De Smet Jesuit High School Course Curriculum Template

Course Title Honors Jazz Combo

Grade Level Junior and Senior

Creator(s) Mike Karpowicz

Department Fine Arts

Single Section Course _X_ or Multi-Section _____

Note: if the course is a multi-section course, collaborate with colleagues for the remainder of the design (below). If
it is a single-section course, move through the components as the only teacher designing this curriculum.

Course Descriptor (big ideas) (approximately 2 sentences)

This is a performing group. It is also an advanced group. This is a study in playing in a group and
playing jazz with the correct style and interpretation. Students will learn music theory and jazz
improvisation. This group will perform in and for the Desmet community and at jazz workshops and
festivals.

Overall Course Objectives (what students will know, understand, and do when they leave the
course).

The students will know how to interpret music in the jazz style and how to play in a small jazz
ensemble.
The students will understand how to improvise.

What system of standards does the course reply upon (eg. ASC Readiness Standards, Actfl
Standards) and why was the system chosen?

Missouri Fine Arts Standards

Approximate Number of Units in Course _______

Complete the following pages for unit.
Unit 1 Title ___Week One and Two____________________________________

Unit Descriptor (big ideas) (approximately 2 sentences)

We will begin class by reviewing songs that the students have played other jazz classes they have
taken at DeSmet. There is a standard jazz repertoire and we begin learning songs from that
repertoire in the lower level classes.

General Unit Length ___2___weeks

Approximately ___1__ lessons in the unit.

Play the melody section of each song.

Be able to improvise or play a jazz solo on each song.
Play in a group incorporating the elements of a jazz song. They are: melody and accompaniment,
improvised solos, and restating the melody and ending the song.

Unit Objectives (what students will know and do, ref. standards here)

Unit Resources (materials, resources, websites, etc.)

The Real Easy Book of Jazz Standards

Videos of great performances of jazz standards.

Unit Assessments (type and frequency) – make a list below

o Possibilities for Common Assessment Pieces (among colleagues)?
o Any performance tasks? Where students apply knowledge and skills to
demonstrate understanding in a real life situation?
o Any student self-assessment?
o Rubrics?

Self-Assessment is through daily rehearsals in class and discussion of ways to improve.

General Activities and HW Possibilities – make a list below
o Generally, how do you set the context through review and use of student
experiences? How do you engage students at the beginning of the unit?
o What activities engage students in the content and skills, both in class and as
homework?

We often set the context by listening to the original recording of a song we are going learn.
We begin each song by playing the melody section and establishing the correct style and tempo of
the song. We then move on to the improvisation section.

If this is a multi-section course, is every teacher including this unit in the course?

Yes _____
No ___X__

If no, explain the disparity.

Considering the content and skills of this unit, what are possibilities for cross-curriculum work?
In other disciplines and in other classes across the curriculum?

Other notes

We always start the year this way because the always performs at pre-game football tailgates. We
learn music that is appropriate for this event.
Unit 2 Title _Developing a Jazz Vocabulary_

Unit Descriptor (big ideas) (approximately 2 sentences)

Through a variety of jazz patterns and exercises students will develop a core jazz vocabulary.
They will apply this to actual jazz standard songs.

General Unit Length ___4___weeks

Approximately __5___ lessons in the unit.

Students will learn the most common scales and chord types used in the jazz language.
They will apply these chords and scales to songs.

Unit Objectives (what students will know and do, ref. standards here)

Unit Resources (materials, resources, websites, etc.)

Patterns for Jazz Textbook by Jerry Coker.

Real Easy Jazz Book
Songs from the Real Book of Jazz Standards.
Videos and recordings of famous performances and performers.
Unit Assessments (type and frequency) – make a list below
o Possibilities for Common Assessment Pieces (among colleagues)?
o Any performance tasks? Where students apply knowledge and skills to
demonstrate understanding in a real life situation?
o Any student self-assessment?
o Rubrics?

Students will be able to play particular scale or chord exercises at a steady tempo.
Each of these will be assessed through a grading rubric.
These scales and exercises will also be applied to particular songs.

General Activities and HW Possibilities – make a list below

o Generally, how do you set the context through review and use of student
experiences? How do you engage students at the beginning of the unit?
o What activities engage students in the content and skills, both in class and as
homework?

I set the context by reviewing a previous piece we have played. We then move on to a more difficult
piece that offers either a melodic, harmonic or rhythmic challenge to the students.

If this is a multi-section course, is every teacher including this unit in the course?

Yes _____
No __X__

If no, explain the disparity.

