Professional Documents
Culture Documents
District: N/A
School: N/A
Subject: Jazz
Grade: 9
Date: March 20, 2019
Lesson Plan Number: 2 (Week 2, Day 1)
Objectives
1. To perform “Summertime” by George Gershwin/arr. Rich DeRosa
2. To understand the historical background of “Summertime”
Equipment and Supplies
1. Instruments
a. 5 saxes (AATTB)
b. 4 trumpets
c. 4 trombones
d. 1 drummer
e. 1 guitar
f. 1 bass
g. 1 piano
2. Sheet music for “Summertime” George Gershwin/arr. Rich DeRosa
3. Scale Pages with natural minor and blues scales
4. Program Notes from President’s Own Marine Band’s chamber concert, dated October
16th, 2016
5. Lyrics for “Summertime”
6. Recordings
a. https://www.youtube.com/watch?v=ixdJLXDT_QM - George Gershwin -
Summertime
b. https://www.youtube.com/watch?v=6O8eAKvdiQY - Dakota Collegiate Sr
Jazz - Summertime
Procedure
1. Warm ups
c. Scales
i.Establish tempo of 78 bpm (approximate tempo of “Summertime”) by
snapping tempo and tell students you will be giving them a full bar
count off and that they will play a concert D major scale (sheet music
will be allowed)
ii.Pass out scale sheets in concert D minor (the key of arrangement of
“Summertime”) to students as indicated below:
For Concert Pitch (Guitar, Piano )
Objectives
1. To perform “So What” by Miles Davis, arr. Michael Sweeney
2. To perform “Poco Loco” by Carl Strommen
3. To understand the stylistic features of “Poco Loco”
Procedure
1. Play the recordings of “So What” and “Poco Loco” while students are setting up.
2. Greet the class and tell them to bring out their parts for the warm-up exercises, for “So
What,” and for “Poco Loco.”
a. In case of lost parts, lend them a copy and ask them to photocopy the parts for
homework
3. Warm-ups
a. Rhythm exercises
i. Without swing first, then with swing
b. Improvisation
i. Thirds and sevenths exercises
4. Play “So What”
a. Run through the piece
b. Ask the students questions
i. “How did we sound as an ensemble?”
ii. “How is the balance?”
c. Ask for a volunteer to listen to the ensemble in front of the classroom, and ask the
volunteer the same questions
d. Play through once more
e. If necessary, stop and give the students short reminders of the questions earlier
5. Play “Poco Loco”
a. Run through the piece
b. Ask the students questions
i. “How did we sound as an ensemble?”
ii. “How is the balance?”
c. Ask for a volunteer to listen to the ensemble in front of the classroom, and ask the
volunteer the same questions
d. Play through once more
e. If necessary, stop and give the students short reminders of the questions earlier
6. More about “Poco Loco”:
a. Ask the students to put their instruments down and take a seat, for those who
stand to play
b. Briefly explain the basic background of “Poco Loco”
i. by Carl Strommen
ii. A great introduction to the up-tempo Latin jazz style
iii. Publisher’s notes: “The piece starts out simply with the rhythm section
with the Latin percussion parts. The rest of the band join in with their own
unison licks.”
iv. The written solos for alto saxophone and trumpet help build confidence.
7. Play through “Poco Loco” once more
8. As the students are quietly packing up their instruments, assign homework assignments
a. Weekly exercises on SmartMusic
i. Exercises #33, #34, and #35
ii. Due before the first class of the following week.
Name: Sandra Na
District: LAUSD
School: UCLA
Grade: 9
Date: March 20, 2019
Lesson Plan Number: 2
4.0 AESTHETIC VALUING- Responding to, Analyzing, and Making Judgments About Works
of Music
Students critically assess and derive meaning from works of music and the performance of
musicians according to the elements of music, aesthetic qualities, and human responses.
4.1 Develop specific criteria for making informed critical evaluations of the quality and
effectiveness of performances, compositions, arrangements, and improvisations and apply those
criteria in personal participation in music.
