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.

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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

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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

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(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. Please communicate any absences with Professor Goodman. If you develop illness or need to quarantine for a few weeks, you can work remotely and/or make up your missed work. Accommodations will be made for students to complete all course assignments, including practicums, remotely and virtually, if necessary, in a virtual setting.

Course Calendar:

Date Topics for Discussion Activities Assignment DUE Review Syllabus & Canvas Syllabus, course overview, 17-Aug together, Begin listening to expectations, Canvas playlists on YouTube

19-Aug Jazz History overview Lecture/listening Blues, Ragtime, Dixieland (Louis Armstrong), Swing (Benny 24-Aug Goodman, Glen Miller), Bebop (Charlie Parker, Dizzy Gillespie) Listening, lecture, power-point,

discussion; Choose One Era of Cool Jazz (Miles Davis), Third (Prepare Jazz History focus for presentations; Stream (Miles Davis/Gil Evans), Timeline) Continue listening to Jazz Hard Bop (John Coltrane), Modal History playlists on YouTube 26-Aug (Miles Davis), Free Jazz (Eric Dolphy), Fusion (Brecker Brothers), Post-Bop (Miles Davis Quintet) 31-Aug Pedagogical Methods- Read Aebersold & Baker PDFs, Jazz History Timeline DUE Aebersold, Baker Continue listening; 8/26

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2-Sep Essential Elements, Standard of Review ensemble method (Prepare One Era in Jazz Excellence, First in Jazz, Play Jazz books in class; begin drafting Presentations) methodologies chart

Listening Quiz over landmark 7-Sep One Era in Jazz Pedagogical methodologies musicians/ensembles 9/7, Presentations DUE 9/9 continued Continue review/discussion of

methodologies; draft chart 9-Sep (Prepare Methodologies Digging deeper into the jazz eras Chart) One Era in Jazz Presentations Draft 10-minute lesson plans 14-Sep Teaching using these for each methodology Methodologies Chart DUE methodologies/ curriculums 9/16 16-Sep (how to; pros and cons of each) Continue drafting lesson plans in class 21-Sep Turn in drafts of 10-minute Chord Symbols PDF; practice lesson plans for teaching Chord Symbols building chords methodologies in lab practicum 23-Sep Shell voicings Practice shell voicings in class on piano- Blues in Bb, F (Practice comping with shell voicings) *Bring your instruments- practice playing chords/scales Teach two methodologies (major pentatonic, minor in lab practicum 9/29 Scales are derived from Chords- pentatonic) 28-Sep “jazz scales” (Practice comping with

*Bring your instruments- shell voicings and practice Continue learning “jazz scales” practice playing chords/scales jazz scales on primary (bebop, mixolydian, dorian) instrument) 30-Sep *Bring your instruments- learn Teach two methodologies 5-Oct Diminished Scales diminished scales/theory; Scale in lab practicum 10/6 Tree PDF; (practice piano comping on your own) Turn in draft of warmup/scales section of 7-Oct Steps to Playin’ Changes *Bring your instruments- Read final lesson plan “Steps to Playin’ Change” (Goodman, 2019) PDF (linked in (Practice jazz scales) Module) before class 10/7 12-Oct Navigating simple to complex Teach two methodologies chord changes on primary *Bring your instruments- in lab practicum 10/13; instrument Practice sightreading chord

changes; Written Quiz over Look on Pepper’s website Chord Symbols & Scales 10/12 and choose literature for

your proposed jazz lesson 14-Oct Jazz Patterns for Technique P a g e 6 | 10

*Bring your instruments- plan… email to Professor Practice 1-2-3-5 patterns; listen Goodman by 10/18 to Grooves playlist Read Rhythm Section Workout PDF (Berg et al, 2005); listening; Turn in revised draft of Rhythm Section: Different Jazz 19-Oct place orders for your selected warmup/scales + patterns Grooves (Swing, Rock, Shuffle, piece after approved section of final lesson plan; Ballad)

Listen/Discuss grooves; How to Test outs! (Bossa Nova, Samba, Funk) 21-Oct teach this; listen to Grooves playlist Listening Quiz over Jazz 26-Oct Grooves 10/28; Draft guided listening How to lead a jazz rehearsal discussion/videos portion of final lesson plan; (snapping on 2 & 4, count-off,

ballads, cues) Practice count-offs, clicking, 28-Oct Test-outs! conducting ballads, cueing ensemble, claps 2-Nov Test-outs!

Discuss approaches to teaching Revise guided listening literature (lesson planning; *Bring your selected piece to portion of final lesson plan modeling; imitation; informal class as soon as you receive it; 4-Nov if necessary; Start drafting learning) Discuss approaches for teaching teaching literature portion each piece of final lesson plan *Bring your instruments- 9-Nov practice playing off Real Book Test-outs! and Aebersold lead sheets

(melody, chord changes, Lead Sheets for combos Drafts of complete lesson improvisation, standard 11-Nov plans DUE 11/9 procedures); Review Aebersold

books in Dropbox (link in Module) Catch up; Questions; Review

16-Nov Teach 30-minute lesson 11/17 Test-outs! or 11/24 Revised Final Lesson Plans DUE 11/16 No Class 11/18- finish Test-Outs 18-Nov and office hours 23-Nov Final Questions, Review Teach 30-minute lesson 11/17

or 11/24 25-Nov

No Class 11/25

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30-Nov NO CLASS (Exam Week)

All exams at the University will There is no Final Exam for this 2-Dec be conducted REMOTELY this course! You’re welcome! semester

Accommodations: Students with disabilities who have proper documentation must contact the Director of Academic Support Services in the Counseling and Consultation Services office in Clare Hall to set up a documentation review. If the review supports the use of accommodations, as per the ADA (Americans with Disability Act) and Marian University policy, every attempt to provide reasonable and appropriate accommodations will be made. As per the ADA no accommodations can be provided until this process is complete. Contact Marj Batic, Director of Academic Support Services ([email protected]; 317.955.6150; CCS office in Clare Hall).