Considering the content and skills of this unit, what are possibilities for cross-curriculum work?
In other disciplines and in other classes across the curriculum?
Other notes

Unit 3 Title _______________________________________

Unit Descriptor (big ideas) (approximately 2 sentences)

General Unit Length ______weeks

Approximately _____ lessons in the unit.

Unit Objectives (what students will know and do, ref. standards here)

Unit Resources (materials, resources, websites, etc.)

Unit Assessments (type and frequency) – make a list below

o Possibilities for Common Assessment Pieces (among colleagues)?
o Any performance tasks? Where students apply knowledge and skills to
demonstrate understanding in a real life situation?
o Any student self-assessment?
 o Rubrics?

General Activities and HW Possibilities – make a list below

o Generally, how do you set the context through review and use of student
experiences? How do you engage students at the beginning of the unit?
o What activities engage students in the content and skills, both in class and as
homework?

If this is a multi-section course, is every teacher including this unit in the course?

Yes _____
No _____

If no, explain the disparity.

Considering the content and skills of this unit, what are possibilities for cross-curriculum work?
In other disciplines and in other classes across the curriculum?

Other notes
Unit 4 Title _______________________________________

Unit Descriptor (big ideas) (approximately 2 sentences)

General Unit Length ______weeks

Approximately _____ lessons in the unit.

Unit Objectives (what students will know and do, ref. standards here)

Unit Resources (materials, resources, websites, etc.)

Unit Assessments (type and frequency) – make a list below

o Possibilities for Common Assessment Pieces (among colleagues)?
o Any performance tasks? Where students apply knowledge and skills to
demonstrate understanding in a real life situation?
o Any student self-assessment?
o Rubrics?

General Activities and HW Possibilities – make a list below

 o Generally, how do you set the context through review and use of student
experiences? How do you engage students at the beginning of the unit?
o What activities engage students in the content and skills, both in class and as
homework?

If this is a multi-section course, is every teacher including this unit in the course?

Yes _____
No _____

If no, explain the disparity.

Considering the content and skills of this unit, what are possibilities for cross-curriculum work?
In other disciplines and in other classes across the curriculum?

Other notes

Unit 5 Title _______________________________________

Unit Descriptor (big ideas) (approximately 2 sentences)

General Unit Length ______weeks

Approximately _____ lessons in the unit.

Unit Objectives (what students will know and do, ref. standards here)

Unit Resources (materials, resources, websites, etc.)

Unit Assessments (type and frequency) – make a list below

o Possibilities for Common Assessment Pieces (among colleagues)?
o Any performance tasks? Where students apply knowledge and skills to
demonstrate understanding in a real life situation?
o Any student self-assessment?
o Rubrics?

General Activities and HW Possibilities – make a list below

o Generally, how do you set the context through review and use of student
experiences? How do you engage students at the beginning of the unit?
o What activities engage students in the content and skills, both in class and as
homework?
If this is a multi-section course, is every teacher including this unit in the course?

Yes _____
No _____

If no, explain the disparity.

Considering the content and skills of this unit, what are possibilities for cross-curriculum work?
In other disciplines and in other classes across the curriculum?

Other notes

Unit 6 Title _______________________________________

Unit Descriptor (big ideas) (approximately 2 sentences)

General Unit Length ______weeks

Approximately _____ lessons in the unit.

Unit Objectives (what students will know and do, ref. standards here)

Unit Resources (materials, resources, websites, etc.)

Unit Assessments (type and frequency) – make a list below

o Possibilities for Common Assessment Pieces (among colleagues)?
o Any performance tasks? Where students apply knowledge and skills to
demonstrate understanding in a real life situation?
o Any student self-assessment?
o Rubrics?

General Activities and HW Possibilities – make a list below

o Generally, how do you set the context through review and use of student
experiences? How do you engage students at the beginning of the unit?
o What activities engage students in the content and skills, both in class and as
homework?

If this is a multi-section course, is every teacher including this unit in the course?

Yes _____
No _____

If no, explain the disparity.

Considering the content and skills of this unit, what are possibilities for cross-curriculum work?
In other disciplines and in other classes across the curriculum?

Other notes

Unit 7 Title _______________________________________

Unit Descriptor (big ideas) (approximately 2 sentences)

General Unit Length ______weeks

Approximately _____ lessons in the unit.

Unit Objectives (what students will know and do, ref. standards here)

Unit Resources (materials, resources, websites, etc.)

