Ensemble Accomplished
DISPOSITIONS
Collaboration
Flexibility
Goal Setting
Inquisitiveness
Openness and respect for the ideas and work of others
Responsible risk-taking
Self-Reflection
Self-discipline and Perseverance
CREATING
Imagine
Generate Musical ideas for various purposes and contexts.
Standard: MU:Cr1.1.E.lla
Compose and improvise ideas for arrangements, sections, and short compositions for
specific purposes that reflect characteristic(s) of music from a variety of cultures studied in
rehearsal.
.
Enduring Understanding
The creative ideas, concepts, and feelings that influence musicians’ work
emerge from a variety of sources.
Essential Question
How do musicians generate creative ideas?
Knowledge:
Skills:
Structure
Ability to recognize a variety of forms including 12-bar blues, various
32-bar forms (Rhythm Changes, other AABA, ABAC, etc.), and advanced
jazz structures (Coltrane Changes, Bird/Bebop Blues, Chick Corea forms)
Context
Classic and contemporary big band and small group repertoire
Performing
Ability to competently perform a variety of forms in a variety of styles
(swing, Latin jazz, odd-meter), taking into account rhythm section roles
Creating
Musicians improvise backgrounds and solos appropriate to the style and
chord changes
Aural & notational skills
Musicians will be able to aurally determine chord changes of various forms
by listening, and also transcribe solos of varying difficulties
Evaluating
Evaluation
Vocabulary
32-Bar Forms (Rhythm Changes, AABA, ABAC), Coltrane Changes, Bird/Bebop Blues
Swing Grooves (Bluesy, Medium, Bebop), Latin Grooves (Bossa Nova, Samba, Salsa), Odd-Meter Grooves (5/4, 7/8, Afro-Cuban)
Knowledge and Skills
Ensemble Accomplished
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PERFORMING
Present
Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.
Standard: MU:Pr6.1.E.lla
Demonstrate mastery of the technical demands and an understanding of expressive qualities of the music in
prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres,
and historical periods.
Enduring Understanding
Musicians judge performance based on criteria that vary across time,
place, and cultures. The context and how a work is presented influence
the audience response.
Essential Question
When is a performance judged ready to present? How do context and the
manner in which musical work is presented influence audience response?
Knowledge:
Skills:
Structure
Understand the historical and sociopolitical context of works, which
vary across time, place, and cultures, programming and presenting works
in ways that educate the audiences and influence reponses
Context
Environments include the Harlem Renaissance (Duke Ellington), social
unrest of the 1960s (Charles Mingus), and blurring of artistic media in the
1970s (Fusion), among many others
Evaluation
Performing
Members of the ensemble should be cognizant and competent in both
stylistic performance practices of the time periods (playing a Basie swing
vs. playing a bebop arrangement) and cultural environments in which the
music was created.
Creating
Ensembles can engage in creative exercises to tie into historical contexts
(example: free improvisation as an ensemble to better understand the
free jazz ethos and musical contexts of the 1960s)
Aural & notational skills
Musicians develop a broader understanding of musical and historical
contexts through listening, critically analyzing, and recreating the music.
Vocabulary
Harlem Renaissance, Postmodern Jazz, Free Jazz, Fusion, Hard Bop, World Music, ECM Jazz
Standard: MU:Pr6.1.E.llb .
Demonstrate an understanding of intent as a means for connecting with an audience through prepared and
improvised performances
Enduring Understanding
Musicians judge performance based on criteria that vary across time,
place, and cultures. The context and how a work is presented influence
the audience response.
Essential Question
When is a performance judged ready to present? How do context and the
manner in which musical work is presented influence audience response?
Knowledge:
Skills:
Structure
Performing
Context
Creating
Evaluation
Aural & notational skills
Vocabulary
Knowledge and Skills
Ensemble Accomplished
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RESPONDING
Interpret
Support an interpretation of a musical work tht reflects the creators’/performers’ expressive intent.
Standard MU:Re9.1.E.lla
Support interpretations of the expressive intent and meaning of musical works citing as evidence the
treatment of the elements of music, contexts, (when appropriate) the setting of the text, and varied
researched sources
Enduring Understanding
Through their use of elements and structures of music, creators and
performers provide clues to their expressive intent.
Essential Question
How do we discern the musical creators’ and performers’ expressive
intent?
Knowledge:
Skills:
Structure
Explore standard performance practices associated with particular
styles of jazz music and/or particular composers and arrangers, while also
developing an individualized performance approach.
Context
Each historical period in jazz (Dixieland, Swing, Bebop, Cool, Fusion, etc.)
has common performance practices as well as many composers
(Ellington, Basie, Pat Metheny, Maria Schneider, etc.). It is important to
explore these performance practices, and for individual soloists and
ensembles to utilize these practices while still developing a sense of
uniqueness and informed personal interpretation.
Evaluation
Performing
Understand and interpret the performance practices associated with
various composers and styles.
Creating
Draw upon both historical practices and the performers’ own stylistic
preferences/judgments/traits/skills to create a unique sound that still
appropriately references historical contexts.
Aural & notational skills
Addressing various performance practices of articulation, phrasing,
improvisation, and melodic interpretation.
Vocabulary
Basie Swing
Frontphrasing/Backphrasing/Text Phrasing
Swing Improvisation
Bebop Improvisation
Post-Coltrane Improvisation
Knowledge and Skills
Ensemble Accomplished
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