazzHSBigBandLesson

Teacher Name: Joseph W. Manglitz Date: 02/19/08

Subject/Grade: Varsity Jazz II (PLC Day- 36 minutes)

Focus Concepts/Skills: Articulation, Jazz Style, Balance, & Note/Rhythmic Accuracy

National Standards (put X before all that apply): 1. Sing 2. Play 3. Improvise 5. Read/Notate 6. Listen 7. Evaluate 9. History/Culture

Learning Objectives: Students will demonstrate understanding of jazz style, specifically articulation markings Students will identify balance considerations and make appropriate changes if needed Students will play “On the Sunny Side of the Street,” focusing on rhythm and style Students will play “Back Bone,” focusing on balance and articulation (jazz style)

Sequence of Activities:

1. Students will begin by playing through the 10 Minute Warmup Series (Doo Dots). Main focus concepts of style and balance will be introduced during this time. (5 min) – Talk about swing style: accent back beat, long “doo” on beats

2. Listening activity: Play any Thad Jones (composer of Back Bone) - “What do you hear in their style?” “Can you replicate their swing style on your instrument?” “What about balance considerations?” //play other styles such as Duke or Basie. Give a wider example of swung 8th's and show the differing views//

3. Students will play sections of “On the Sunny Side of the Street:” (15 min) Use the “S” alliteration:“Short style while strolling on the sunny side of the street” Specific repertoire rehearsal agenda: A. MM. 1-12 (Everything Staccato, Balance, Articulations, Just Rhythm Section) B. MM. 37-48 Tutti Band Section- (Balance and consistent style - SINGING) C. MM. 61-End Trumpet melody, (Balance T-Bones/Saxes) //D. any section where the t-bones and saxes are independent of one another. Allow them to play as their own section//

4. Students will play sections of “Back Bone:” (15 min) Refer to prior listening activity to reinforce style considerations. Specific repertoire rehearsal agenda: A. MM. 1-4 Intro- (Style, Balance Saxes Louder) B. MM. 5-28 (Style/Articulations, Balance, Brass Accents support Sax melody) C. MM. 32-40 Lead up to solo (Rhythm, Big Low Brass sound) D. MM. 65-77 (Brass articulations/rhythm, Saxes balance w/ big sound) E. MM. 78-91 Shout Chorus (Articulation and Balance!!!; work slow & SING)

Assessment: Students will be continually evaluated on note and rhythmic accuracy throughout the rehearsal. Students’ understanding and performance of swing style will be evaluated throughout, especially during the Warm-up. Balance considerations will be evaluated during larger run-throughs, as well as between two sections (ie Trombones & Saxes) //possible assesment of the pieces as a whole and how well they apply the lesson to the entire piece. Do they retain what was suposed to be learned in the lesson and apply in context// Methods: Direct instruction, questioning, and sectional/band performance.

Edited by Adam Killham