JAZZ REHEARSALS: Week of 10/20/14Monday..................………..Full Rehearsal
Tuesday........................…..Full Rehearsal
Wednesday............…………Full Rehearsal
Thursday..................………Full Rehearsal
Friday........................……..No Rehearsal

Note: Rehearsals start at 6:35 a.m.


-Homecoming Court Assembly…..October 20, 2014 (wear all black)
-TRL Jazz Festival…………………...November 18, 2014
-Canby Jazz Christmas…………….December 12, 2014
-Holiday Pops Concert……………..December 18, 2014
BIRDLAND listening file
NEW YORK, NEW YORK listening files
Our arrangement:
Go to the first selection and click on "Listen"


Original Sinatra arrangement:
Funk Jazz Bass Grove link
This guy has some interesting ideas and access to a lot of info on his site:

Tommy Igoe's Groove Essentials for Drum Set
Here's the link from the Vic Firth web site:

Tommy Igoe's Groove Essentials

JAZZ SYLLABUS 1st, 2nd & 3rd Trimesters, 2014-15COURSE NAME.....CHS JAZZ BAND
.........1st Trimester, "0" period, 2014-15
TEACHER............Rob Rayfield
CONTACT INFO.....Email: rayfielr@canby.k12.or.us Phone: 503-263-7200 x 5855
Classroom Expectations, Performance information, Assignments, Scope and Sequence and other class information can be found on my blog: http://blogs.canby.k12.or.us/rayfielr (Category: Jazz Band)
OFFICE HOURS.....I am in my room at lunch and after school until 4:00 p.m. almost every day. Don’t hesitate to come in and ask for help, practice, or just work on your assignments.

The jazz ensemble is a group of advanced musicians, which concentrates on the study, the Historical and Cultural Perspectives of jazz music, and work on mastering the various styles necessary to Create, Present and Perform jazz music at the high school level and beyond. The group performs at concerts, provides entertainment for community groups, and competes in regional contests. The group meets before school and occasionally has Saturday rehearsals. All members (except piano, guitar and bass) are required to be in another band class for the entire year. Jazz Ensemble is a year-long course; due to the nature of the group, withdrawal before the completion of the full three trimesters will negatively affect the ensemble, and will, therefore, result in a lower grade. Performances will include the Fall Playathon (10/4), Holiday Pops Concert (12/18), Winter Showcase (February 28, 2015), the Spring Concert (May 21, 2015), Jimmy Mak's (TBD), and the CHS Jazz Festival (TBD).
Performance at scheduled concerts and festivals is required, and part of the student's grade. Unexcused absence from a required performance cannot be made up, and will result in a "0" grade.

• In your seat with your instrument ready to play at the bell
• Maintain good rehearsal etiquette at all times
• No electronic devices at any time for any reason unless required by instructor
• No food or drink except water
• Disruptive behavior will result in disciplinary action

Student instruments (including mouthpieces & functional reeds) must be in class every day for rehearsal. District rental instruments are available for some low woodwinds, low brass and percussion instruments. The rental fee is $50.00 per school year (3 trimesters), and $25.00 for summer.
You must also provide a pencil, a three ring binder with page protectors, and concert attire.

Students are expected be part of all required performances, and to complete and turn in work on time. Per CHS policy late work (including make-up work for excused absences from performances) will be accepted up to the final deadline specified at the time of assignment.

Attendance is essential for success. The following will apply for an unexcused tardy or absence:
1) Verbal warning to student
2) Communication with parent(s) & student (documented in grade book)
3) Communication with parent(s), student, & counselor (documented in grade book,
may include classroom discipline)
4) Referral to Student Center
Each student is responsible for all material covered in class whether the student was present or not.

It is possible to create and extended application based on work extending the learning and content of this class. Please see Mr. Rayfield before midterm 1st Trimester if you are interested in an EA in this class.

Standards-based grading communicates how students perform on a set of clearly defined learning targets called standards. The purpose of standards-based grading is to identify what students know and are able to do in relation to pre-established learning targets. The traditional averaging of grades can mask what students have learned, or not learned, in a specific course.
Students are graded based on acquired knowledge of the Oregon Content Standards and Common Core State Standards. Students will be graded under two categories: formative and summative assessments. Formative assessments are used for learning. Examples might be quizzes, exit slips, homework, etc. They let students, parents and teachers know how a student is progressing in his/her learning. Summative assessments are assessments of learning. Examples might be unit exams, essays, etc. They let students, parents and teachers know what a student has learned when instruction is over.

Standards-based report cards separate academic performance from work habits and behavior in order to provide parents a more accurate view of a student’s progress in both academic and behavioral areas. Variables such as effort, participation, timeliness, cooperation, attitude, and attendance are reported separately, not as an indicator of a student’s academic performance. Behavior can no longer be a factor in determining students’ academic grades and will be reported out separately in the “Comments” section of the report card.

Grading Scale
A+ 99 – 100% C+ 79%
A 92 – 98% C 72 – 78%
A- 90 – 91% C- 70 – 71%
B+ 89% D+ 69%
B 82 – 88% D 62 – 68%
B- 80 – 81% D- 60 – 61%
F Below 60%

Student grades will be determined by the scores earned from the following:
• Formative Assessments will represent 20% of a student's grade. Summative assessments will represent 80% of a student's grade.
• Student's performance at required band performances (summative)
o Unexcused absence from a performance cannot be made up
• Performance evaluations and/or written tests on:
o Required Scales (formative)
• Concert scales: Major scales in C (and A minor), F , B-flat, E-flat, G, D, and A
o Basic Music Theory including the structure of scales and musical terms (formative)
o Various Basic Rhythms (formative)
Practice: Documentation of practice is not required, but the results of practice will be measured in formative and summative assessments.

• Essential Elements for Jazz Ensemble (for new jazz students)
• Jamey Abersold Book #1 (for new jazz students)
• Swing Classics for Jazz Ensemble
• Dixieland Beat
• Original Big Band Sounds
• Jazz Band selections in various styles
• Jamey Abersold Improvisation Books (advanced students may select one book to work on for the year)
• SmartMusic software
• Concert music to be selected
Bill Watrous with the Army Jazz Band
Bill Watrous playing "Sweet Georgia Brown Upside Down"
Satin Doll combo listening file
JIMMY MAK's Plan for 4/21/14
We play from 6:30 to 7:30. The timeline is as follows:

4:00 ….. Dressed and ready to load
4:15 ….. Load bus
4:30 ….. Depart CHS
5:30 ….. Arrive at Jimmy Mak's and set-up … 221 NW 10th Ave. (between Davis and Everett) … 503-295-6542
6:00 ….. Sound check
6:30 ….. Play our set
7:30 ….. Break down our set-up and load instruments and stands onto bus
8:00 ….. Listen to the Dick Titterington Band
Dick Titterington Three Trumpet Band
9:00 ….. Depart for CHS
10:00 … Arrive at CHS
Jimmy Mak's Play ListThis play list is your assignment.

Most of these tunes have been on our play list for several weeks to several months. You are responsible for learning (practicing) your part on your own time. Rehearsal time is not for your individual practice; its' for putting together a piece as a group.

-American Patrol
-Boogie Woogie Bugle Boy
-Days of Wine & Roses
-I'm Beginning to See the Light
-Ja Da
-Little Brown Jug
-Li'l Darlin'
-Love is Blue
-Porch Swingin'
-See If I Don't
-Stompin' At The Savoy
-Synonymic Bossa