MUJZ 443 Jazz Pedagogy
University of Southern California
Fall 2013
Dr. Ronald C. McCurdy, professor
Class Time: Tuesday: 3:00-4:50p.m.
Office: LPB 104
Classroom: CTV G131
Phone Number: (213) 821-2301
E-mail: rmccurdy@usc.edu
Office Hours: 2:00p.m. - 3:00p.m. Tuesday
Other times by appointment
Required Text:
Dunscomb, Richard J. and Willie Hill, Jr. Jazz Pedagogy: The Jazz Educator’s
Handbook and Resource Guide. Miami: Warner Bros. 2002.
Supplemental Text:
McCurdy, Ron, Wynton Marsalis, Ron Carter. Teaching Music Through
Performance in Jazz. Chicago: Gia Publications, Inc. 2008
Supplementary Materials:
1) The student will be responsible for obtaining a large (2-3”) 3-ring notebook to
house the course packet & all materials compiled over the course of the semester
(see notebook project).
Grading Policy & Due Dates:
1 individual assignments/class projects will be averaged for a total of 60% of final grade
2) notebook of all materials compiled will constitute 15% of your grade
(grade will be based on the comprehensive nature of materials
compiled, organization, and appearance).
3) jazz ensemble/combo rehearsal labs will constitute 10% of your grade
4) jazz curriculum project will constitute 10% of your grade
4) Collaborative Arts Research Project 5%
General Reference Texts
Dunscomb/Hill, Jazz Pedagogy
McCurdy, et. al., Teaching Music Through Performance in Jazz
Coker, The Teaching of Jazz
Baker, Jazz Pedagogy
Henry, The Jazz Ensemble
Lawn, The Jazz Ensemble Directorʼs Manual
Vernick, et al., eds., Teaching Jazz: A Course of Study Sherman, Techniques & Materials for the
Stage Band
Wheaton, How To Organize & Develop The Stage Band
Ferguson/Feldstein, The Jazz/Rock Ensemble
Schuler, So You Want To Lead A Jazz Band?
Berry, The Jazz Ensemble Directorʼs Guidebook
Sherman, The Rhythm Section
Houghton, A Guide for the Modern Rhythm Section
Kuzmich/Bash, Instrumental Jazz Instruction
Attendance Policy: It is expected that regular class attendance will occur. Three
unexcused absences will result in your grade being lowered by one letter. For
excused absences the professor must be notified 24 hours in advance. In the case of
illness, proper documentation must be presented.
Course Objectives:
1) To gain familiarity with jazz pedagogy methodologies and resources.
2) To develop relative competence with jazz ensemble rehearsal skills and
techniques for both large and small jazz ensembles.
3) To be able to teach aspects of authentic jazz performance skills
aurally/orally by modeling.
4) To gain familiarity with jazz ensemble literature and sources.
5) To become familiar with listening/appreciation skills as related to
recorded jazz performance.
6) To be able to justify the inclusion of a jazz program (or the teaching of jazz) and
develop a pedagogical philosophy to be used in selected levels of instruction (elementary,
middle/high schools, college).
7) To design a practical jazz curriculum.
Disability Statement: Any student requesting academic accommodations based on
a disability is required to register with Disability Services and Programs (DSP) each
semester. A letter of verification for approved accommodations can be obtained
from DSP. Please be sure the letter is delivered to me (or to TA) as early in the
semester as possible. DSP is located in STU 301 and is open 8:30 a.m.-5:00 p.m.
Monday through Friday. The phone number for DSP is 213/740-0776.
Course Projects:
A. Prepare an overview of assigned colleges and university jazz
studies programs and their curriculums. You will receive a
checklist of items to observe.
Due September 17
B. Interview a director of jazz studies from a prominent jazz studies
program. Directors from programs mentioned for he September
7th assignment are permissible. A questionnaire sheet will be
provided.
Due: October 15
C. Annotated Bibliography
1. Each student will examine the following categories of
books:
a. Jazz History (5)
b. Autobiographies (5)
c. Improvisation books (5)
d. Technique books (5)
Due: October 29
D. Classroom Rehearsal Observations
Each student will observe and write a report on the rehearsal
techniques of the given director. You are asked to observe a
middle school, high school and college jazz ensemble rehearsal.
A questionnaire sheet will be provided to facilitate your
observations.
Due November 12
E. Collaborative Arts Research Project: Collect data that
addresses collaborative arts. This will entail (3) three books, (3)
three articles, (5) five websites, identify (4) four Projects that
involved interdisciplinary and/or cross genre performances (find
these examples on Youtube. Be prepared to share your findings in
class.
Due November 19
F. Develop a clinic handout on a topic of your choice. However, Dr.
McCurdy must approve the topic. The hand out should include
music excerpts or examples to support your topic. Example
copies will be distributed in class. Your handout should include a
bibliography, relevant websites, and pertinent recordings. Sample
topics may include: 1) Rehearsal Techniques for the Jazz
Ensemble/Jazz Choir, 2) Tips for the Beginning Drummer, 3) The
Rhythm Section: Where Do I Start? 4) How To Choose A Guest
Artist, 5) Integrating Jazz History in the Jazz Ensemble Rehearsal.
Due November 26
G. Compile twenty titles of jazz charts from the jazz library or from a
publishing company.