Unit Assessments (type and frequency) – make a list below

o Possibilities for Common Assessment Pieces (among colleagues)?
o Any performance tasks? Where students apply knowledge and skills to
demonstrate understanding in a real life situation?
o Any student self-assessment?
o Rubrics?

General Activities and HW Possibilities – make a list below

o Generally, how do you set the context through review and use of student
experiences? How do you engage students at the beginning of the unit?
o What activities engage students in the content and skills, both in class and as
homework?

If this is a multi-section course, is every teacher including this unit in the course?

Yes _____
No _____
If no, explain the disparity.

Considering the content and skills of this unit, what are possibilities for cross-curriculum work?
In other disciplines and in other classes across the curriculum?

Other notes

Unit 8 Title _______________________________________

Unit Descriptor (big ideas) (approximately 2 sentences)

General Unit Length ______weeks

Approximately _____ lessons in the unit.

Unit Objectives (what students will know and do, ref. standards here)

Unit Resources (materials, resources, websites, etc.)

Unit Assessments (type and frequency) – make a list below

o Possibilities for Common Assessment Pieces (among colleagues)?
o Any performance tasks? Where students apply knowledge and skills to
demonstrate understanding in a real life situation?
o Any student self-assessment?
o Rubrics?

General Activities and HW Possibilities – make a list below

o Generally, how do you set the context through review and use of student
experiences? How do you engage students at the beginning of the unit?
o What activities engage students in the content and skills, both in class and as
homework?

If this is a multi-section course, is every teacher including this unit in the course?

Yes _____
No _____
If no, explain the disparity.

Considering the content and skills of this unit, what are possibilities for cross-curriculum work?
In other disciplines and in other classes across the curriculum?

Other notes

Unit 9 Title _______________________________________

Unit Descriptor (big ideas) (approximately 2 sentences)

General Unit Length ______weeks

Approximately _____ lessons in the unit.

Unit Objectives (what students will know and do, ref. standards here)

Unit Resources (materials, resources, websites, etc.)

Unit Assessments (type and frequency) – make a list below

o Possibilities for Common Assessment Pieces (among colleagues)?
o Any performance tasks? Where students apply knowledge and skills to
demonstrate understanding in a real life situation?
o Any student self-assessment?
o Rubrics?

General Activities and HW Possibilities – make a list below

o Generally, how do you set the context through review and use of student
experiences? How do you engage students at the beginning of the unit?
o What activities engage students in the content and skills, both in class and as
homework?

If this is a multi-section course, is every teacher including this unit in the course?

Yes _____
No _____
If no, explain the disparity.

Considering the content and skills of this unit, what are possibilities for cross-curriculum work?
In other disciplines and in other classes across the curriculum?

Other notes

Unit 10 Title _______________________________________

Unit Descriptor (big ideas) (approximately 2 sentences)

General Unit Length ______weeks

Approximately _____ lessons in the unit.

Unit Objectives (what students will know and do, ref. standards here)

Unit Resources (materials, resources, websites, etc.)

Unit Assessments (type and frequency) – make a list below

o Possibilities for Common Assessment Pieces (among colleagues)?
o Any performance tasks? Where students apply knowledge and skills to
demonstrate understanding in a real life situation?
o Any student self-assessment?
o Rubrics?

General Activities and HW Possibilities – make a list below

o Generally, how do you set the context through review and use of student
experiences? How do you engage students at the beginning of the unit?
o What activities engage students in the content and skills, both in class and as
homework?

If this is a multi-section course, is every teacher including this unit in the course?

Yes _____
No _____
If no, explain the disparity.

Considering the content and skills of this unit, what are possibilities for cross-curriculum work?
In other disciplines and in other classes across the curriculum?

Other notes

Unit 11 Title _______________________________________

Unit Descriptor (big ideas) (approximately 2 sentences)

General Unit Length ______weeks

Approximately _____ lessons in the unit.

Unit Objectives (what students will know and do, ref. standards here)

Unit Resources (materials, resources, websites, etc.)

Unit Assessments (type and frequency) – make a list below

o Possibilities for Common Assessment Pieces (among colleagues)?
o Any performance tasks? Where students apply knowledge and skills to
demonstrate understanding in a real life situation?
o Any student self-assessment?
o Rubrics?

General Activities and HW Possibilities – make a list below

o Generally, how do you set the context through review and use of student
experiences? How do you engage students at the beginning of the unit?
o What activities engage students in the content and skills, both in class and as
homework?

If this is a multi-section course, is every teacher including this unit in the course?

Yes _____
No _____
If no, explain the disparity.

Considering the content and skills of this unit, what are possibilities for cross-curriculum work?
In other disciplines and in other classes across the curriculum?