Objectives
1. Playing improv without knowing the definition of what improvisation is
2. Understand the definition of improvisation
3. Reinforce “So What”
4. Understand relationship between “So What” and “Poco Loco”
Equipments and Supplies
1. Instruments
2. Improvisation warm up sheet
3. Youtube links:
a. https://www.youtube.com/watch?v=mu_AynRFxFw
b. https://www.youtube.com/watch?v=87ZPnOsvI8g
4. “So What” x how many students are present in class
5. “Poco Loco” x how many students are present in class
Procedures
1. Warm-ups
a. Improvisation
i. Work on the warm up sheet. Give 5~7 students chances to improv on the
spot as others accompany the student
2. Talk about soloing and improvisation
a. Play examples of what soloing and improvisation looks like but also touch upon
that not soloing does not mean you are less or less important
b. Ask the students if they noticed if they have been noticing similarities between
our warm ups and improvisation.
c. Play a short excerpt from warm up
3. Review “So What” for scale (same one as “Poco Loco”)
a. Play through “So What” and the scale
4. Intro “Poco Loco”
a. Play through “Poco Loco” for the first time as sight reading
b. Ask students why they think we played “So What” before sight reading
c. Ask the key of this piece
Assessment Plan
1. Being able to play through warm up series
2. The students understand and could identify improvisation was inputted our daily warm
ups
3. By playing through the whole piece of “So What” and see if the students remember notes
and rhythm we went over previously
4. By asking to identify the difference and similarities between “So What” and “Poco Loco”
during intro to “Poco Loco” portion.
Name: Ashley Bowman
District: N/A
School: N/A
Subject: Composing with Music Technology
Grade: 9
Date: 20 March 2019
Lesson Plan Number: 2
This lesson plan is Week 6 out of an 18 week plan for a freshman level jazz band class.
Objectives
1. To strengthen understanding behind the musicality necessary for each of the three pieces
2. To explore working in small groups with one or more student(s) helping, directing, and
leading the other students to success.
Procedure
1. Greet the students and inform them of the plan for the day. Have the students come in and
sit down without getting their instruments out.
2. Before playing the recording of Bb blues, ask the students what they should be listening
for in the recording. After asking, explain any answers students did not name, such as
articulation, the way the musicians swing rhythms, dynamic contrast, instrument blend,
and improvisation.
a. Play the recording of Bb blues for the students. After, ask the students a series of
questions: How did the musicians interpret each of these categories? Should we
interpret the piece in the same ways they did or differently? Why?
3. Tell the students to get their instruments out and go into sectionals.
a. The sectionals will be divided into wind instruments with similar parts (ex: if alto
saxophones and trumpets have the same parts for a certain piece, they will be in
sectionals together. But, if on another piece they have different parts, they will not
be in sectionals together), rhythm section, and bass instruments.
b. Section leaders will run the sectionals. Section leaders will be chosen at the
beginning of the semester and each section will have one section leader. If there is
a sectional with multiple sections (ex: alto saxophones and trumpets), the section
leaders will run the sectional together.
c. After sectionals begin, the teacher will go around from section to section to help
and observe the section leaders run sectionals.
4. For day 2, use this same procedure but with the piece So What, by Miles Davis.
5. For day 3, use this same procedure but with the piece Summertime, by George Gershwin.
Assessment Plan
1. As seen in the procedures, the students will be asked questions and listen to recordings
each day for the three pieces. Later in the lesson when the students are in sectionals, the
teacher will be going around to each section to listen in. Hearing what the section leaders
and students are saying in sectionals after listening to recordings will give the teacher a
good idea of the students’ understanding of musicality in the piece. If the teacher feels
that they need more assessment, they can have the students write an “exit note,” a
paragraph at the end of the class period, about their understanding of the different aspects
of musicality within the piece.
2. As the teacher goes around and observes sectionals, they can assess how the section
leaders are teaching and if the other students are learning from them. If needed, the
teacher can talk to all the section leaders outside of class to discuss leadership skills with
them and see if the students have any questions about the best way to run sectionals.
Also, if the teacher notices anything during sectionals that is being incorrectly done, the
teacher can approach the student to fix the issue. On the other hand, if the teacher notices
students doing a great job, they can pull them aside to praise them as well.
