UpperMiddleSchool/HighSchoolfocusonJazzimprovisationasaformofexpression(beginningimprovisers)

th th
8
12
GradeIntroductoryJazzImprovisationLabAFormativeApproachForTheMusicalandCognitiveDevelopmentofJazzImprovisers

Function
:Jazzimprovisationasaformofexpression
Essentialquestions:

Whatmakesanexpressiveperformance?
Howcanyou,orwhataresomewaytocreateaperformancethatanaudiencewouldenjoy?
Howdowegoaboutcreatinganimaginative,skillfulperformance?

Goals/EnduringUnderstanding:

Musicimprovisationcanbeusedasaplatformforpersonalcreativity,expression,andimagination
Musicimprovisationcanconnectwithotherdisciplines,andsymbolizeorrepresentsomething

Activities:

Performing,readingjazzliterature,experimentingwithJazzscales,andimprovisingwiththosescales
CriticalListening,analyzingperformancesofJazz,discussingformandstyleandrespondingtoquestions
Creatinganoriginalcompositionbasedonthe12barbluesandaBluesScale,(literacydevelopment/practice)
Connectingmusicandimprovisationtothedisciplineofvisualart,andcreatinganarrativebasedonpersonalconnection

Narrative:
Thiscourseisanopportunityforstudentstodeveloptheskillsnecessarytoimproviseinajazzcontext.Theothergoalistodeveloplearnersauralperceptionofjazzimprovisation
throughactivitiesthatfacilitatecognitivedevelopment.Usingthe12barbluesinsongssuchas
BluesbyFive
,
BagsGroove
,and
BlueSeven
,studentswillbegintoconstructthe
skillsrequiredtobegincreatingimprovisationsthatareimaginative,expressive,andholdaestheticquality.ThesesongsofferstudentsopportunitiestoplaytheBbandFbluesin
thecontextofaJazzcombo.Learnerswillthenlearnthetunes
ColdDuckTime
and
Mercy,Mercy,Mercy
.ThesetunesalsoutilizetheBbandFbluessotheywillbeableto
furtherexpandtheirvocabularyinthesekeys.InadditiontotheBbandFbluesscales,
ColdDucktime
and
MercyMercyMercy
willintroducethe
CDorian,DDorian,GAeolian
modes.Studentswillhavefurtheropportunitiestoexperimentandimaginenewimprovisationswhichutilizethesemodes.Whilelisteningtotherecordingsoftherepertoire,
studentswillpracticetheirperceptivelisteningskillswiththehelpofalisteningmap,chordcharts,andBasslines.ThroughouttheprocessofrehearsingtherepertoireStudents
willalsohavetimeallottedtothemtorecordthemselvesimprovisingona12barblues.Aftertherecordingtakesplacestudentscanhaveaconversationwiththeteacherand
reflecton,andevaluatetheirperformanceanddevelopideastoimprove.Furthermore,thisprocesscanbeusedasatooltodeveloptheirimprovisationideasastheyrelatetotheir
Podcastproject.Thisprojectgetsstudentstomakeconnectionsbetweenmusicandvisualart.Theywillhaveopportunitiestomakepersonalconnectionsandimagineanarrativein
whichtheycanmakefurtherconnectionstoapainting.Thisprojecthasatechnologyfacet,studentswillexperiencetheprocessofproducingaradioconversationpodcastrelate
totheircreatednarrativeandfinaljazzimprovisation.FinallyStudentswillgettocreatetheirowncompositionswhichwillbebasedonaBluesscaleandform.These
compositionwillbeperformedinclass.Allthreeformativeprojectswillbeplacedinindividualportfoliosthatstudentscanusetoseetheirmusicalprogress.Inaddition,students
podcastswillbeplacedontheschoolwebsiteforpublicviewing/listening.