Note: Students who may require assistance in emergency evacuations should consult with the instructor as to the most appropriate procedure to follow. If there are questions regarding such a procedure:

• In all buildings except Evans Center, contact Ruth Rodgers, Vice President, Student Success and Engagement @ [email protected] or the Director of Academic Support Services for additional information. • In the Evans Center, contact the Assistant Dean of Student Affairs in the Evans Center, Clint Whitson - [email protected] or the Director of Academic Support Services for additional information.

What you should know about sexual misconduct: Marian does not tolerate acts of sexual misconduct, including sexual harassment and all forms of sexual violence. If you have experienced sexual misconduct, or know someone who has, the University can help. It is important to know that federal regulations and University policy require faculty to promptly report complaints of potential sexual misconduct known to them to their campus Deputy Title IX Coordinator(s) to ensure that appropriate measures are taken and resources are made available. The University will work with you to protect your privacy by sharing information with only those that need to know to ensure the University can respond and assist. If you are seeking help and would like to speak to someone confidentially, you can make an appointment with a Mental Health Counselor. Any faculty member at Marian can help you get in touch with someone that can help.

Academic Integrity: Treat everyone in the class with respect. Marian University prides itself on the academic integrity and responsibility of our students. Academic dishonesty is a serious offense because it undermines the trust between students and faculty, weakens the credibility of the academic enterprise and defrauds those who believe in the value and integrity of a Marian P a g e 8 | 10

degree. Academic dishonesty includes cheating (intentionally using unauthorized materials in any academic exercise), plagiarism (representing the words or ideas of another as your own), and facilitating academic dishonesty (intentionally helping another student commit a breach of academic conduct. A student who commits an act of academic dishonesty may face disciplinary action ranging from failure on a specific academic exercise to dismissal from the university. The process and procedure for this policy is listed in The Code of Student Rights and Responsibilities.

Student Responsibility for Dropping/Withdrawing from a Course: It is the responsibility of the STUDENT to drop the course before the drop date. Faculty members are not responsible for dropping students who suspend class attendance. It is the responsibility of the STUDENT to withdrawal from the course on or before the last day permitted. A withdrawal will appear on your transcripts as a “W”, but will not affect your GPA. It is the student’s responsibility to be aware of the impact of failing courses or withdrawing from courses on state and federal financial aid as well as scholarship eligibility.

COVID-19 Classroom Policies

Given the complex nature of COVID-19, the following policies have been established for all classrooms and students.

1. Daily Health Screening: Students will be required to check the Marian Health Screening app each morning and follow guidelines within the app regarding their results. If directed to seek medical guidance students should:

a. Email instructor that they cannot come to class due to health reasons b. Contact the Health Center at 317-955-6154 or your personal health care provider. c. To support community wellness, if you have seen another health care provider and are self- isolating, please inform the Health Center at 317-955-6154. d. Complete course requirements per class instructions. Instructor will provide specific instructions for the missed class period(s).

2. Face Coverings: Everyone in the classroom must wear either a mask or face shield, unless there is a specific exception granted to that individual through the Office of Academic Support Services. WHEN PLAYING MUSICAL INSTRUMENTS, WOODWINDS MUST WEAR A FACESHIELD AND BRASS MUST USE CLOTH BELL-COVERINGS. YOU MUST REPLACE YOUR CLOTH FACE MASK WHEN SPEAKING!

3. Cleaning Process: Each classroom will have cleaning supplies. Students are responsible for cleaning their own personal space before the class session starts.

4. Social Distancing Practices: Students are expected to sit at designated spots and maintain an approximate 6-foot separation.

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5. Classroom Format: Given the nature of COVID-19, the format of the class may change with little to no advanced notice based on community, governmental, and health guidelines. If this occurs, instruction will continue online, and your instructor will provide additional details.

6. Respect the Needs of Others: These policies are put in place to respect the health and safety of others. As part of the Marian Community, please use the Franciscan Values as your guide.

If a student has or may have a specific condition making them unable to follow to these guidelines, they must contact the Office of Academic Support Services in Clare Hall 111 or email Marj Batic ([email protected]).

Writing Center Marian University Writing Center Undergraduate and Graduate Tutors are available to assist writers navigate the writing process, generate and develop ideas, discuss strategies for clarification and specificity, and collaborate on revisions and edits. In addition to face-to-face tutorials (face coverings are required), The Writing Center will offer expanded online writing support in Fall 2020, including WebEx and email tutorials. Schedule an appointment and learn more about upcoming workshops at www.marian.edu/writingcenter or by contacting the Writing Center at [email protected] or 317-955-6244. The Writing Center is located in the Mother Theresa Hackelmeier Memorial Library. It provides literacy support services free of charge to students and residents of Central Indiana.

I am committed to your success. If you have a question, comment, concern, or complaint at any time, please do not hesitate to talk with me. I hope you have a wonderful semester! Go KNIGHTS!!

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