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10 2f25 Jazz

James Gutierrez outlined a jazz band lesson plan dated October 25, 2018. The purpose was for students to own their music by practicing correctly and repeatedly. The objective was for students, given a piece of music, to perform the correct notes, rhythms, techniques, and musical intent at an improving rate. A 15-minute warm up using blues scales was planned. Then a 20-minute solo workshop would focus on increasing student confidence with soloing by teaching a chord progression and chord tones, and having students play solos using only chord tones and the blues scale with feedback. Students would mark parts for independent practice and a run through would apply the concepts with peer feedback.

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34 views1 page

10 2f25 Jazz

James Gutierrez outlined a jazz band lesson plan dated October 25, 2018. The purpose was for students to own their music by practicing correctly and repeatedly. The objective was for students, given a piece of music, to perform the correct notes, rhythms, techniques, and musical intent at an improving rate. A 15-minute warm up using blues scales was planned. Then a 20-minute solo workshop would focus on increasing student confidence with soloing by teaching a chord progression and chord tones, and having students play solos using only chord tones and the blues scale with feedback. Students would mark parts for independent practice and a run through would apply the concepts with peer feedback.

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James Gutierrez Date: 10/25/18 Class: Jazz Band

Standards:​MU.CR.2.PE.8a. ​Develop melodies and rhythmic passages that demonstrate understanding of characteristic(s) of music or text(s)
studied in rehearsal

Purpose:​To own my music my own by practicing it correctly and repeatedly until I cannot play it wrong.
Objective:​ Given a piece of music students will perform the correct note in the correct rhythm at the correct time
with correct technique and musical intent at a constantly improving rate.
Essential Question:​ How does the way I play my part and instrument positively contribute the the experience of
the ensemble and audience?
Materials: ​Instrument, music, binder, book, pencil

Anticipatory Set (Warm up)​: Use blues scales to warm up S and as a tool for them to use later in the workshop.
Time: ​15 minutes

Lesson #1- Solo Workshop


Focus​: Increase student confidence with soloing.
Time: ​20 Minutes
Anticipated Issues: ​Student unconfidence, discomfort with chords/ chord tones, S feeling overwhelmed.

Direct Instructions​: Give productive comments on musical performance to individuals, or groups. Teach a simple
chord progression (modified blues from “Straight No Chaser”), and what the chord tones are.
Structured Practice​: Given multiple attempts the T will use scaffolding techniques to help S achieve the goal. T
will have S play 1 chord tone a beat for a measure (IE. C, E, G, Bb) to reinforce “safe” notes. T Will let S come up
with different patterns. T Will then go around the room and have soloists use only chord tones, and the blues scale.
Active Participation​: S will use techniques given by T to help achieve objective, such as rate yourself, thumbs
up/down, and tell your neighbor. S will give each other constructive, useful feedback on solos.
Check for Understanding​: Teacher will assess student progress aurally throughout lesson.
Independent Practice​: S will mark the parts they had trouble with for practice at home, at lunch, or after school.

Closure: ​S will apply concepts of mini lesson in a run through. S will then give feedback to neighbor on the
application of learned concepts.
Assessment​: Auditory

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