• Coeur d’Alene High School 2019-2020

    Course Objective

    Jazz Band, 0 Period (6:40 – 7:30)

    *TUESDAY through FRIDAY ONLY*

    Jim Phillips, Director

     

    1. Syllabus of the year – Performances (more may be added)
    See website calendar for most up to date performance schedule

    2. Literature
    We will play a variety of jazz music throughout the course of the year, focusing on the goals and standards set by the National Association for Music Education (NAfME).

     

    National Standards for Music Education

    The Core Music Standards are all about Music Literacy. The standards emphasize conceptual understanding in areas that reflect the actual processes in which musicians engage. The standards cultivate a student’s ability to carry out the three Artistic Processes of

    • Creating,
    • Performing, and
    • Responding.

    These are the processes that musicians have followed for generations, even as they connect through music to their selves and their societies. And isn’t competence in Creating, Performing, and Responding what we really want for our students?

    Students need to have experience in creating, to be successful musicians and to be successful 21st century citizens.

    Students need to perform – as singers, as instrumentalists, and in their lives and careers.

    Students need to respond to music, as well as to their culture, their community, and their colleagues.

    These standards provide teachers with frameworks that closely match the unique goals of their specialized classes. The standards are presented in a grade-by-grade sequence from pre-K through grade 8, and discrete strands address common high-school music classes, such as Ensembles and Music Composition/Theory. The standards are provided in “strands” that represent the principal ways music instruction is delivered in the United States.

    We will focus on the process and procedure of learning how to read jazz chord symbols, an elementary understanding of jazz harmony and an appreciation of a number of styles of jazz music.

    We will also be adhering to the Idaho and National Content Standards for Humanities: Music.  You can see those standards here:

    3. Additional materials
    Each student will be required to bring with them to class: an instrument, either their own or one the school is supplying for them; music which they have prepared for the rehearsal in a rehearsal folder; a #2 pencil for marking the music; instrument specific supplies i.e. mutes (straight, cup, harmon, bucket, plunger), reeds, valve oil, slide cream, etc.

    4. Listening Experience JAZZ BAND

    Three jazz genres each semester (FAMOUS JAZZ MUSICIANS)
    20 points each (fifteen per semester total)


    Assignments:
    There will be an assignment EACH WEEK accessible through SKYWARD STUDENT ACCESS.  You will need to log in through YOUR student skyward account: username and password to access the assignments.  They will be assigned on Tuesday of each week and due for a grade three times each semester. If you do not receive a perfect score, you may re-take the assignment until you are happy with the score - up until the due date.

    I will provide the list of pieces. We will be studying specific recordings by specific performers, so be sure you are listening to the right person if you go to you tube or iTunes. We will listening to and studying each piece together in class. You will have to log in to SKYWARD to access each weekly assignment (you can do this during class with either you own device or a school Chromebook, when available). There will be ten questions each week.  Selections from these 15 pieces will be on the semester final exam.

    Click on the links below to access the slideshows we view in class:
     
    Jazz Band Listening Experience List 2019-20


    SEMESTER ONE 
    A. Saxophone Players
    1. Wayne Shorter - Orbits
    2. Bob Mintzer - Papa Lips
    3. Chris Potter - Imaginary Cities
    4. Joe Lovano - Cross Culture
    5. Harold Land - The Fox

    B. Trombone Players
    6. Carl Fontana - Shoutin' On A Riff
    7. Slide Hampton - Exodus
    8. James Morrison - Things 'Aint What They Used To Be
    9. Rob McConnell - T.O.
    10. Steve Turre - Right There

    C. Pianists
    11. Eubie Blake - Charleston Rag
    12. Cyrus Chestnut - The Raven
    13. Benny Green - Magic Beans
    14. Duke Jordan - Jordu
    15. McCoy Tyner - Blues On The Corner
     
    SEMESTER TWO
    D. Trumpet Players
    16. Clifford Brown - Joy Spring
    17. Tom Harrell - Tango
    18. Ingrid Jensen - Higher Grounds
    19. Brian Lynch - Green is Mean
    20. Jon Faddis - Into the Faddisphere

    E. Guitarists
    21. John Pizzarelli - Johnny One Note
    22. Bill Frisell - Stringbean
    23. Joe Pass - Cherokee
    24. Jim Hall - Ruby My Dear
    25. Charlie Christian - Tea For Two

    F. Drummers
    26. Paul Motian - Brilliant Corners
    27. Jack DeJohnette - Dirty Ground
    28. Art Blakey - Moanin'
    29. Gene Krupa - Big Noise from Winnetka
    30. Chick Webb - Harlem Congo

    5. Trips
    Each student in this ensemble will sign a form stating that they will adhere to the School District 271 Policies regarding their behavior while traveling anywhere off school grounds as a representative of Cd'A HS. These policies will enforced to their full extent. The Jazz Band will be traveling more than other performing groups, so the expectations of behavior and commitment are higher, as we will be representing our school and our community.  Each student in this ensemble is requested to pay the $25 transportation fee to the Activities Secretary.

    6. Dress Standards
    For Jazz Band performances, attire is All Black (Black Long sleeve shirts and Black Pants. Women may choose to wear a long sleeve black dress), BLACK SOCKS AND BLACK SHOES.

    7. Prerequisites
    Students must be enrolled and participating in at least one regularly scheduled CHS music class in order to participate in zero hour Jazz Band. 

    8. Grading
    Grades for this ensemble will be broken up into three categories;
    1. Performances/Exams (40% - Summative Assessment)
    2. Listening Experiences (30% - Formative Assessment)
    3. Daily Rehearsal (30% - Daily Work)