Evaluation
Extension
Name: Tara Fay
District: N/A
School: N/A
Subject: Jazz Ensemble
Grade: 9 (Beginner/Proficient)
Date: 20 March 2019
Lesson Plan Number: 2
Objectives:
1. Students will be able to maintaining a balanced group sound.
2. Students will be able to play their individual parts alone in small ensembles.
Procedure:
1. Warm-ups (SmartMusic will be used for tuning)
a. Long tones
b. Scales (chromatic, CM - GM, cm - gm)
c. Arpeggios (CM - EM, two octaves, 80 BPM)
2. Preparation for assessment
a. Review previously determined ensemble sound
i. Tone
ii. Balance between sections
b. Have everyone read through the assigned section of the piece together, give
overarching comments on things to pay attention to in the assessment
3. Small Ensemble Assessment for “Poco Loco”
a. Reveal group assignments on the board
i. Some students will have to perform more than once because of uneven
numbers; they will only be graded on their first performance
ii. Teacher will
4. Sectionals on “Autumn”
a. Section leaders will take their groups to different corners of the band room or to
connecting storage/rehearsal spaces if available
b. Groups will run through the entire piece but focus on the introduction, on which
they will be assessed in the future.
c. Teacher will circulate between groups and provide guidance while ensuring
groups are on task
d. For the last five minutes of class, the entire ensemble will regroup in the band
room and put together the sections they’ve practiced.
i. This will serve as an opportunity to reinforce our good ensemble sound
with a new song, allowing for mental representation of this sound without
it being tied to a particular song.
ii. Section leaders will announce how they’re groups did, what they did well
in their sectionals and what could be improved.
Assessment Plan:
● Objective 1: Balanced sound
○ Prior to the assessment for objective 2, all students will play the section for the
small ensemble test together. They will be asked which instruments are the most
prominent/soft and to identify
● Objective 2: Small ensemble playing
○ Small groups will be randomly assigned to perform Poco Loco in front of the
class. One person will be assigned per part and will be given
compliments/constructive criticism by other members of their section. Grades will
be given out of 10 by the teacher, with 5 points for note/rhythmic accuracy and 5
for dynamics/articulations.
Evaluation:
● n/a
Extension:
● n/a
Jazz Improvisation
Unit Plan for Grade 9, Jazz Ensemble
Prepared by Mr. Juan Gonzalez
Improvisation is critical to the study of jazz and is required in all instances in order to
appreciate the art form in its entirety. Improvisation is also needed in order to perform
accurately in the jazz idiom since solos will be required of all students in varied keys.
Students will be able to improvise over 6 keys in ii V I chord progressions and identify all
3rds and 7ths both major and minor in all 12 keys.
EDUCATION STANDARDS
1. 1.0 Artistic Perception: Students read, notate, listen to, analyze, and describe
music and other aural information, using the terminology of music.
2. 2.0 Creative Expression: Students apply vocal and instrumental musical skills in
performing a varied repertoire of music. They compose and arrange music and
improvise melodies, variations, and accompaniments.
OBJECTIVES
1. Students will know all major and minor 3rds on their instruments in all 12 keys.
2. Students will be able to recognize chord symbols and identify the Root, 3rd and
7th chord tones.
3. Students will be able to play an improvised solo over Major ii V I progressions in 6
keys. Autumn Leaves, Song for my Father.
4. Students will demonstrate proficient understanding of jazz theory (ii V I, voice
leading/guidetones) and style.
MATERIALS NEEDED
1
2. Jazz improv handouts: supplied once by instructor
VERIFICATION
ACTIVITY
1. Week One: Students will learn all major and minor 3rds on their respective
instruments.
2. Week Two: Students will learn all major and minor 7ths on their respective
instruments.
3. Week Three: Students will be able to perform all major and minor 3rds and 7ths
to their corresponding chord symbol. Major 7, Minor 7 and diminished.
4. Students will Solo over the first 4 bars of Autumn Leaves using jazz rhythms and
the learned guidetones
5. Students will solo over the 2nd 4 bars of Autumn Leaves which is learning the
entire tune.
2
Name: Cameron Wirtz
District: LAUSD
School: XXX Middle School
Grade: 6-8 Intermediate
Date: 2-3-2019
Lesson Plan Number: 1
RESPONDING
-Interpret- Support an interpretation of a musical work that reflects the
creators’/performers’ expressive intent.
