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Carbon County SchoolDistrict OneUnit Plan

Jazz Band 2014-2015

Unit/Topic Title: The Jazz Style- Swing patterns and Blues Scales 1st QuarterEstimated Time (When): August-September (about 6 weeks)

Standard(s): Standard 1: Creative Expression Through Production: Students create, perform, exhibit or participate in the arts. Standard 2: Aesthetic Perception: Students respond to, analyze, and make informed judgments about the arts. Standard 3: Historical and cultural context: Students demonstrate an understanding of the arts in relation to history, cultures, and contemporary society.

Benchmark(s):● 1.1- Students refine musicianship through individual practice, rehearsal, revision and performance● 1.2- Students perform independently and with others a varied repertoire of music, refining musicianship and technical accuracy.● 1.5- Students demonstrate musical literacy through reading, sightreading and notating music● 2.2- Students respond to aural examples by evaluating musical elements and expressive devices of a varied repertoire of music● 3.1- Students classify, by genre or style and by historical period or culture, unfamiliar music and explain the reasoning behind their classifications● 3.2- Students listen to a varied repertoire of music, emphasizing American music, and analyze the characteristics that cause a work to be considered historically or

culturally significant

I Can Statements Essential Questions

CCSD1: Department of Curriculum, Instruction, Assessment of 17


Jazz Band 2014-2015

Students can:● understand classroom expectations for the year● comprehend the importance of warming up properly

on a daily basis● play simple fills in jazz charts (drum set only)● understand the accountability piece of being a

member of the program● understand the concepts that must be implemented

for student success.● develop and review proper playing

fundamentals and musicianship● name influential jazz artists through history● identify multiple styles of jazz and what makes

each unique

Essential Questions:● How can I practice effectively?● How can I practice more efficiently?● Which section of the jazz band is the foundation?● Why is it important to play as an ensemble and as an individual?● Why is it important to learn how to refine our rehearsals as an individual and as a group?● How did jazz music begin?● Why is listening to jazz music frequently while learning to play it, so important?● Why is it important to develop musical listening skills in order to analyze musical performances?● Why is it important to establish solid music fundamentals?

Academic Vocabulary● Program Key Signatures Gene Krupa● Expectations Concert Etiquette Louis Armstrong● Instrument Maintenance Pulse/Metronome John Coltrane● Swing Posture Glenn Miller● Concert pitch Ensemble Concepts Benny Goodman



Jazz Band 2014-2015

● Breathing Tonguing Blues Scales

Assessments

● Teacher evaluations and observations● Performance/rehearsal recordings● Playing tests● Rubrics● practice records● sectional work● scale worksheets● jazz theory assignments

Instructional Resources

● Sheet music: simple swing and blues tunes● Warm up exercises● Musical Scores● Blues scale Sheets● SMARTboard● jazz music tracks● personal/ensemble recordings● Syllabus● Band Website● remind.com



Jazz Band 2014-2015

Unit/Topic Title: Veteran’s Day Concert/Improvisation Techniques 1st/2nd QuarterEstimated Time (When): October-November (about 8 weeks)

Standard(s): Standard 1: Creative Expression Through Production: Students create, perform, exhibit or participate in the arts. Standard 2: Aesthetic Perception: Students respond to, analyze, and make informed judgments about the arts. Standard 3: Historical and cultural context: Students demonstrate an understanding of the arts in relation to history, cultures, and contemporary society. Standard 4: Artistic Connections: Students relate the arts to other disciplines, careers and everyday life. Benchmarks:

● 1.1- Students refine musicianship through individual practice, rehearsal, revision and performance● 1.2- Students perform independently and with others a varied repertoire of music, refining musicianship and technical accuracy.● 1.3- Students improvise rhythms, melodies and accompaniments within a consistent style, meter, and tonality, and discuss their musical choices● 1.5- Students demonstrate musical literacy through reading, sightreading and notating music● 2.2- Students respond to aural examples by evaluating musical elements and expressive devices of a varied repertoire of music● 2.3- Students apply criteria in evaluating their own and others’ performances, compositions, arrangements, or improvisations by comparing and contrasting them to

similar or exemplary models.● 3.1- Students classify, by genre or style and by historical period or culture, unfamiliar music and explain the reasoning behind their classifications● 3.2- Students listen to a varied repertoire of music, emphasizing American music, and analyze the characteristics that cause a work to be consideredhistorically or

culturally significant● 3.3- Students evaluate the various purposes of music, select music for a specific purpose, and defend their choice● 4.1- Students demonstrate safe, responsible and appropriate behavior in a variety of musical settings



Jazz Band 2014-2015

I Can Statements Essential QuestionsStudents can:

● improvise simple melodies based off of simple chord progressions

● Analyze and critically listen to their own performances

● Learn the skills to continue to improve and build upon proper musicianship and techniques in order to play more technically accurate.

● make connections and apply the concepts to their actual musical performance.

