JAZZ PEDAGOGY 310

SPRING 2013
ASSIGNMENT DETAILS

#1 - GROUP LECTURE/DEMONSTRATION

Topics

Group

Date

Subject(s)

#1

February 12th

Improvisation

#2

February 26th

Rhythm Section

#3

March 5th

Big Band/Instrumental

#4

March 12th

Vocal Jazz

#5

March 19th

Small Ensemble

#6

March 26th

Theory, History, Composition, Arranging

#7

April 2nd

Computers, Private Teaching

#8

April 9th

High Schools, Festivals

The class will be divided into 8 groups. Each group will select a jazz pedagogy
subject and a date from the list below. The group will come up with a topic
based on their chosen subject and submit it to the instructor for approval on or
before the January 29th class. The group will prepare a presentation based on this
topic and present it to the class on the assigned date.

Presentation Length
Each group will be given a maximum of thirty minutes for their presentation.
Presentation Media
Choice of media is variable (could include combinations of narrative, live
performance, recordings, handouts, transparencies, Power Points, etc).
Presenters are responsible for acquiring and organizing their own resources
(recordings, equipment, instruments, performers, handouts, etc.)
Organization
Each group will be graded on its ability to cooperatively:
(a) Organize and express ideas/concepts
(b) Coordinate the resources used in the presentation.
Working from a well-conceived thesis will ensure success. End with a
conclusion or summary that is consistent with the thesis and body of the
presentation. Allow for a few minutes of questions from the rest of the class at
the close of the lecture.
Guidelines
1) Rehearse the presentation so that the group can coordinate its resources
smoothly while giving the presentation. This rehearsal will give a solid sense of
timing.
2) Think about the true value of sharing your own discoveries and experiences
with others in the class - what you can give to your classmates.
3) Please! See the instructor before you begin researching your topic.
4) Keep to the 30 - minute time limit.

Jazz Pedagogy 310 Spring 2013 Assignments

Evaluation
On the presentation day, each group will hand in:
1. Five objective test/review questions based on material from the
presentation. Include answers.
2. One subjective (essay/paragraph) question based on material from the
presentation. Include possible answers/grading criteria.
3. Include an annotated bibliography of at least four significant texts, articles
or web resources related to your topic.
4. Sufficient hard copies for all class members of a typewritten point form
(12 point Times/Times Roman font) summary of your presentation plus
questions and bibliography for all class members.
**If you get your materials to me the week before your lecture I will have
sufficient copies printed. If you miss the week before deadline, your
group will have to cover the expense of printing sufficient copies.

#2 - ADJUDICATION PROJECT
Due: 12 noon-Thursday, April 18th, 2013
Hand Papers into McKenzies Mailbox c/o Capilano Music Office.
Each student in JAZZ 310-01 will attend and evaluate one JAZZ 197 or JAZZ 295 recital. These
will be done in conjunction with the course instructor. The purpose of this project is for students
to get practice adjudicating a jazz performance under the mentorship of an experienced
teacher/adjudicator.
The student will evaluate the recital and give each ensemble both a group grade and individual
grades for each ensemble member. Be positive in your comments and be sure to provide a
solution for each critical comment. Once the recital is over compare your comments with the
course instructor noting where you agree and disagree. If the instructor has time, ask for
feedback on your comments.
Students will hand in a copy of their adjudicating notes (handwritten notes are fine as long as they
are legible) along with a double-spaced typewritten 250-500 word summary reflecting on the
experience. What did you learn? What would you do differently next time? Did you enjoy the
experience? What was easy/difficult about the experience? Where did you differ in your
opinions from the instructor? Where did you agree with the instructors opinion? Explain
reasons for differences and similarities in evaluation.
In order not to overwhelm the instructors of the ensemble classes there is a limit of five Jazz
Pedagogy student adjudicators per recital. Once I have received a list of recital dates, a sign-up
sheet with recital times will posted on my office door (FR201G).

Jazz Pedagogy 310 Spring 2013 Assignments

#3 - SYLLABUS PROJECT
Due: Beginning of Class, April 9th, 2013
Each student in Jazz 310-01 will choose one of the options below and design a syllabus
for the prescribed situation.
Your syllabus will be a minimum of 1500 words (typewritten and double spaced). The
outline should include a(n):
(1) Course description
(2) Rationale and learning outcomes/goals for the course/lessons.
(3) Outline of course/lesson topics and class/individual activities
(4) Detailed annotated discography, bibliography, and videography
(5) Description of assignments/evaluation methods.
(6) Description of the most frequently used teaching methods and activities.
In addition, your paper will include:
a) A general educational philosophy.
b) A philosophy of music education.
c) A philosophy of jazz education.
In each of the cases below, design a curriculum complete with projected learning
outcomes, resources (books, CDs, play-a-longs, software, hardware), and an evaluation
procedure (descriptions of tests, grading/evaluation procedure, etc.). You are to prepare a
brief day-by-day breakdown of your course. Include the titles of specific tunes that you
will expect students to learn. Include copies of some typical notated exercises that you
will expect the student(s) to learn. Take into consideration all aspects of jazz
improvisation study (e.g. - transcription, listening, history, theory, etc.).
In addition, include two detailed sample lesson plans. One lesson plan will be from the
early stage of your course; the other from a later session. Draw on your own experiences
as well as from examples discussed in class.
Option #1 - University Level Syllabus
Design and write the syllabus for a one semester first-year university jazz improvisation
course (i.e. first semester). This course will meet for 1 hour 2 times per week for 12
weeks (24 hours total).
This improvisation class will integrate vocalists and
instrumentalists (horn players, pianists, guitarist, bassists, and drummers). Assume that
the students in your class are also concurrently taking jazz theory and jazz history as part
of the course load.
Option #2 - Junior High Level Syllabus
Design and write the syllabus for an introductory junior high (grade 8) jazz improvisation
course. This course will meet for 1 hour 2 times per week for 12 weeks (24 hours total).
This improvisation class may or may not integrate vocalists and instrumentalists (horn
players, pianists, guitarist, bassists, and drummers). Justify your reasons for choosing to

Jazz Pedagogy 310 Spring 2013 Assignments

integrate or not. Assume that the students in your class are new to jazz and that you must
include some basic jazz theory and jazz history in your class as well. Draw on your own
experiences as well as from examples discussed in class.
Option #3 - Private Lessons Syllabi
You are to design and write the syllabuses for two private jazz improvisation students.
You will meet with each student once a week, one hour a week for 12 weeks (24 hours
total). These students will probably be students in your specific area of performance
(saxophone, guitar, voice, etc.) or not.
Student #1 has been playing for two years and has had one year of junior high school
experience in either a jazz choir or a big band and is looking for help specifically with
jazz improvisation.
Student #2 is a Grade 12 student who wants help preparing for an upcoming audition to a
college/university Jazz Studies program. This student has five or six years of big
band/vocal jazz ensemble experience with a good high school program; he/she knows all
of the major scales, and can improvise at a basic level on a blues in B flat or F major.
I am happy to consult with anyone on this project outside of class time. Im in my office
every Tuesday and encourage you to drop by. If this is inconvenient please contact me
via email with your questions.

# 4 - WEBSITE RESEARCH

Due: Beginning of class - March 5th, 2013

Each student is to research the course offerings, types of degrees offered, faculty,
facilities, scholarships, teaching assistantships and website of one college/university
jazz program (get approval of the school from instructor before beginning). Compare
your findings with the Capilano University Jazz Studies program.
Prepare a one-page summary of your findings and bring sufficient copies of your
summary for the entire class. Each student will give a brief oral presentation of
his/her findings.