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Improvisation in Beginning Band

Students will learn to perform the song "It's Raining" in a jazz swing style, play the bassline, and improvise over the chord progression. The lesson begins with warmups and introducing the bassline. Students will then learn the melody and take turns playing melody and bassline. The bassline players will be encouraged to experiment with different rhythms and notes from the chord. By the end of the lesson, students will be able to perform the song and improvise together over the chord progression using the concepts learned. The teacher assesses if students have met the objective of properly performing the song, bassline, and improvising with style and technique.

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Jessica Brummel
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128 views3 pages

Improvisation in Beginning Band

Students will learn to perform the song "It's Raining" in a jazz swing style, play the bassline, and improvise over the chord progression. The lesson begins with warmups and introducing the bassline. Students will then learn the melody and take turns playing melody and bassline. The bassline players will be encouraged to experiment with different rhythms and notes from the chord. By the end of the lesson, students will be able to perform the song and improvise together over the chord progression using the concepts learned. The teacher assesses if students have met the objective of properly performing the song, bassline, and improvising with style and technique.

Uploaded by

Jessica Brummel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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MUSIC 513

Spring 2017
Teaching Techniques in Jazz

Teaching Jazz Improv: (20 points) Building upon what you understand in teaching swing and improvisation, design a short
teaching episode that can be used in teaching harmonic improvisation to a young jazz ensemble. You will have 10 minutes to
teach a lesson that includes:

1) Warm-up Strategy (>1 minute)


a. Long tones or scales (variations of modes or blues scale
2) Addressing Style (>1 minute)
a. Swing
3) Teach a bass line (2 minutes)
4) Teach a melody (2 minutes)
5) Improvise! (4 minutes)
6) Reflection

1 Points 2 Points 3 Points


Objective Objective is missing more Objective is missing one Objective contains all
than one of the required of the three parts and is three parts and is clear as
parts and has no intent with unclear as to intent of to educational value.
respect to student learning. student learning.
Assessment Assessment is simply a Assessment is aligned Assessment is aligned with
description of the process with the objective but the objective and clearly
and not clear as to its lacks in clarity or and objectively measures
alignment with the measurement. Detailed student learning providing
objective or how feedback feedback is not apparent detailed feedback for the
will be delivered. from the current design. learner.
Sequence Sequence is vague and/or Sequence is missing 1-2 Sequence is clear. Learning
not provided in depth. steps that provide is scaffolded for the
More work is needed to opportunities for learner to arrive at a new
show learner development. misunderstandings on understanding.
part of the learners.
Concept Concept is not included or Concept is defined, but Concept is clear from the
clear in the lesson plan. clarity with connection lesson design and clearly
with the content is described in the plan.
difficult to measure.
Delivery No lesson presented. Lesson goes over time or Lesson meets all criteria
is unclear in focus. regarding time and
content.
1 Points 3 Points 5 Points
Reflection Reflection not completed. Reflection is complete, Reflection demonstrates
but limited reach beyond insightful though about
this experience. the episode.
Total:________________

All TE lesson plans should be submitted with the formatting below and will be assessed using the following rubric. Each strategy
must be creative, developmentally appropriate, conceptually appropriate, use proper sequence, and lead to a deeper understanding
of a musical concept.
Teaching Improvisation
Name __Jessica Brummel_______________________

Lesson Objective (what do you want the students to learn and be able to demonstrate?)
Students will perform “It’s Raining” in a jazz swing style, the bassline to the song, and improvise with the chord progression in mind with
proper style, tone, and technique.

Prior Knowledge & Skills Expectations (what the students must already know and are able to do):
Can sing pitches that are modeled to them, have started learning the basics of jazz style, know the notes of a 1 and 5 chord in Bb
major, and can learn a melody by rote.

Musical Concepts Addressed in the Lesson:


Jazz style, improvisation, note length, tone, tuning, swing, ending notes with the tongue, chord structure

Must Include: Detailed procedures of Instructional Strategy and Assessment for successful achievement of goal

Opening: (have the baseline chord structure written in concert pitch on the board)

1. Stretch a little, do a couple of deep sighs


2. Sing “Do, Do, Do, Do, So, So, Do, Do
3. play this on their instruments
4. then play the chords on their instruments (whatever note they want to play in the chord).
5. Assess for understanding and correct notes.

Materials of Instruction:

“It’s Raining, It’s Pouring” song

(will be taught in Bb major)

The bassline that goes along with it in half notes: D, D, D, D, S, S, D, D


Sequence:

1. Start backing track (youtube: backing track swing jazz 4/4 70bpm)
2. Model the swing pattern and melody, two bars at a time, with the class echoing you. Ex: (it’s raining it’s pouring,
then echo)
3. Play the entire melody all together. Assess whether the majority of the class is playing correct notes and style.
Emphasize 2 and 4 and slurring to the downbeat!
4. While they play the melody the second time (quietly), play the bassline over them.
5. T: “what did I do that time?” looking for “you played the bassline” or something along those lines
6. T-divide the class in half and have half of them play melody and half bassline, then switch!
7. “Now bassline, try a different rhythm than just half notes” (switch groups after bassline gets to do it)
8. “Now bassline, try going through different notes of the chord on the different rhythms” (switch)
9. “Now bassline, add passing notes in between the notes of the chord, but end the song on Do or concert Bb”.
(switch)
10. Assess and repeat steps as necessary. Focus on style, emphasis on 2 and 4, proper tone, etc)

Assessment:

Can students perform “It’s Raining” in a jazz swing style, the bassline to the song, and improvise with the
chord progression in mind with proper style, tone, and technique?

Closing:

“great job class! You’ve successfully improvised using the chord structure of this song!”

“Let’s all try improvising together for a few bars, and at some point, add back in the melody of “it’s raining” again.”

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