● Prepare music and play accurately, with proper musicianship, in a concert

● Understand the historical and cultural significance behind the music they are performing

Essential Questions:● Can there be music without proper musicianship?● Why is it important to play a variety of music in a variety of settings?● What is the importance of proper concert etiquette and performance?● How can I practice more efficiently and with purpose?● Why is balance so important within the ensemble?● What roles do personal responsibility and dedication play in the music ensemble?● What should I listen to in rehearsal besides my own playing?● Why is music so important in our culture and history?● What role does patriotic music play in our society?● What role does Jazz music play in American history?● Why is improvisation so important to Jazz music?

Academic Vocabulary

● Improvisation Harmony Melody Intonation● Key Signatures Blend Concert Etiquette Energy



Jazz Band 2014-2015

● Tempo Articulations Posture Accents● Breathing Meter Balance Dynamics● Concert Pitch Historical Context Chord Progession Fills

Assessments

● Teacher evaluations and observations● Blues Scale playing quizzes● performance/rehearsal recordings● playing tests● rubrics● practice records● sectional work● performance review worksheets


● sheet music mics drum set hardware● music recordings cables● smartboard stands● auditorium audio/video recorder● speakers Band Website● remind.com amps



Jazz Band 2014-2015

Unit/Topic Title: Continued Improvisation/Composing/Music Connections to Life 2nd QuarterEstimated Time (When): December (3 weeks)

Standard(s): Standard 1: Creative Expression Through Production: Students create, perform, exhibit or participate in the arts Standard 2: Aesthetic Perception: Students respond to, analyze, and make informed judgments about the arts Standard 4: Artistic Connections: Students relate the arts to other disciplines, careers and everyday life. Benchmarks:

● 1.3- Students improvise rhythms, melodies and accompaniments within a consistent style, meter, and tonality, and discuss their musical choices● 1.4- Students compose and arrange music within specified guidelines, demonstrating creativity in using the elements of music for expressive effect● 1.5- Students demonstrate musical literacy through reading, sightreading and notating music● 2.1- Students analyze compositional devices and techniques used in a musical work and give examples of other works that make similar uses of these devices and

techniques● 2.2-Students respond to aural examples by evaluating musical elements and expressive devices of a varied repertoire of music● 2.3- Students apply criteria in evaluating their own and others’ performances, compositions, arrangements, or improvisations by comparing and contrasting them to

similar or exemplary models.● 2.4- Students form and defend their preferences for musicians, musical works and genres● 4.2- Students examine the creative and analytical processes of music in relationship to other disciplines● 4.3- Students identify how musical skills and dispositions are applied to careers, cultural and recreational opportunities● 4.4- Students analyze the economics of music including the role of management, patrons, philanthropy and advocacy

I Can Statements Essential Questions



Jazz Band 2014-2015

Students can:● successfully improvise within the set

guidelines of style, meter, and tonality● explain the reasoning behind their musical

choices using proper musical terms and proper musical knowledge.

● compose their own musical line using proper techniques and music guidelines

● understand the different music careers and how music can help them in the future

Essential Questions:● Why is it important for musicians to compose music?● Is it necessary to be creative in order to be a successful musician?● Why is it important to be creative in the process of composing music?● What is musical improvisation?● Why is it important for improvisation to have rules and guidelines?● Is improvisation important to music?● Can music be successful without improvisation?● What are the various careers in music?● What is music advocacy and why is it important?

Academic Vocabulary

● melody improvisation bar lines composition music therapy sound technician● style rhythm time signature staff professional Fills● meter chord progression key signature harmony music technician● composer advocacy measures ethnomusicology repair

Assessments

● Teacher observation



Jazz Band 2014-2015

● composing assignments● improvisation playing tests● daily work● theory worksheets


● musictheory.net● nea.org● smartboard● youtube.com● blank staff paper● Band Website● Scale sheets● sheet music

Unit/Topic Title: Sight Reading Exercises/Concert Rehearsal 2nd/3rd QuarterEstimated Time (When): January (4 weeks)

Standard(s): Standard 1: Creative Expression Through Production: Students create, perform, exhibit or participate in the arts.



Jazz Band 2014-2015

Benchmarks:● 1.1- Students refine musicianship through individual practice, rehearsal, revision and performance● 1.3- Students improvise rhythms, melodies and accompaniments within a consistent style, meter, and tonality, and discuss their musical choices● 1.2- Students perform independently and with others a varied repertoire of music, refining musicianship and technical accuracy.● 1.5- Students demonstrate musical literacy through reading, sightreading and notating music


● Review proper warm up techniques● Demonstrate proper playing posture and

fundamentals● Identify the important components of music

when sight reading new pep band music● Review and demonstrate good tone on the

instrument● Play as an ensemble with proper balance● Demonstrate the difference between energy

and volume● improvise simple melodies on a more varied

repertoire of jazz/big band music

Essential Questions:● Why is it important to review basic fundamentals of musicianship?● Why are good sight reading skills so vital to the rehearsing process?● Why is it so important that chord progressions and scales be memorized? Especially

in Jazz improvisation?● What are the reasons for a proper warm up process after being away from the

instrument for such an extended period of time?● Why is energy more important in an ensemble, than pure volume?

