Carbon County School District One
Unit Plan
Jazz Band 2014-2015
Unit/Topic Title: The Jazz Style- Swing patterns and Blues Scales 1st Quarter Estimated 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
CCSD1: Department of Curriculum, Instruction, Assessment Page 1 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
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 Students can: Essential Questions: understand classroom expectations for the year How can I practice effectively? comprehend the importance of warming up properly on a daily How can I practice more efficiently? basis Which section of the jazz band is the foundation? play simple fills in jazz charts (drum set only) Why is it important to play as an ensemble and as an individual? understand the accountability piece of being a member of the Why is it important to learn how to refine our rehearsals as an individual and as a group? program How did jazz music begin? understand the concepts that must be implemented for student Why is listening to jazz music frequently while learning to play it, so important? success. Why is it important to develop musical listening skills in order to analyze musical performances? develop and review proper playing fundamentals and Why is it important to establish solid music fundamentals? musicianship
CCSD1: Department of Curriculum, Instruction, Assessment Page 2 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
name influential jazz artists through history identify multiple styles of jazz and what makes each unique
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
CCSD1: Department of Curriculum, Instruction, Assessment Page 3 of 28
Carbon County School District One
Unit Plan
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
CCSD1: Department of Curriculum, Instruction, Assessment Page 4 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
Warm up exercises Musical Scores Blues scale Sheets SMARTboard jazz music tracks personal/ensemble recordings Syllabus Band Website remind.com
CCSD1: Department of Curriculum, Instruction, Assessment Page 5 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
Unit/Topic Title: Veteran’s Day Concert/Improvisation Techniques 1st/2nd Quarter Estimated 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
CCSD1: Department of Curriculum, Instruction, Assessment Page 6 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
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
I Can Statements Essential Questions
CCSD1: Department of Curriculum, Instruction, Assessment Page 7 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
Students can: Essential Questions: improvise simple melodies based off of simple chord Can there be music without proper musicianship? progressions Why is it important to play a variety of music in a variety of settings? Analyze and critically listen to their own performances What is the importance of proper concert etiquette and performance? Learn the skills to continue to improve and build upon How can I practice more efficiently and with purpose? proper musicianship and techniques in order to play Why is balance so important within the ensemble? more technically accurate. What roles do personal responsibility and dedication play in the music ensemble? make connections and apply the concepts to their What should I listen to in rehearsal besides my own playing? actual musical performance. Why is music so important in our culture and history? Prepare music and play accurately, with proper What role does patriotic music play in our society? musicianship, in a concert What role does Jazz music play in American history? Why is improvisation so important to Jazz music? Understand the historical and cultural significance behind the music they are performing
Academic Vocabulary
CCSD1: Department of Curriculum, Instruction, Assessment Page 8 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
● Improvisation Harmony Melody Intonation
● Key Signatures Blend Concert Etiquette Energy
● 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
CCSD1: Department of Curriculum, Instruction, Assessment Page 9 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
practice records sectional work performance review worksheets Instructional Resources sheet music mics drum set hardware music recordings cables smartboard stands auditorium audio/video recorder speakers Band Website remind.com amps
CCSD1: Department of Curriculum, Instruction, Assessment Page 10 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
Unit/Topic Title: Continued Improvisation/Composing/Music Connections to Life 2nd Quarter Estimated 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
CCSD1: Department of Curriculum, Instruction, Assessment Page 11 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
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 Students can: Essential Questions: successfully improvise within the set guidelines of Why is it important for musicians to compose music? style, meter, and tonality Is it necessary to be creative in order to be a successful musician? explain the reasoning behind their musical choices Why is it important to be creative in the process of composing music? using proper musical terms and proper musical What is musical improvisation? knowledge. Why is it important for improvisation to have rules and guidelines? Is improvisation important to music? compose their own musical line using proper Can music be successful without improvisation? techniques and music guidelines What are the various careers in music?
CCSD1: Department of Curriculum, Instruction, Assessment Page 12 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
understand the different music careers and how music What is music advocacy and why is it important? can help them in the future
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
CCSD1: Department of Curriculum, Instruction, Assessment Page 13 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
● composer advocacy measures ethnomusicology repair Assessments Teacher observation composing assignments improvisation playing tests daily work theory worksheets Instructional Resources musictheory.net nea.org
smartboard
CCSD1: Department of Curriculum, Instruction, Assessment Page 14 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
youtube.com blank staff paper Band Website Scale sheets sheet music
Unit/Topic Title: Sight Reading Exercises/Concert Rehearsal 2nd/3rd Quarter Estimated Time (When): January (4 weeks) Standard(s): Standard 1: Creative Expression Through Production: Students create, perform, exhibit or participate in the arts.
