Jazz Studies Administration and Pedagogy-MUSC 5256
Office Hours: MWR 2pm-3pm (NB02)
Course
Objectives: This course
is designed to prepare the student for successful teaching experiences in jazz
at the college/university level. Students will gain insights into performance
and rehearsal techniques for instrumental jazz ensembles, and information
necessary to instruct college and high school age musicians on their instruments.
In addition, approaches for teaching jazz theory, history, and improvisation
will be discussed. Throughout this class, as well as later in your Practicum (MUSC
5356), matters concerning jazz
administration will be presented. You are strongly encouraged to ask questions and share opinions at any time.
You should feel that your education on matters of pedagogy and administration
are (and should be) an ongoing process, and your development in these areas
will occur both in and outside of this class.
Grade
criteria:
30% Weekly
assignments: (Text Reviews, Brush Quiz, Conducting Quiz, Marked Score, Website
research, etc.)
20% Mid-term exam
10% Program Philosophy Paper
20% Notebook
20% Final exam
Notebooks: In a standard three-ring binder, you need
to keep all class notes and handouts. In addition, include brochures,
concert programs, jazz program letters/memos, etc. This will provide you with a
good source of information to which you can refer in the future. Notes need
to be typed! Your
notebook will be handed in and graded at the end of the semester. Untyped notes
and/or a notebook without dividers (ÒpianoÓ, ÒsaxophoneÓ, ÒconductingÓ, etc.)
WILL NOT be accepted. It is hoped that you will continue to add to this
personal resource as you continue your career. Class notes from lectures are
expected to be a large part of the information included.
Brush Quiz: You will be asked to demonstrate learned brush
patterns and techniques as presented on the videotape ÒThe Essence of BrushesÓ
by Ed Thigpen, as well as a basic swing pattern (4/4).
Text Review: You will be expected to review, critique,
and outline one jazz pedagogy text. This review should be a minimum of three typed pages, and should
thoroughly represent the format and contents of the reviewed text. A
presentation outlining your findings will follow the completion of the paper.
(Please make copies of your papers for all members of the class).
Bass Line: You will be asked to write out a complete walking
bass line using techniques discussed in class. The line will be based on a jazz
standard handed out in class.
Marked Score: Each
student will turn in an assigned ensemble score, having marked releases,
dynamic shaping, tempo, articulation, and any other indications felt to be
important. This will be the same piece that you will later conduct with a CU
jazz ensemble.
Conducting Quiz: You will be required to prepare and conduct a big
band chart, chosen by you. This will be in front of CU Jazz Ensemble I during
rehearsal on Thursday, Nov. 30th (4pm-6pm, Room E160). Evaluation criteria will include cues,
beat patterns, your count off, tempo keeping, releases, communication, and
dynamic indications. In addition, we will videotape your conducting, then review
the tape and provide feedback.
Website Research: Each student is to go on-line and research the website
of a university jazz program (get approval of the school from Davis). In
addition to printing out pages from the site, be prepared to present in class
what that program offers within itÕs curriculum and what the strengths and
weaknesses of the website might be for current and prospective students.
Vitae/Letter of
Application: After discussing the
components of a curriculum vitae and examination of samples, you will be asked
to create you own vitae and letter that can be used for job applications.
Program Philosophy Paper: On Dec. 13th, you will turn in a paper
outlining your philosophy of what you feel a jazz program should include and
how it should be structured. YouÕll need to be realistic with regard to number
of faculty, number of students, degrees offered, facilities, budget and
equipment.
Address the following areas:
á
course content
á
skill level at
completion of course/degree
á
number of performances
á
choice of venues,
á
grading criteria for
academic classes (theory, improvisation, history, jazz techniques, etc.)
á
grading criteria for
ensembles
á
texts or materials
utilized
á
number of class meetings
and length of each class
á
PR tactics
á
sectionals procedure
á
audition procedure
á
challenge procedure
á
policies with regard to
tardiness, attendance, attitude, effort, grading, prerequisites, co-requisites
á
graduate level courses?
á
majors, minors,
certificates, or non-major status?
á
recitals, and what is
programmed?
á
anything else that you
feel is important enough to include
Given all semester to write,
this paper should urge you to think about areas of administration and teaching
in a jazz program that you may not have previously considered. Throughout the
semester, ask questions and gather information as you begin to put your
thoughts down onto paper. The length of this paper will be dictated by your
satisfaction that you have written down all that you feel necessary.
Note: If classes are missed, it is the responsibility of
the student to notify the instructor in advance of the absence and to get copies of missed notes and
handouts from students and from the instructor.