5 beginning
5 intermediate
5 advanced/ intermediate
5 advanced
Title:
Composer:
Arranger:
Publisher:
Cost:
Style:
General Comments:
Due December 3
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August 27- Overview of Course
September 3
 Consider various levels of Instruction: Elementary/Jr. H.S., High School, College
 Topics: Examination of the motives/rationale for teaching jazz; Qualities of a good jazz
educator (Coker); philosophical issues
 Activities: 1) Develop a statement of philosophy of jazz education and
a justification for the inclusion of jazz in a hypothetical teaching situation at the level of
his/her teaching interest
Reading: Dunscomb and Hill, Jazz Pedagogy. Pages, 6-27, 136-148, 295-297
September 10
 A Brief History
1. Kenton Jazz Camps
2. M. E. Hall North Texas State University
3. Other pioneers in jazz education
 The Jazz Program/The Importance of Listening
1. How to listen
2. What to listen for!
3. Who to listen to!
4. Addressing scheduling problems
5. The Budget!
6. The Audition
7. Compiling audition times/ materials
8. Physical Set- Ups
Reading: Dunscomb and Hill, Jazz Pedagogy. Pages, 28-61, 129-135
Assignment: written statement of your justification and philosophy of jazz
education: why? (justification) + what? (philosophy) + how? (pedagogy)
September 17- October 8 (Weeks 4 through 8)
Large Jazz Ensemble Direction and Rehearsal Techniques
 Consider various levels of Instruction: Elementary/Jr. H.S., High School, College
 Demonstration groups (high school & college levels as applicable)
 Topics: Sections of the band (including Latin percussion); Survey of teaching materials;
Rehearsal techniques and psychology; Adjudication
 Activities: 1) Presentation of evaluation of a jazz ensemble method
book (on reserve)- a hand-out must be prepared for distribution
2) Compile an annotated bibliography of jazz ensemble and
rhythm section texts
3) Rehearsal demo w/score preparation/rehearsal plan,
including video tape critique
4) Review of selected videos (rhythm section inst.,
saxophone performance, Latin percussion, etc.)
5) Jazz adjudication; adjudication of 2 bands
Reading: Dunscomb and Hill, Jazz Pedagogy. Pages, 62-76, 184- 235 (rhythm
section), Pages, 236-272 (winds)
October 15
Repertoire and Programming
 Jr/High School, College
 Topics: Philosophy of repertoire and programming; Programming considerations and
special concerts; Survey of Sources: Repertoire music, Latin charts, Charts for teaching
improvisation, “ear” (or “head”) charts; Networking; Considerations for music selection
 Activities: 1) Compile an annotated list of 10 charts, including various
styles and one “head/ear” tune/chart (must be able to play head from memory)
2) Plan a five-tune program for a real (or hypothetical) band;
consider ability levels, strengths and weaknesses, etc.; find and list
corresponding recordings; list in sequence (annotations--tempo,
problems, historical info., etc. for each tune) include soloists;
consider various programming concepts discussed
3) How Do We Find Music!
Reading: Dunscomb and Hill, Jazz Pedagogy. Pages, 162-183
October 22-November 5
Small Jazz Ensemble Direction and Rehearsal Techniques
 Consider various levels of Instruction: Elementary/Jr. H.S., High School, College Demonstration groups TBA - Topics: Repertoire; Rehearsal management
 Activities: 1) Book report: Aebersold, Combo Rehearsal Guidelines 2) Book report:
Collier, Interaction
 Teach a tune by ear 4) Combo rehearsal demo
 Jazz Rehearsal Techniques
A. pacing the rehearsal
B. The do's and don'ts of rehearsal
C. Score preparation
 Planning the Concert
A. Selecting a date (Reserving facilities)
B. The program
C. The concert check- list
Reading: Dunscomb and Hill, Jazz Pedagogy. Pages, 151-161, 184- 212, 213 -235,
236-272
Assignment:
1) Adjudication forms due (2 bands) including a general critique
2) charts for big band rehearsal demo must be selected - the chart must include a full
score and a professional recording must be obtained
Assignment: 15-minute big band rehearsal demos (w/ score prep and rehearsal
plan) will be scheduled TBA
Assignment: 15-minute jazz combo teaching demo will be scheduled this week
(including tune analysis and rehearsal plan - a recording of the tune must be
obtained unless other arrangements are made with the instructor); includes video
tape critique
November 12
Pedagogy of Jazz Improvisation
 Consider levels of instruction: Elementary/Jr. H.S., High School, College
 Topics: Survey of teaching materials; Ear vs. theory; Aural techniques; Time-feel &
Articulation.
 Activities: 1) Demonstrate the ability to teach a tune (in lead sheet
form) in an applied setting; 2) Annotated bibliography of 5 jazz improvisation
texts 3) Review of selected jazz improvisation videos (tape/DVD)
Reading: Dunscomb and Hill, Jazz Pedagogy. Pages, 95 118, 119-128
November 19
The Jazz Festival
 Publicity
1. Letters to area schools
2. Contracting artists
 The budget, The schedule, Selecting adjudicators
Reading: Dunscomb and Hill, Jazz Pedagogy. Pages, 284-292
Assignment: 15-minute big band rehearsal demos (w/ score prep and rehearsal
plan) will be scheduled TBA
Assignment: 15-minute jazz combo teaching demo will be scheduled this week
(including tune analysis and rehearsal plan - a recording of the tune must be
obtained unless other arrangements are made with the instructor); includes
videotape critique.
Assignment: 1) select and prepare a tune to be taught using a lead sheet and some
sort of accompaniment (play-along or piano accompaniment). Include possible
teaching strategies based on tune analysis (chord-scales, functional analysis, guidetones, form, etc.). You must also provide a recorded version of the tune in the key
you plan to teach it. Be prepared to teach it in an applied setting. Be able to discuss
the educational features the tune offers and what learning obstacles it presents: in
other words, do some “trouble-shooting” ahead of time
November 26
Oral Presentations- Final Wrap-up
December 3
Oral Presentations- Final Wrap-up