Other notes

Unit 12 Title _______________________________________

Unit Descriptor (big ideas) (approximately 2 sentences)

General Unit Length ______weeks

Approximately _____ lessons in the unit.

Unit Objectives (what students will know and do, ref. standards here)

Unit Resources (materials, resources, websites, etc.)

Unit Assessments (type and frequency) – make a list below

o Possibilities for Common Assessment Pieces (among colleagues)?
o Any performance tasks? Where students apply knowledge and skills to
demonstrate understanding in a real life situation?
o Any student self-assessment?
o Rubrics?

General Activities and HW Possibilities – make a list below

o Generally, how do you set the context through review and use of student
experiences? How do you engage students at the beginning of the unit?
o What activities engage students in the content and skills, both in class and as
homework?

If this is a multi-section course, is every teacher including this unit in the course?

Yes _____
No _____
If no, explain the disparity.

Considering the content and skills of this unit, what are possibilities for cross-curriculum work?
In other disciplines and in other classes across the curriculum?

Other notes

Unit 13 Title _______________________________________

Unit Descriptor (big ideas) (approximately 2 sentences)

General Unit Length ______weeks

Approximately _____ lessons in the unit.

Unit Objectives (what students will know and do, ref. standards here)

Unit Resources (materials, resources, websites, etc.)

Unit Assessments (type and frequency) – make a list below

o Possibilities for Common Assessment Pieces (among colleagues)?
o Any performance tasks? Where students apply knowledge and skills to
demonstrate understanding in a real life situation?
o Any student self-assessment?
o Rubrics?

General Activities and HW Possibilities – make a list below

o Generally, how do you set the context through review and use of student
experiences? How do you engage students at the beginning of the unit?
o What activities engage students in the content and skills, both in class and as
homework?

If this is a multi-section course, is every teacher including this unit in the course?

Yes _____
No _____
If no, explain the disparity.

Considering the content and skills of this unit, what are possibilities for cross-curriculum work?
In other disciplines and in other classes across the curriculum?

Other notes

Unit 14 Title _______________________________________

Unit Descriptor (big ideas) (approximately 2 sentences)

General Unit Length ______weeks

Approximately _____ lessons in the unit.

Unit Objectives (what students will know and do, ref. standards here)

Unit Resources (materials, resources, websites, etc.)

Unit Assessments (type and frequency) – make a list below

o Possibilities for Common Assessment Pieces (among colleagues)?
o Any performance tasks? Where students apply knowledge and skills to
demonstrate understanding in a real life situation?
o Any student self-assessment?
o Rubrics?

General Activities and HW Possibilities – make a list below

o Generally, how do you set the context through review and use of student
experiences? How do you engage students at the beginning of the unit?
o What activities engage students in the content and skills, both in class and as
homework?

If this is a multi-section course, is every teacher including this unit in the course?

Yes _____
No _____
If no, explain the disparity.

Considering the content and skills of this unit, what are possibilities for cross-curriculum work?
In other disciplines and in other classes across the curriculum?

Other notes

Unit 15 Title _______________________________________

Unit Descriptor (big ideas) (approximately 2 sentences)

General Unit Length ______weeks

Approximately _____ lessons in the unit.

Unit Objectives (what students will know and do, ref. standards here)

Unit Resources (materials, resources, websites, etc.)

Unit Assessments (type and frequency) – make a list below

o Possibilities for Common Assessment Pieces (among colleagues)?
o Any performance tasks? Where students apply knowledge and skills to
demonstrate understanding in a real life situation?
o Any student self-assessment?
o Rubrics?

General Activities and HW Possibilities – make a list below

o Generally, how do you set the context through review and use of student
experiences? How do you engage students at the beginning of the unit?
o What activities engage students in the content and skills, both in class and as
homework?

If this is a multi-section course, is every teacher including this unit in the course?

Yes _____
No _____
If no, explain the disparity.

Considering the content and skills of this unit, what are possibilities for cross-curriculum work?
In other disciplines and in other classes across the curriculum?

Other notes

Unit 16 Title _______________________________________

Unit Descriptor (big ideas) (approximately 2 sentences)

General Unit Length ______weeks

Approximately _____ lessons in the unit.

Unit Objectives (what students will know and do, ref. standards here)

Unit Resources (materials, resources, websites, etc.)

Unit Assessments (type and frequency) – make a list below

o Possibilities for Common Assessment Pieces (among colleagues)?
o Any performance tasks? Where students apply knowledge and skills to
demonstrate understanding in a real life situation?
o Any student self-assessment?
o Rubrics?

