Ensemble Proficient
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.la
Compose and improvise ideas for melodies, rhythmic passages, and arrangements for specific
purposes that reflect characteristic(s) of music from a variety of historical periods 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 Knowledge of major and minor key signatures, ability to
construct major scales, natural-minor scales, melodic minor scales, and
blues scales. Familiarity with construction of basic seventh-chords,
familiarity with II-V-I progressions in major and minor keys, familiarity with
basic 12-bar blues progressions
Performing ability to improvise at medium tempo with swing, Latin and
rock grooves against basic II-V-I progressions in approachable major and
minor keys: Bb major, G minor; Eb major, C minor; F major, D minor, and
against basic 12-bar blues progressions in Bb and F.
Context big band jazz styles: swing, shuffle, cool, hard bop, bebop, modal
jazz, Latin
Creating see performing above and notational skills below.
Aural & notational skills ability to compose and notate melodies against
basic II-V-I and blues progressions in approachable keys using major,
minor and blues scales
Evaluation written theory tests
Evaluating playing tests for improvisation, written composition
assignments
Knowledge and Skills
Ensemble Proficient
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Vocabulary major keys, minor keys, scales, blues harmony, II-V-I progressions, 12-bar blues, seventh-chords, swing, voicings, bass lines, Latin, rock,
funk
PERFORMING
Select
Select varied musical works to present based on interest, knowledge, technical skill, and context.
Standard: MU:Pr4.1.E.la
Explain the criteria used to select a varied repertoire to study based on an understanding of theoretical and
structural characteristics of the music, the technical skill of the individual or ensemble, and the purpose or
context of the performance.
Enduring Understanding
Performers’ interest in and knowledge of musical works, understanding of
their own technical skill, and the context for a performance influence the
selection of repertoire.
Essential Question
How do performers select repertoire? In an ensemble the performers don’t
select the repertoire, the director does.
Knowledge:
Skills:
Structure awareness of 12-bar blues structure, 8 bar phrases, unison,
harmony, basic forms including AABA, ABAB, etc. Discerning the shape
and form of the piece being performed: where is the music going; where is
the biggest moment?
Performing Ability to perform with proper jazz style including swing, Latin
and rock, with proper articulation (short and long notes, accents, releases,
etc.). Ability to play with a controlled, supported sound, well in tune. Ability
to play well in time. Ability to communicate the character of the music
through articulation, phrasing and dynamics.
Context how to play in various, standard jazz styles: swing, up tempo,
ballad, shuffle, blues, basic Latin.
Creating ability (with the assistance of the director) to make musical
choices to create an effective, musical presentation of the work performed
Evaluation though the level of performance at concerts and festivals.
Aural & notational skills ability to perform notated figures accurately in
rhythm and with proper articulation and releases. Ability to utilize dynamic
markings to inform phrases utilizing a variety of dynamic levels.
Vocabulary cap accent, tongue release, release, marcato, staccato, legato, blues inflection, vibrato, crescendo, diminuendo, unison, harmony, shout
chorus, sax soli, Latin, Bossa Nova, clave, Basie style, Ellington style, ballad
RESPONDING
Select
Choose music appropriate for a specific purpose or context.
Standard: MU:Re7.1.E.la
Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the
music and connections to interest, purpose, and context.
Enduring Understanding
Individuals' selection of musical works is influenced by their interests,
experiences, understandings, and purposes.
Essential Question
How do individuals choose music to experience?
Knowledge:
Skills:
Structure recognizing basic styles (swing, shuffle, bebop, Latin, etc.) and
basic forms including 12-bar blues, AABA, ABAB, etc.
Performing being an engaged, informed, attentive listener
Context listening to recordings and live performances of big bands and
Knowledge and Skills
Creating
Ensemble Proficient
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other jazz groups in a variety of basic jazz styles. Selecting recordings by
acknowledged greats of jazz to demonstrate various jazz techniques and
jazz styles.
Aural & notational skills aspiring to identify major key harmony, minor
key harmony and blues harmony.
Evaluation listening tests or written assignments about listening
Vocabulary swing, cool, bebop, hard bop, blues, show tune, Latin, Bossa Nova, clave, shuffle, bass line, chord progression, solo, ensemble, sax soli,
shout chorus, lead trumpet, lead alto, rhythm section, voicing, texture, orchestration, arrangement, comping, etc.
Knowledge and Skills
Ensemble Proficient
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