Harrisonburg High School

Jazz Ensemble Lesson Plan

Objectives:
1. Students will be able to play through the background parts in A Night in Tunisia, focusing on
rhythmic accuracy and articulation (measures 17)
2. Students will play the correct notes and rhythms at measure 29, as well as match phrasing and
articulations.
3. Saxophones will play measure 55-78 with correct notes and rhythms, and will be able to
transition between swing and latin styles.

Procedures:
- trumpets and 1st trombone will play through the background lines in measures 17-22. Students
will repeat this section, working out rhythmic and pitch accuracy. The teacher will then give
feedback on articulation, dynamics, and tuning. Rhythm section will play to help brass keep time.
- The brass sections will sing/clap the rhythm at measures 29-32. The trumpets will first play
through the four measures. Feedback from the teacher will be given, and the section will be
repeated as needed. Trombones will be added in, and feedback from the teacher will be given.
- Saxes will play through their parts from 55-78. Feedback will be given from the teacher regarding
note accuracy, rhythm, and articulation.
- Saxes will sing/clap the rhythm for measures 62-69 to work out the syncopated line.
- Saxes will then play measures 62-69. This will be repeated as needed, and feedback regarding
pitch, rhythm, and articulation will be given from the teacher as needed. Transitions between
swing and latin styles within these measures will be isolated and ran to ensure smooth transitions.

Assessment:
- The teacher will listen to individual sections perform each chunk of the music, listening for
correct pitches and articulation.
- The teacher will ask students the differences between swing and latin eighth and quarter notes,
and have students perform the transitions between each section.

Standards:
- HII.2 The student will echo, read, and perform rhythms and rhythmic patterns, including sixteenth
notes, dotted eighth notes, quarter-note triplets, half-note triplets, and corresponding rests
- HII.11 The student will demonstrate and describe ensemble skills at an intermediate level,
including 1. balancing and blending instrumental timbres; 2. making adjustments to facilitate
correct intonation; 3. matching dynamic levels and playing style; 4. responding to conducting
patterns and gestures; and 5. maintaining a steady beat at various tempos in the music literature
being studied.
- HII.13 The student will apply articulations, dynamic contrasts, phrasing, various tempos, and
tempo changes as means of expression.
Reflections

● While running through sections, I feel like I am glued to the score. This takes away from
connecting with the ensemble.
● It feels like sometimes I am timid/nervous in front of the group, and this results in me not giving
clear instructions or thinking through what I want before I start things
● This group can be hard to manage at times, and I have a hard time deciding to stop and fix things,
because it takes so long to get back on task, I am not sure a good way to stay on task AND give
specific feedback.
● I do not cue the students well! My conducting ends up being just a pattern to keep time, or snaps
on 2 and 4.
● There are lots of different levels within the band, and sometimes students seem to be left in the
dust. I do not want to take rehearsal time to go through every note and fingering (some students
need help with the fingerings), but I also do not want to cater to our top players and leave others
behind.
● I do not give specific feedback at times, and focus on the bigger picture. This does not help
students understand the areas that they need to focus on. I feel as if I do more generalizing that
can be more focused.
● The students do not always respond or show that they understand and want to be there. This
makes it hard for me to know when I can move on and when I need to clarify anything.
● I might stop too often? I want to give feedback for students and not let them get away with issues
that will build up, but I want to also make sure that they are playing enough and I am not talking
too much.