C
urriculumplan:

Thisshouldbeusedtodirectsequencing.Thisisnotatimeline,manycontentboxescouldtakeseveralclassperiods.
Processes
Creating
*(C1)
Project
*(C2)
Anchor
Standards

Performing
*(P1)

Content
Generatefirst
improvisatory
ideas
classrubric
(Evidenceof
understanding)
Imagine(C1)
Plan/Make
(C2)
BlueSeven
BbBlues

Project
*(P2)

Anchor
Standards

Analyze,(P1)
Rehearse,(P1)
Refine,(P1)

imagine

imagine

imagine

Imagine
Planandmake

BlueSeven
BbBlues

BagsGroove
FBlues

BlueSeven
BbBlues

BagsGroove
FBlues

ColdDuck
TimeF
Blues,DbM,
EbM

BluesBy
FiveBb
Blues

ColdDuck
TimeF
Blues,DbM,
EbM

BluesByFive
BbBlues

JazzMelodyCompositionproject
(usingBbBluespalate)

ColdDuck
TimeF
Blues,DbM,
EbM

Mercy,Mercy,
Mercy,
BbBlues,
CDorian,
DDorian,
GAeolian

Interpret,(P1)
Analyze,(P1)
Rehearse,(P1)
Evaluate,(P2)
Refine(P1)

Rehearse,(P1)
Refine(P1)
Evaluate,(P2)

Interpret,(P1)
Analyze,(P1)
Rehearse,(P1)
Refine(P1)
Evaluate,(P2)

Rehearse,(P1)
Refine(P1)
Evaluate,(P2)

Interpret,(P1)
Analyze,(P1)
Rehearse,(P1)
Refine(P1)
Evaluate,(P2)

BagsGroove
(youtube)

Listeningmap
etc.
analyze

BluesByFive
(youtube)

Listeningmap
etc.
analyze

ColdDuck
Time
(youtube)
Listeningmap
etc.
analyze

MercyMercy
Mercy
(youtube)
Listeningmap
etc.
analyze

Anchor
Standards

Connecting
Project

FocusonEssentialQuestions/EnduringUnderstandings

Podcastcreate
projectmap

Listentoa
podcastmodel

Choosea
paintingbased
onpersonal
connection

Begin
developinga
narrativewith
supportive
arguments
Personal
connections

Portfolio
Classreadingofprojects

EvaluateandRefine
(Perform)

Present

Compositions

Mercy,Mercy,
Mercy,
BbBlues,
CDorian,
DDorian,
GAeolian

Compositions

Mercy,Mercy,
Mercy,
BbBlues,
CDorian,
DDorian,
GAeolian

Choose3pieces
forperformance

IndividualReflectionJournal(1xweekly)
(5minutesrecordingduringclass,journalreflection,conversationwithteacher[bandlesson])
(Inconjunctionwithpodcastproject)

BluesSeven
(youtube)

Listeningmap
etc.
analyze

Responding

Exhibition

Improvisation(throughoutcourse)
Opportunitiestoimagineandimprovisewithothers
Opportunitiestovolunteertoimagineandimprovisealone

Interpret,(P1)
Analyze,(P1)
Rehearse,(P1)
Refine,(P1)
Evaluate,(P2)

Select,(P1)
Interpret,(P1)
Analyze,(P1)
Rehearse,(P1)
Refine,(P1)
Evaluate,(P2)
AdditionalMaterials:
ChordCharts
Basslines
(FoundonSupplementalmaterials
pagesinRealEasyBook)

Portfolio
Placefinalrecordingintopodcast

Present

Continue
developingthe
narrative
andsupport

Continue
developingthe
narrativeand
support

Beginpodcast
production

Continue/finish
podcast
production

Placedonschoolwebsitefor
publicviewing/listening
Portfolio
Inclasspresentations

Personal
Connectwith
Connectwith

Present
Anchor
connections
EQ
EQ
Standards
*Briefdescriptionofevaluationonpage3*Briefdescriptionsofprojectsandexhibitionsonpage4

Materialsneeded:
Materials

TheRealEasyBook
3hornedition

Accesstovisualworks:
i.e.WassilyKandinsky
improvisation

Video/recordingdevices:
i.e.camcorder,digital
recorder,cellphones,computer
pluginmics

notationsoftware:
Finale
Sibeliusetc.

Video/audioeditingsoftware:
Microsoftmoviemaker
Garageband
Etc.

Songs
BlueSevenBbBlues

BluesByFiveBbBlues

BagsGrooveFBlues

Mercy,Mercy,Mercy,Bb
Blues,CDorian,DDorian,G
Aeolian

ColdDuckTimeFBlues,Db,
Eb

Recordings
BbBluesbackingtrack

FBluesbackingtrack

Mercy,Mercy,Mercy,backing
track

ColdDuckTimebackingtrack

BlueSeven,SonnyRollins
youtubevideo

BluesbyFiveRedGarland
performedbyMilesDavis
youtubevideo

BagsGrooveMiltJacksonMiles
Davisperformanceyoutube
video

Mercy,mercy,mercy,Josef
Zawinulyoutubevideo

ColdDuckTimeEddieHarris
NewYorkJazzLoungeyoutube
video

Exhibition(Formative)
Learners:Describe/Display
understandingofmeaningand
expressioninmusic

1) Choose1key/modeto
performandimprovise
onprocessof
Response,and
Performing
2) ImprovisationPodcast
describingperspectives
andinterpretations
ProcessofPerforming
andConnecting
3) Compositionproject
ProcessofCreating,and
Performing
Evaluation:
EvidenceofUnderstanding:
(Eisner)
Learnersdisplay:
Technicalquality
Inventivequality
Expressive/aestheticquality

Learnersdiscuss:
Performancedecisionsregarding
expressionandpersonalconnection
inimprovisation

Exhibitions:
Portfoliouploadedtoschool/student
website
Inclasspresentation

FormativeProjects/exhibition:
Podcastprojectdescription:
Studentswillneedtogetonlineandchooseapaintingfrom
WassilyKandinskysimprovisation
collectionthattheythinkbestfitstherepertoirethatweare
learning.Basedonthecolorsorwhatevertheysee(suchasanarrative),oriftheycanfindapersonalconnectionwithinthepainting,thestudentscandevelop
improvisatoryideastoplayintheirsolos.Usingadigitalrecorder,studentscanrecordtheirsolowhileitisbeingperformed.Afterthesolosarerecorded,eachcan
begiventothecorrespondingstudenttoputonapodcastorsomethingsimilarlikemaybeaTVspot,whereintheywillneedtoarticulatethenameofthepainting
theychose,theartist,thenameofthejazztunetheyareplaying,andthecomposer.Next,theywillhavetoexplainwhytheychosethatparticularpaintingandhow
theyportrayedwhattheyseeintheirsolos.Thiscouldhaveacollaborativeaspecttoit,thepodcastportionoftheprojectcouldbedoneinpairsandtheycould
comparethetwoperspectivesandinterpretationsordoaQandAinradioconversationsaswellasproducetheshow.Someclasstimewillbeaffordedto
completethisprojecthowevermuchofthiswillneedtobecompletedoutsideofclass.Thesepodcastswouldthenbepostedtotheschoolwebpageforpublic
viewing.Inaddition,theprojectswillbeaddedtoeachstudentsportfolio.