Academic Vocabulary



Jazz Band 2014-2015

● Sight Reading Articulation Funk● Rhythm Solo Cues Latin● Intonation Tempo Repeats● Energy Balance Bebop● Focused Intensity Blend Fills● Tonal Center Dynamics● Warm-Up Posture● Stretching/Breathing Pulse● Exercises Breathe Athletically

Assessments

● Teacher Observations● Sight Reading Playing Quizzes● rehearsal recordings● Sectionals


● sheet music● scale sheets● audio recordings● musictheory.net● jwpepper.com● PowerPoint presentations● remind.com



Jazz Band 2014-2015

● Band Website

Unit/Topic Title: Spring Concert/District Festival/ Jazz Festival? 3rd/4th QuarterEstimated Time (When): March-April (about 8 weeks)

Standard(s): Standard 1: Creative Expression Through Production: Students create, perform, exhibit or participate in the arts. Standard 4: Artistic Connections: Students relate the arts to other disciplines, careers and everyday life. Benchmarks:

● 1.1- Students refine musicianship through individual practice, rehearsal, revision and performance● 1.2- Students perform independently and with others a varied repertoire of music, refining musicianship and technical accuracy.● 1.3- Students improvise rhythms, melodies and accompaniments within a consistent style, meter, and tonality, and discuss their musical choices● 1.5- Students demonstrate musical literacy through reading, sightreading and notating music● 4.1- Students demonstrate safe, responsible and appropriate behavior in a variety of musical settings


● Start the jazz charts on their own without teacher cues

● apply essential ensemble concepts to their music performances

● understand the importance of playing in tune not

Essential Questions:● Why is steady beat so important when playing underneath a solo?● What is the importance of never playing beyond your instrument’s best sound?● Why is accurate and effective counting while sight reading imperative to the

success of the band?



Jazz Band 2014-2015

only within the section but within the ensemble as well.

● analyze and begin to critically listen to their pitch and recognize the intonation tendencies on their instrument

● count and clap note placement for rhythmic accuracy.

● Produce the cleanest/purest tone possible.● work in groups/sections effectively on their own● Rehearse/perform mature music literature in

concert and in front of judges at festival.

● What does a mature and focused tone sound like?● Why is it important to learn how to refine our rehearsals as an individual and as a

group?● Why is it important for the band program that we perform in front of judges?

Academic Vocabulary● Sight Reading Articulation Steady Beat● Rhythm Conducting Patterns Solo● Intonation Tempo Backgrounds● Energy Balance Fills● Focused Intensity Blend● Tonal Center Dynamics● Warm-Up Posture● Stretching/Breathing Pulse● Exercises Breathe Athletically● Rubrics Festival



Jazz Band 2014-2015

● Self-Evaluation

Assessments

● Teacher Observations● Part checks● rehearsal recordings● Sectionals● Judge comments and Ratings


● sheet music● scale sheets● audio recordings● musictheory.net● jwpepper.com● Judge comments and Ratings● remind.com● Band Website

Unit/Topic Title: Jazz Final Project/Fine Arts Night 4th QuarterEstimated Time (When): May (about 4 weeks)

Standard(s):



Jazz Band 2014-2015

Standard 1: Creative Expression Through Production: Students create, perform, exhibit or participate in the arts. Standard 3: Historical and cultural context: Students demonstrate an understanding of the arts in relation to history, cultures, and contemporary society. Standard 4: Artistic Connections: Students relate the arts to other disciplines, careers and everyday life. Benchmarks:

● 1.1- Students refine musicianship through individual practice, rehearsal, revision and performance● 1.2- Students perform independently and with others a varied repertoire of music, refining musicianship and technical accuracy.● 1.3- Students improvise rhythms, melodies and accompaniments within a consistent style, meter, and tonality, and discuss their musical choices● 1.5- Students demonstrate musical literacy through reading, sightreading and notating music● 3.2- Students listen to a varied repertoire of music, emphasizing American music, and analyze the characteristics that cause a work to be considered historically or

culturally significant● 4.1- Students demonstrate safe, responsible and appropriate behavior in a variety of musical settings


● apply essential ensemble concepts to their music performances

● understand the importance of playing in tune not only within the section but within the ensemble as well.

● sight read and perform new music for fine arts night

● count and clap note placement for rhythmic accuracy.

Essential Questions:● What is the importance of never playing beyond your instrument’s best sound?● Why is accurate and effective counting while sight reading imperative to the

success of the band?● What does a mature and focused tone sound like?● Why is it important to learn how to refine our rehearsals as an individual and as a

group?● Why is it important that you listen to so many jazz artists that play your instrument?



Jazz Band 2014-2015

● research a jazz musician on their instrument and be able to explain their influence on the jazz world

Academic Vocabulary● Sight Reading Articulation● Rhythm Improvisation● Intonation Tempo● Energy Balance● Focused Intensity Blend● Tonal Center Dynamics● Warm-Up Posture● Stretching/Breathing Pulse● Presentation Breathe Athletically

Assessments

● Teacher Observations● Part checks● rehearsal recordings● Sectionals● Final Projects and Presentations




Jazz Band 2014-2015

● sheet music● audio recordings● musictheory.net● Scale sheets● jwpepper.com● PyWare 3D● youtube.com● remind.com● Band Website


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