CCSD1: Department of Curriculum, Instruction, Assessment Page 15 of 28
Carbon County School District One
Unit Plan
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
I Can Statements Essential Questions Students can: Essential Questions: Review proper warm up techniques Why is it important to review basic fundamentals of musicianship? Demonstrate proper playing posture and Why are good sight reading skills so vital to the rehearsing process? fundamentals Why is it so important that chord progressions and scales be memorized? Especially in Jazz improvisation? Identify the important components of music when What are the reasons for a proper warm up process after being away from the instrument sight reading new pep band music for such an extended period of time? Review and demonstrate good tone on the instrument Why is energy more important in an ensemble, than pure volume? Play as an ensemble with proper balance
CCSD1: Department of Curriculum, Instruction, Assessment Page 16 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
Demonstrate the difference between energy and volume improvise simple melodies on a more varied repertoire of jazz/big band music
Academic Vocabulary ● Sight Reading Articulation Funk
● Rhythm Solo Cues Latin ● Intonation Tempo Repeats
CCSD1: Department of Curriculum, Instruction, Assessment Page 17 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
● 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 Instructional Resources
CCSD1: Department of Curriculum, Instruction, Assessment Page 18 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
sheet music scale sheets audio recordings musictheory.net jwpepper.com PowerPoint presentations remind.com Band Website
Unit/Topic Title: Spring Concert/District Festival/ Jazz Festival? 3rd/4th Quarter Estimated Time (When): March-April (about 8 weeks)
CCSD1: Department of Curriculum, Instruction, Assessment Page 19 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
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
I Can Statements Essential Questions
CCSD1: Department of Curriculum, Instruction, Assessment Page 20 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
Students can: Essential Questions:
Start the jazz charts on their own without teacher cues Why is steady beat so important when playing underneath a solo? apply essential ensemble concepts to their music What is the importance of never playing beyond your instrument’s best sound? performances Why is accurate and effective counting while sight reading imperative to the success of the understand the importance of playing in tune not only within band? the section but within the ensemble as well. What does a mature and focused tone sound like? analyze and begin to critically listen to their pitch and Why is it important to learn how to refine our rehearsals as an individual and as a group? recognize the intonation tendencies on their instrument Why is it important for the band program that we perform in front of judges? 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.
Academic Vocabulary
CCSD1: Department of Curriculum, Instruction, Assessment Page 21 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
● 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
● Self-Evaluation Assessments
CCSD1: Department of Curriculum, Instruction, Assessment Page 22 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
Teacher Observations Part checks rehearsal recordings Sectionals Judge comments and Ratings Instructional Resources sheet music scale sheets audio recordings musictheory.net jwpepper.com
CCSD1: Department of Curriculum, Instruction, Assessment Page 23 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
Judge comments and Ratings remind.com Band Website
Unit/Topic Title: Jazz Final Project/Fine Arts Night 4th Quarter Estimated Time (When): May (about 4 weeks) Standard(s): 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.
CCSD1: Department of Curriculum, Instruction, Assessment Page 24 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
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
I Can Statements Essential Questions Students can: Essential Questions: apply essential ensemble concepts to their music What is the importance of never playing beyond your instrument’s best sound? performances Why is accurate and effective counting while sight reading imperative to the success of the understand the importance of playing in tune not only within band? the section but within the ensemble as well. What does a mature and focused tone sound like? sight read and perform new music for fine arts night Why is it important to learn how to refine our rehearsals as an individual and as a group? count and clap note placement for rhythmic accuracy. Why is it important that you listen to so many jazz artists that play your instrument? research a jazz musician on their instrument and be able to explain their influence on the jazz world
CCSD1: Department of Curriculum, Instruction, Assessment Page 25 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
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
CCSD1: Department of Curriculum, Instruction, Assessment Page 26 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
Teacher Observations Part checks rehearsal recordings Sectionals Final Projects and Presentations Instructional Resources sheet music audio recordings musictheory.net Scale sheets jwpepper.com
CCSD1: Department of Curriculum, Instruction, Assessment Page 27 of 28
Carbon County School District One
Unit Plan
Jazz Band 2014-2015
PyWare 3D youtube.com remind.com Band Website
CCSD1: Department of Curriculum, Instruction, Assessment Page 28 of 28