-MU:Re8.1.E.8a Identify and support interpretations of the expressive intent and
meaning of musical works, citing as evidence the treatment of the elements of
music, contexts, and (when appropriate) the setting of the text.
Objectives:
1. Choose a soloist’s for Autumn Leaves ensemble
2. Become familiar with improvisation in Autumn Leaves
Equipment and Supplies:
1. Personal instruments
2. Pencil
3. Smart Music subscription
a. Blues Shuffle by Houghton & Warrington
4. Autumn Leaves – Miles Davis
5. Projector
6. Computer with internet
7. NuTune Subscription
Procedure:
1. Warm up
a. Sight reading
i. Blues Shuffle by Houghton & Warrington
ii. Pair students into groups of two
1. Each group performs in front of the class while the teacher
records their rendition
a. Smart music records the accuracy score
i. It is up to the teacher’s discretion to check weather
smart music made a correct and accurate grade
b. Scales using NuTune
i. 2 Octave Natural Minor Scale on C and F at 120 beats per minute
1. Using swung rhythms (8th note 16th note)
a. use same groups of two and perform the scales with the
program
i. Teacher must grade the accuracy of the scales
ii. 2 Octave Harmonic Minor Scale on C and F 120 beats per minute
1. Using swung rhythms (8th note 16th note)
a. Use same groups of two and perform the scales with the
program
i. Teacher must grade the accuracy of the scales
2. Autumn Leaves - Miles Davis
a. Complete run through
i. Assess previous progress of group
ii. Listen for intonation, rhythm, and blended group sound
b. Remind students of solo opportunities
i. Give individual students opportunities to play solo lines while rehearsing
the piece
1. Remind group of dynamic difference when a soloist is playing
a. Do not overpower the soloist
2. Blend with the soloist sound
Assessment:
1. Students will be assessed on the accuracy of rhythm, intonation, and blended sound of
autumn leaves using a rubric
2. Students will be assessed on their ability to perform an improvised solo in autumn
leaves using a rubric
Evaluation:
Extension:
Name: Samantha Buchanan
District: LAUSD
School: XXX High School
Grade: 9
Date: 3/18/2019
Lesson Plan Number: 2
Objectives:
1. To complete performance-practice regarding set up, ensemble seating, getting on and off
the stage, attire, and concert etiquette.
2. For the ensemble to perform the set in its entirety in preparation for the concert.
Procedure:
1. This is the final rehearsal prior to the concert! Most of this rehearsal will be spent fixing
small issues within the pieces, running through the concert as a whole, and discussing
proper concert etiquette.
a. It should be noted, this rehearsal will be spent NOT in the band room, but in the
concert space that the concert will be held in.
2. I will first ensure that the ensemble is sitting in the appropriate formation and area on the
concert stage before starting the rehearsal.
a. They will still need pencils to make notes as needed for any potential changes.
3. I will begin the rehearsal with a quick warm-up with a Bb major scale, followed by a
rhythmic exercise from “Essential Elements for Jazz Ensemble” from Smart Music.
a. We will utilize the “Swing Rhythm Workout” numbers 1-3.
4. Following the warm-up sequence, I will have the ensemble put their repertoire in concert
order.
i. So What
ii. Autumn Leaves
iii. Summertime
iv. Poco Loco
v. Bb Blues
vi. Chameleon
5. Then I will run each piece one at a time and spot check any notational, rhythmic,
dynamic, or tempo issues on an as-needed basis.
a. This will also include giving the soloists any feedback they may need.
6. Following each piece being spot-checked, I will begin a dialogue regarding concert
etiquette. This will include:
a. Attendance promptness:
i. Any tardiness to call time will result in a partially lowered grade for the
day, failure to show for the concert will result in a failing grade without
proper excuse.
b. Dress:
i. Concert black will be worn. Skirts or dresses must be at or below the knee,
and clothing must be properly pressed and without wrinkles. Black closed-
toed shoes must be worn. If men wear a shirt beneath a tux/suit jacket, it
must be black or white, with a black tie/bowtie. Any distracting headwear,
jewelry, or heavy perfume is prohibited. (Deodorant, however, is highly
recommended!)
c.
Assessment:
Evaluation:
Extension: