Dylan Keiser

Class: Jazz Ensemble Date: 10/01/2018

Standards
H.2.3: Play a variety of repertoire accurately and expressively with correct pitches and rhythm,
and appropriate tempo, dynamics, phrasing, and articulation.
H.3.5: Improvise solos utilizing jazz techniques such as half-valves, scoops, and lip bends.
H.3.6: Improvise solos on original melodies over given chord progressions.
H.5.3: Sight-read music with an appropriate level of difficulty in major and minor keys, using a
consistent method.
H.6.3: Analyze and discuss compositional elements heard in works being studied
such as meter, cadences, harmonic progressions, phrasing, and musical
devices and their effect on performance.

Objectives
 Students will incorporate extended jazz techniques into their improvisation.
 Students will sight read Sing, Sing, Sing.
 Students will incorporate jazz techniques into their reading of Sing, Sing, Sing.

Materials
 Mode Chart; Blues Scales Chart; Advanced Jazz Elements Conductors Edition; Tall and Lanky
chord progressions; Jazz binder for reference (Piano); modeling instrument (sax); internet capable
device; speakers

Students will be led in the following:

Rehearse
 Good Morning! – Announcements? – we need binders today
 We have a lot of fun stuff to get to today, so let’s jump right into some warm-ups
and get moving. (Pacing could be a problem – keep things moving)
 Chorale at back of Advanced Jazz – slow – focus on good tone and supported sound
 We can’t be afraid of our air today!
 Get out T&L changes – as a group, let’s play through these a couple of times.
 Group Improvise over them
 Let’s talk shop – what all can we do during our solos? Aspects of a solo?
 Hopefully notes and rhythms are mentioned quickly – prompt further if needed
 Tons of answers may be given to extended – let’s start with some simple things:
Bends/Scoops and Vibrato
 Alex did an awesome job at using some bends in his solo at the concert – can you give us
an example?
 How are you doing that? – what can you do to help? (key lifts/half valves/using
slide)
 Bass and Guitar can do these as well!
 Dylan Keiser

 Go down the line – problems might occur from not enough air use, articulation in
the wrong place, or not buying into it
 Let’s play through the chord changes again – add a bend/scoop at least once –
experiment with it!
 Let’s talk some vibrato…. Jazz Vibrato!
 What’s different between jazz and normal vib? Let me demonstrate.
 Allow time for people to hear the difference – refined and controlled vs. heavy,
wide, and hyperbolized
 Go down the line – try really letting it go
 Incorporate it as a group – play through the changes again – use it at least once
 Let’s try one more thing…. Do we know what a growl is? Can anyone demonstrate?
 Sorry Rhythm! This one is not for you…
 This is a pretty difficult thing to get the hang of – try and get vocal chords
moving, then keep them moving as you either buzz or get the reed vibrating
 It needs to be a guttural sound – don’t sing the pitch coming out of your horn!
 Everyone try it on their own for a second
 (Get the recording of Sing, Sing, Sing ready)
 Did anyone have some success with growling? Demonstrate?
 Let’s look at sing, sing, sing
 Alright – listen up – I like this recording, it is quality – however, he adds extra
drum at the beginning and is faster than usual – listen to style, and voiced parts.
 Don’t worry, we’ll take it quite a bit slower! (inbetween 70-80 half-note bpm)
 Kelston – play the groove at the beginning – alright, great – look at 15
 Tenor, Bari, Bones, Guitar, and Bass – pick-ups to 5
 Altos, trumpets – 7 and pick-ups to 11
 Its traditional that there is a growl at m. 7 in trumpets – try it if successful
earlier at producing a growl
 Play Intro as a group – keep going up to 23
 Let’s hear rhythm section with bones and trumpets at 23 – assist where necessary
 Play as full group and continue
 If Grahm misses solo, make sure he knows what it needs to sound like – every part is
very independent and important at m. 31 – if it says solo, play it proud!
 Probably out of time at this point – if there is still time and all is going well – push
onward

Assessment
Informal and throughout – having kids play one by one will give a good idea of where each one is at for jazz
technique.
Closure
 Allow students time to pack up – remind they now have some cool tools in their bag of tricks