Attendance: Although your grade is not based on attendance, your
presence at each class is vital, and expected. Since there is so much material
to cover, information will be presented only once. If you must miss a class, it
is YOUR responsibility to meet with other students and gather any
notes/information presented in the class you missed.
Assigned readings: There
will be material found in your assigned reading that will not be presented in
class, however, you may find this
material on an exam! Your reading assignments are a way of augmenting the
information presented in class. Do NOT get behind in your assigned reading. Not
only will you have too much to do at the end, but you will also be Òout of the
loopÓ on class discussions when material appearing only in assigned reading and
handouts is discussed.
Weekly Class Preparation: You are expected to have read each assigned reading prior to the class during which it will be discussed.
Mid-term assessments: The mid-semester evaluation will consist of three
part:
á
Written responses to
questions
á
Video tape (made by you)
of you instructing another student on an instrument other than your own
á
In-class presentation
(utilizing visual aids) of one of the jazz-associated instruments, other than
your own, which covers basic playing technique and jazz concepts
Final Exam: This will NOT be comprehensive, but will be a written
exam covering the material presented since the mid-semester evaluation.
Questions will be presented in the following formats: essay, open-ended
questions, and problem-solving questions.
Disabilities: If you qualify for accommodations because
of a disability, please submit to me a letter from Disability Services in a
timely manner so that your needs may be addressed. Disability Services
determines accommodations based on documented disabilities. Contact:
303-492-8671, Willard 322, and www.Colorado.EDU/disabilityservices. Disability
Services' letters for students with disabilities indicate legally mandated
reasonable accommodations. The syllabus statements and answers to
Frequently Asked Questions can be found at www.colorado.edu/disabilityservices.
Religious
observances: Campus
policy regarding religious observances requires that faculty make every effort
to reasonably and fairly deal with all students who, because of religious
obligations, have conflicts with scheduled exams, assignments or required
attendance.
See full details
at http://www.colorado.edu/policies/fac_relig.html
Classroom
behavior: Students and
faculty each have responsibility for maintaining an appropriate learning
environment. Students who fail to adhere to such behavioral standards may be
subject to discipline. Faculty have the professional responsibility to treat
all students with understanding, dignity and respect, to guide classroom
discussion and to set reasonable limits on the manner in which they and their
students express opinions. Professional courtesy and sensitivity are
especially important with respect to individuals and topics dealing with
differences of race, culture, religion, politics, sexual orientation, gender
variance, and nationalities. Class rosters are provided to the instructor
with the student's legal name. I will gladly honor your request to address you
by an alternate name or gender pronoun. Please advise me of this preference
early in the semester so that I may make appropriate changes to my
records. See polices at: http://www.colorado.edu/policies/classbehavior.html and at: http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code
Honor Code: All students of the University of Colorado
at Boulder are responsible for knowing and adhering to the academic integrity
policy of this institution. Violations of this policy may include: cheating,
plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and
threatening behavior. All incidents of academic misconduct shall be
reported to the Honor Code Council (honor@colorado.edu; 303-725-2273). Students who are found to be in violation of the
academic integrity policy will be subject to both academic sanctions from the
faculty member and non-academic sanctions (including but not limited to
university probation, suspension, or expulsion). Other information on the Honor
Code can be found at
http://www.colorado.edu/policies/honor.html and at
http://www.colorado.edu/academics/honorcode/.
Sexual
Harassment: The
University of Colorado at Boulder policy on Discrimination and Harassment (http://www.colorado.edu/policies/discrimination.html, the University of
Colorado policy
on Sexual Harassment and the University of Colorado policy on Amorous
Relationships applies to all students, staff and faculty. Any student, staff
or faculty member who believes s/he has been the subject of discrimination or
harassment based upon race, color, national origin, sex, age, disability,
religion, sexual orientation, or veteran status should contact the Office of
Discrimination and Harassment (ODH) at 303-492-2127 or the Office of Judicial
Affairs at 303-492-5550. Information about the ODH and the campus
resources available to assist individuals regarding discrimination or
harassment can be obtained at http://www.colorado.edu/odh.
MUSC 5256: Jazz Studies Administration and Pedagogy
M&W 11:00am-12:45pm
Course Outline
Dr.
