The songs listed below were selected by you for our play list this year. We will need 10 - 15 tunes for our "Jimmy Mak's
gig. We will add and delete songs as we go. In the meantime, make sure you are familiar with your part for the songs on this list.
IN OUR FOLDER OR LIBRARY
April in Paris
It Don't Mean a Thing
Little Brown Jug
Sing, Sing, Sing
Song of India
Stompin' At the Savoy
Tower of Power song ?
You Gotta Friend In Me
POSSIBLE SONGS TO BUY
Chatanooga Choo Choo
Note: Rehearsals start at 6:35 a.m.
UPCOMING JAZZ BAND PERFORMANCES:
-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
Go to the first selection and click on "Listen"
NEW YORK, NEW YORK
Original Sinatra arrangement:
NY, NY SINATRA RECORDING
This guy has some interesting ideas and access to a lot of info on his site:
FUNK BASS GROOVE
Here's the link from the Vic Firth web site:
Tommy Igoe's Groove Essentials
COURSE NAME.....CHS JAZZ BAND
TRIMESTER.........1st Trimester, "0" period, 2014-15
CONTACT INFO.....Email: firstname.lastname@example.org 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.
CLASS RULES & EXPECTATIONS
• 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 SUPPLIED MATERIALS
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.
LATE WORK GUIDELINES
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.
OPPORTUNITY FOR EXTENDED APPLICATION
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.
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.
CURRICULUM MATERIALS USED
• 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