Selfrecording/reflectionjournaldescription:
(ThisprojectwilldoneinconjunctionwiththePodcastproject)
Onceaweek,eachstudentwillbegivenfiveminutestogointoapracticeroomandrecordthemselvesimprovisingasolowithbackingtrackstotheBbbluesor
theFblues.Theserecordingwillbesavedtotheirstudent/teachersharedfiles.Duringbandlessons,studentswilllistentotherecordingandthenexpandthe
recordingtoaddaconversationbetweenthemselvesandtheteachergoingoverpositivethingsintheirperformance,whattheywerethinkingaboutduringthe
performancethatmayhaveaffectedtheperformancechoicesthattheymade,andtechnicalthingsthattheycouldimproveon.Thisfileofrecordingswillbeadded
totheirportfolios.EachstudentwillneedaUJAMaccount(onlinerecordingplatform)willbeusedtorecordtheweeklysolos.(Recordingsmaybedonewith
digitaldevice,cellphone,computerpluginmic).
Forexample:duringclasstimewhiletherestofthebandisrehearsing,eachstudentwilllogontotheirUJAMaccountandrecordthemselvesimprovisingonthe
chordchangesforwhateversongisbeingrehearsedthatday,ifthereismorethanonechoicethenthestudentcanchoose.Aftertherecordingissavedtotheir
account,theywilllogoutandthenextstudentwillhaveaturninthepracticeroom.Duringthestudent'sindividualbandlesson,wewilllistentotherecordingand
evaluatebasedonEisnersevidencestatedonthepreviouspage.Thestudentwillthentakewhateverinformationtheylearnandapplyittotheirnextsolo(s).
Compositionprojectdescription
:(canbedoneinconjunctionwiththePodcastproject,butitisntnecessary)
Studentswillhavetheopportunitytocomposetheirownjazzcharts.Afterabaseofknowledgeisconstructedregardingthegeneralformofthe12barbluesand
thenotesintheBbandFBluesscales,studentswillbegiventheopportunitytousethisknowledgetocreatetheirown12barbluesheadonnotationsoftware
(givingstudentsexperiencecreatingprofessionallookingchartsaswellasforeasytranspositionfordifferenthorns).Oncethefirstdraftsarecomplete,the
studentswillhavetheopportunitytosharetheirworkwiththerestoftheclassandthenperformandimprovisethepiecesasaclass.Afterthestudentsplaythe
compositions,theclasswillhavetheopportunitytoprovideconstructivefeedback.Thenstudentwillbeabletosavethefirstdraftandedittheseconddraft.Some
timewillbeaffordedinclassforthisprojecthowever,muchofthiswillneedtobecompletedoutsideofclass.Bothdraftswillbeplacedintheirclassportfolios.

TeachingStrategies:
DirectInstruction
Acquire/demonstrateskills
PerceptiveListening
ListeningMaps,Bluescharts,Scoreanalysis,Form,Reflection,etc.
Social
Collaborationwithpeers,andteacher
Experimentation/Discovery
Individual/GroupImprov.
ProblemSolving
Improvisation,Interpretation,Analysis,OriginalComposition
Openendedquestions
Criticalthinking,InterdisciplinaryandPersonalconnections,stimulateimagination

Usefulvideos/Tutorials:
TheRealEasyBookPlaylist:
https://www.youtube.com/playlist?list=PLoHAuDQP8hVab47CQaEHBIJuSF8cdMup3
ImprovPathwaysyoutubewebsite:
https://www.youtube.com/channel/UCUsRIVXiFa04O_2Zkga1_4w
Jazzimprovcallandresponselevel1(3notes):
https://www.youtube.com/watch?v=pdzOg7vH78k
Jazzimprovcallandresponselevel2(4notes):
https://www.youtube.com/watch?v=sDXyqS8totM
Jazzimprovcallandresponselevel3(6notes):
https://www.youtube.com/watch?v=aq2gSfzvwo0
Jazzimprovcallandresponselevel4(Mixolydian):
https://www.youtube.com/watch?v=CrxnLag1hd8
Level5:
https://www.youtube.com/watch?v=Hk8WDlp3TwQ
Level6:
https://www.youtube.com/watch?v=CVfrByKl0JI
Level7,8,9..etc.(canbefoundintheplaylist)
DenisDiBlasioJazzimprovTips,ConcertBbDorian:
https://www.youtube.com/watch?v=iWOx0F8Cj2Y
DenisDiBlasioJazzarticulationTips:
https://www.youtube.com/watch?v=C6PXzQUSb4s
BeBopArticulation:
https://www.youtube.com/watch?v=flkbqv3DUeY