John Davis
(303)
492-5299, davisj@colorado.edu
Office
Hours: TWR 2pm-3pm
NB02
Date Topic Assignment
Aug. 30 Introduction
and Overview (Administer
TIMI)
Developing
a Personal Program Philosophy
Guiding
Your Program, Administration
Sep. 4 LABOR
DAY
Sep. 6 Drum
Set: set-up, throne, cymbals, hi-hat technique, drums Read Chapter 4
(View Ed Thigpen Brush Video)
Sep. 11 Drums:
fills, set-ups, kicks, reading parts, communicating
with
your drummer, drummer/teacher relationship
Sep. 13 Drums:
texts & additional resources,
Auxiliary Percussion: OÕBurke text, View Carter Multimedia Disc
Sep. 18 Brush
Quiz/Review Play
Thigpen Brush Patterns
Sep. 20 Bass:
set-up, drum/bass relationship, Read
Chapter 1
upright
vs. electric, tuning, amp placement, texts
(Weidenmuller)
Sep. 25 Bass
(contÕd): creating bass lines (Create
Walking Bass Line)
Sep. 27 Guitar:
role within the ensembles, piano/guitar Read
Chapter 2
considerations, amp placement (Corbus)
Oct. 2 Piano:
voicings, use of pedal, comping patterns, texts, Read
Chapter 3
(Bianchi) Turn
in Bass Line
Oct. 4 Piano
(contÕd.) pass out Mantooth handout (Pass
out jazz ped texts
to
be reviewed)
Oct. 9 Mantooth
voicings: altered dominants
Oct. 11 Review/Make
Up Day
Oct. 16 (JOHN
GONE)
Saxophone:
Mouthpieces, reeds, brands, Read
Chapter 7
texts,
Liebman Handout (Gunther)
Oct. 18 (JOHN
GONE)
Trumpet:
equipment, player roles, mutes (Goode) Read
Chapter 5
Oct. 23 Trombone:
pyramid concept, equipment Read
Chapter 6
Submit
Ped Text Reviews
Oct. 25 MIDTERM
(written) Mid-term
videos due
Oct. 30 MIDTERM
(presentations)
Nov. 1 Auditions,
Your Administration, Your Colleagues
Nov. 6 Resume/Vitae,
Applying for Jobs, CMS, Chronicle, (Begin
Vitae)
Word
of Mouth, Personal Presentation, Advertising, (Website
Assignment) Public
Relations
Nov. 8 Articulation/Style
Nov. 13 Score
Reading and Marking/Preparation (Score
Marking Assignment)
Nov. 15 Rehearsal
Techniques, Conducting Technique Read
Chapter 8
Marked
Score Due
(Conducting
assignment)
Nov. 20 THANKSGIVING
BREAK
Nov. 22 THANSGIVING
BREAK
Nov. 29 Combos:
instrumentation, value to program View
Aebersold Video
Improvisation:
texts, resources, curriculum Read
Combo Rehearsal Guidelines
Nov. 30 (Thurs) (Meet in E160) Conducting ÒexamÓ
Dec. 4 Review
Conducting Ped
Text Presentations
Dec. 6 Jazz
History, Jazz Theory, UG Jazz Pedagogy: Submit
Vitae
texts,
syllabi
Dec. 11 Website
presentations Website
presentations
Dec. 13 Open
topics session /Review Program
Philosophy Paper Due
Dec 19 (Tues) FINAL
EXAM 10:30am-1pm Notebooks
Due
Required Texts: ÒA
DirectorÕs Guide to the Jazz EnsembleÓ
($30.00) Davis,
John
ÒCombo
Rehearsal GuidelinesÓ Aebersold,
Jamey
Recommended: ÒTake
The LeadÓ (Trumpet) Spera,
Dominic
ÒTake
the LeadÓ (Trombone) Wiest,
Steve
ÒTake
the LeadÓ (Saxophone) Seckler,
Stan
ÒVoicingsÓ Mantooth,
Frank
ÒEssential
Styles for the Drummer and BassistÓ Warrington/Houghton
ÒDeveloping
a Personal Saxophone SoundÓ Liebman,
David
ÒThe
Evolving BassistÓ Reid,
Rufus
ÒThe
Bottom LineÓ Coolman,
Todd
ÒThe
Jazz Theory BookÓ Levine,
Mark
ÒThe
Jazz Piano BookÓ Levine,
Mark
ÒThe
Jazz Ensemble DirectorÕs ManualÓ Lawn,
Rick
*
ÒThe DirectorÕs Guide to Latin PercussionÓ OÕBurke,
Willie
*
ÒJazz Nuances for TrumpetÓ Davis,
John
All the above texts are
available from Aebersold Jazz (800) 456-1388, except (*) which have been
available from UNC Jazz Press (970) 351-2577.