General Activities and HW Possibilities – make a list below

o Generally, how do you set the context through review and use of student
experiences? How do you engage students at the beginning of the unit?
o What activities engage students in the content and skills, both in class and as
homework?

If this is a multi-section course, is every teacher including this unit in the course?

Yes _____
No _____
If no, explain the disparity.

Considering the content and skills of this unit, what are possibilities for cross-curriculum work?
In other disciplines and in other classes across the curriculum?

Other notes

Unit 17 Title _______________________________________

Unit Descriptor (big ideas) (approximately 2 sentences)

General Unit Length ______weeks

Approximately _____ lessons in the unit.

Unit Objectives (what students will know and do, ref. standards here)

Unit Resources (materials, resources, websites, etc.)

Unit Assessments (type and frequency) – make a list below

o Possibilities for Common Assessment Pieces (among colleagues)?
o Any performance tasks? Where students apply knowledge and skills to
demonstrate understanding in a real life situation?
o Any student self-assessment?
o Rubrics?

General Activities and HW Possibilities – make a list below

o Generally, how do you set the context through review and use of student
experiences? How do you engage students at the beginning of the unit?
o What activities engage students in the content and skills, both in class and as
homework?

If this is a multi-section course, is every teacher including this unit in the course?

Yes _____
No _____
If no, explain the disparity.

Considering the content and skills of this unit, what are possibilities for cross-curriculum work?
In other disciplines and in other classes across the curriculum?

Other notes

Unit 18 Title _______________________________________

Unit Descriptor (big ideas) (approximately 2 sentences)

General Unit Length ______weeks

Approximately _____ lessons in the unit.

Unit Objectives (what students will know and do, ref. standards here)

Unit Resources (materials, resources, websites, etc.)

Unit Assessments (type and frequency) – make a list below

o Possibilities for Common Assessment Pieces (among colleagues)?
o Any performance tasks? Where students apply knowledge and skills to
demonstrate understanding in a real life situation?
o Any student self-assessment?
o Rubrics?

General Activities and HW Possibilities – make a list below

o Generally, how do you set the context through review and use of student
experiences? How do you engage students at the beginning of the unit?
o What activities engage students in the content and skills, both in class and as
homework?

If this is a multi-section course, is every teacher including this unit in the course?

Yes _____
No _____
If no, explain the disparity.

Considering the content and skills of this unit, what are possibilities for cross-curriculum work?
In other disciplines and in other classes across the curriculum?

Other notes

Unit 19 Title _______________________________________

Unit Descriptor (big ideas) (approximately 2 sentences)

General Unit Length ______weeks

Approximately _____ lessons in the unit.

Unit Objectives (what students will know and do, ref. standards here)

Unit Resources (materials, resources, websites, etc.)

Unit Assessments (type and frequency) – make a list below

o Possibilities for Common Assessment Pieces (among colleagues)?
o Any performance tasks? Where students apply knowledge and skills to
demonstrate understanding in a real life situation?
o Any student self-assessment?
o Rubrics?

General Activities and HW Possibilities – make a list below

o Generally, how do you set the context through review and use of student
experiences? How do you engage students at the beginning of the unit?
o What activities engage students in the content and skills, both in class and as
homework?

If this is a multi-section course, is every teacher including this unit in the course?

Yes _____
No _____
If no, explain the disparity.

Considering the content and skills of this unit, what are possibilities for cross-curriculum work?
In other disciplines and in other classes across the curriculum?

Other notes

Unit 20 Title _______________________________________

Unit Descriptor (big ideas) (approximately 2 sentences)

General Unit Length ______weeks

Approximately _____ lessons in the unit.

Unit Objectives (what students will know and do, ref. standards here)

Unit Resources (materials, resources, websites, etc.)

Unit Assessments (type and frequency) – make a list below

o Possibilities for Common Assessment Pieces (among colleagues)?
o Any performance tasks? Where students apply knowledge and skills to
demonstrate understanding in a real life situation?
o Any student self-assessment?
o Rubrics?

General Activities and HW Possibilities – make a list below

o Generally, how do you set the context through review and use of student
experiences? How do you engage students at the beginning of the unit?
o What activities engage students in the content and skills, both in class and as
homework?

If this is a multi-section course, is every teacher including this unit in the course?

Yes _____
No _____
If no, explain the disparity.

Considering the content and skills of this unit, what are possibilities for cross-curriculum work?
In other disciplines and in other classes across the curriculum?

Other notes