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MUS-231 Foundations of Jazz Pedagogy for Music Educators (2 Credits) Fall 2020 (15 Weeks) M/W 10:00-10:50  Room TBA Required Lab Band Practicum – Tuesdays 12:30

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MUS-231 Foundations of Jazz Pedagogy for Music Educators (2 Credits) Fall 2020 (15 Weeks) M/W 10:00-10:50  Room TBA Required Lab Band Practicum – Tuesdays 12:30 MUS-231 Foundations of Jazz Pedagogy for Music Educators (2 credits) Fall 2020 (15 weeks) M/W 10:00-10:50 Room TBA Required Lab Band Practicum – Tuesdays 12:30 Shawn Goodman, Assistant Professor Email: [email protected] Office Hours: Wednesdays, 11-12 Office Location: Steffen Music Center, MB14 Course description: This course is meant to introduce all aspects of the development of jazz programs within the public and private school music curriculum for the future music educator. Students will be exposed to the history of jazz, jazz pedagogy, and an introduction on how to teach improvisation. Purpose of this course (course vision): The purpose of this course is to empower students with the knowledge, experience, and critical skills necessary for planning and delivering high-quality instruction within the jazz ensemble setting. The course content should be approached within the context of the four universal Franciscan values: a) Dignity of the individual, b) Peace and justice, c) Reconciliation, d) Responsible stewardship. Course Objectives: Upon completion of this course, the students will be able to… 1.) Discuss the history of jazz. a. Create a timeline of the history of jazz which includes important events and landmark musicians/albums/literature. b. Aurally identify landmark jazz musicians and ensembles. c. Prepare and present an in-class presentation about one era in jazz history. 2.) Demonstrate familiarity with the various jazz pedagogy methodologies (Jamey Aebersold, David Baker, Essential Elements, Standard of Excellence, First Place for Jazz, and Play Jazz). a. Review and discuss each methodology in classroom setting. b. Compare and contrast different pedagogical methods. c. Teach in a lab setting using each of these methods. P a g e 1 | 10 3.) Teach jazz improvisation. a. Identify chord symbols and their meanings b. Navigate simple to complex chord changes on their main instrument c. Comp simple chord progressions on piano d. Demonstrate a variety of “jazz scales” (major pentatonic, minor pentatonic, bebop, mixolydian, dorian, diminished) and simple patterns (1-2-3-5; 5-3-2-1) in all 12 keys on their main instrument 4.) Direct a jazz ensemble. a. Count off, snap on 2 & 4, and cue sections during a rehearsal b. Aurally identify the differences between various grooves (Swing, Bossa Nova, Rock, Shuffle, Samba, Funk, Ballad) c. Draft a lesson plan for rehearsing a jazz band (including listening, warmup, scales/patterns, and teaching appropriate literature with improvisation) d. Teach that lesson plan in a lab setting. Key Assessment (Final Project): Students will demonstrate the attainment of the above stated objectives through the creation and implementation of the final course project, the Jazz Band Rehearsal Lesson Plan. This lesson plan will be submitted online (see course calendar) and will be taught in-person in the lab band setting. The lesson plan and its implementation should demonstrate a solid understanding of the various methodologies and approaches learned throughout this course, as well as mastery of foundational skills, landmark musicians and literature, and historical context. Required Text: All required texts for this course can be found under FILES in Canvas *You will also need to purchase (or borrow) one piece of literature for jazz ensemble later in the semester (prices start at about $40 on JW Pepper and go up from there) Highly Recommended Text: *Rhythm Section Workshop for Jazz Directors, Book & CD (2005) by Berg, Fischer, Hamilton, and Houghton (available for less than $10 on Amazon… I highly recommend you purchase this book. You will thank me later.) Required Materials: YouTube account (to access playlists) Tablet, laptop, or paper for taking notes in class and accessing Canvas A melodic musical instrument (main) Access to a piano Cloth, surgical, or similar protective face mask Woodwinds must have a FACE SHIELD Brass must have CLOTH BELL COVERS P a g e 2 | 10 How to be Successful in this Course: • Arrive to class on time with the assigned readings read and assignments completed. • Actively participate in class discussions and activities. • Maintain the dignity of each individual in the room by listening to each other and treating each other with respect. This is a Safe Space. All opinions and questions are valued here. Always support and encourage your peers. • Communicate with me before the start of class if you are running late or will be absent. • Be familiar with the SYLLABUS, COURSE POLICIES AS STATED IN THE SYLLABUS and ALL DUE DATES. • Turn assignments in on time. If extenuating circumstances arise, communicate with Professor Goodman. • Contact the instructor or classmates for assistance when questions arise. • Maintain professionalism by using only their Marian University emails for communication. Quizzes: 20% of total grade Listening quizzes (30 points each; 60 points total)- There will be two listening quizzes in this course. One will require you to aurally identify landmark jazz musicians/ensembles, and the other will require you to aurally identify grooves (Swing, Bossa Nova, Rock, Shuffle, Samba, Funk, Ballad). Start listening to these MUS 231 playlists early on in the semester and listen to them often! Do not wait until right before the quizzes to try to “memorize” them. You want to really know them! The quizzes will include the exact songs on the playlist as well as other songs that are not on the playlists. Written quizzes (40 points)- There will be one written quiz in this course which covers chord symbols and their meanings. You will be given various chord symbols and you will need to spell out the chords that each represents and offer suggestions for a few scales that might work over those chords. Assignments: 30% of total grade Jazz History Timeline (30 points)- Draft a timeline that includes the major eras of jazz (Blues, Ragtime, Dixieland, Swing, Bebop, Cool Jazz, Third Stream, Hard Bop, Modal, Free Jazz, Fusion, Post-Bop). This timeline should include graphics, approximate years, and jazz musicians/ albums. Make it look really nice and professional so you can hang it in your future classroom! One Era in Jazz Presentation (30 points)- Pick one era in jazz (Blues, Ragtime, Dixieland, Swing, Bebop, Cool Jazz, Third Stream, Hard Bop, Modal, Free Jazz, Fusion, or Post-Bop) and dig deeper into this era. Present details about this era to the class using a Power Point or similar medium and in-class presentation. Include landmark musicians/ensembles/albums, listening examples. Also draw connections between what was happening in music to what was happening in society P a g e 3 | 10 (race relations, civil rights movement, what major legislation was passed, anything significant that happened in higher education). Methodology Chart (30 points)- After reviewing each method book, compare and contrast each pedagogical method by creating a chart or spreadsheet. Be sure to include details about presentation, graphics/colors, what audience the book was intended for, how user friendly it is, what level of student the book is appropriate for, what type of process is advocated in each book, and details about the way it approaches pedagogy or learning. Full Rehearsal Lesson Plan (60 points)- Draft and revise a lesson plan for teaching an entire jazz band rehearsal. Your rehearsal lesson plan should include all of the recommended components to a successful rehearsal, including listening, warmup, scales/patterns, and teaching appropriate literature with improvisation. Your lesson plan should demonstrate a solid understanding of the various methodologies and approaches learned throughout this course, as well as mastery of foundational skills, landmark musicians and literature, and historical context. Lab Practicums (Tuesdays at 12:30): 25% of total grade Pedogogical Methodologies (10 points each; 60 points total)- Demonstrate an understanding of each jazz pedagogy method by teaching six 10-minute lessons. Each lesson will be based on a different jazz pedagogy method (Jamey Aebersold, David Baker, Essential Elements, Standard of Excellence, First Place for Jazz, and Play Jazz) Full Rehearsal (65 points total)- Teach a 30-minute full rehearsal based on your Full Rehearsal Lesson Plan (described above and on Canvas) Instrumental Demonstrations: 25% of total grade Students will need to test-out of each of the critical skills listed below by the end of the semester. Sign up for a time to test out on any of these requirements using the course Test-Out Google Doc. Navigate chord changes on main instrument (30 points)- Demonstrate ability to navigate two sets of chord changes (blues and one standard) along with an Aebersold play-along recording by improvising melodies in which you land on chord tones when the chords change and incorporate quotes, scales, and/or patterns where appropriate. (You will be given the chord changes ahead of time) Comp simple chord progressions on piano (35 points)- You will be asked to use shell voicings to comp simple chord progressions on piano (blues and two standards) (You will be given the chord changes ahead of time). “Jazz Scales” Test (30 points)- Demonstrate mastery of major pentatonic, minor pentatonic, bebop, mixolydian, dorian, and HW diminished scales in all 12 keys on your main instrument (scales and keys will be selected at random) P a g e 4 | 10 Jazz Patterns Test (30 points)- Demonstrate mastery of simple patterns (1-2-3-5; 5-3-2-1) in all 12 major and minor keys on your main instrument (demonstrate all 12 keys in a progression, either ascending in half-steps, descending in half-steps, or progressing around the circle of fourths, without pausing in between each key) Grading: 100-98 A+ 88-89 B+ 78-79 C+ 92-97 A 82-87 B 72-77 C 90-91 A- 80-81 B- 70-71 C- Attendance Policy: You are expected to be at every class on time and prepared. If you are sick, exhibiting any symptoms of COVID, or suspect that you may have come into close contact with someone that may have COVID, do not come to class.
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