Jazz Reflection

Gentlemen,

As we come to the end of our unit on Jazz, I would like you to answer a few short reflection questions...

1. Which part of the course did you enjoy the most?
2. Which part did you enjoy the least?
3. Did you find using the blog helpful? If yes, how/if no, why not?
4. Out of the performance, composition and listening/aural strand of the course, which do you think you need the most help with?
5. Did you use the blog in preparation for the half yearly examination? If so, how?
6. Can you think of some other uses of the blog, or any other technology which may be useful in our class?
7. If we had to study the Jazz course again, what do you think we could have changed?

Thank you and I look forward to your responses!

Mr. M

Latin Jazz

Tito Puente was arguably the best known Latin Jazz percussionist and band leader. His fame even scored him a guest spot on the Simpson's two part episode "Who Killed Mr. Burns".

The clip below, "New Arrival" shows Tito in one of his last recordings prior to his death in May, 2000. There are certainly elements from both camps in this piece - Latin and Jazz.

See if you can listen to each layer of sound and identify the Latin elements and the Jazz elements.


It might be easier to do this by looking at each instrument. Tito himself is featured here on the drum kit and plays some very interesting drum rhythms. Post a comment that discusses each instrument layer:

- Drum Kit
- Percussion
- Piano
- Bass Guitar
- Saxophone
- Flute




I can't finish this post without mentioning Tito's other work which is primarily leading his band and performing some amazing drumming on the timbales. Check out some fantastic clips here:
http://www.youtube.com/watch?v=33orc70TAxg&feature=related
http://www.youtube.com/watch?v=kAr1K2-skoA

Enjoy!
Mr. M

Cool Jazz

Questions:

1. What is the main difference employed by the Cool rhythm section?

2. How is the melodic line different?

3. Which instrument takes the first solo?

4. Find out the name of the instrument playing the second solo. Why do you think this instrument was used?

5. Describe what you can hear in the rhythm section during the solos

6. Outline the structure of this piece. What form is it using?

Jazz Exam

Hello Year 9

As you know, your half yearly exam will be on Thursday 21st May. The exam will consist of a number of parts:

a) Melodic and Rhythmic dictation:
To study for the melodic dictations, you may find sites like http://www.trainear.com/ useful. Otherwise we will be spending time in class working through activities. You might even have someone at home who can test you.

b) Score reading:
The textbook has a number of good activities. Try to complete these in about 20 mins each.
Page 22: "When the Saints Go Marching In"
Page 30: "Don't Get Around Much Anymore"
Page 36: "Take 5"
Page 43: "The Brolga Blues"

c) Listening:
Go back through the blog and make sure you answer the questions relating to the listening questions. I will post up some more pieces and questions this week.

d) Jazz characteristics:
You should have written out the characteristic to each of the styles of Jazz covered. These are...
Blues (pg 10)
Dixieland (pg 19)
Swing (pg 26)
Bebop (pg 30)
Cool (pg 32)
Latin Jazz (pg 36)

Remember your class teacher is always there to help you, in person or through the Internet!

Mr. M

Happy Holidays

Bloggers,

As we depart for end of term holidays, please spend some time to go over material covered this far. We will be finishing up Jazz next term and conclude with our half yearly examination.

If you have not responded to the posts below, please take your time to do so. You will find it to be a helpful study tool in preparation to this exam.

Have a restful and happy holiday.

Mr. M

I will be giving an Easter egg to anyone that mentions this post before the holidays!

Bebop

Hi everyone

Congratulations to all of you on completing your compositions, Mr M and I enjoyed listening to them all.

This week we will be looking at the styles of Bebop and Cool Jazz, listening to pieces by the late great Charlie Parker and Miles Davis.

Have a look at this video of Charlie Parker and Dizzie Gillespie playing together in 1951 and post a response to this question:

What are some of the characteristics of Bebop you notice in this clip?

Mid-term Evaluation

Hi bloggers,

I want to get some early feedback from each of you regarding the use of blogs in the classroom, as well as some general feedback on how you are finding music this year.

So, I have come up with a few questions that I would like you to comment on

1. Are you finding we are covering material too fast or too slow?
2. What are finding to be the hardest aspect of music this year?
3. Do you like the idea of using a class blog? Why?

If you have any suggestions, further comments of questions, please add them in too.

Mr. M

ps: I have changed the way you comment on posts. You will need to sign up, but you do not have to type in ther verification anymore.

Download Sibelius Scorch

Hi all,

Some people were still wondering if there is a free copy of Sibelius online to complete their comps. While there is no free download, you can download a web-based version of Sibelius from their website, which is free and still lets you work on your composition at home.

The program is called Sibelius Scorch and it works in your web brower, like Internet Explorer. If you click on the title of this post, you should be redirected to the download page.

The composition assessment task is due in Week 8, so if you haven't got Sibelius at home, it is probably worth checking out Sibelius Scorch.

Mr. M

Dixieland

Gentlemen,

This week we kick off our study of Dixieland Jazz. The link above is a copy of "Trying To Stop My Crying" by Wingy Manone And His Orchestra. Have a listen and perhaps you can post up some links to any other Dixieland examples that you find.

Happy listening,

Mr. M

Titanic Blues

Hi all,

The title of the entry today opens up a link that allows you to download the piece "Titanic Blues" by Henry Brown.
Listen to the piece and then answer the following questions.
(Note: These questions can be found on page 11 of your text book, along with the score.)

1. List the syllables on which syncopation occurs in the first phrase
2. Determine the length of the melody
3. Outline the chord progression using Roman numerals for each bar (eg: I, IV, V etc.) What is the name of this chord progression?
4. Using letters for each line, outline the structure of one chorus (eg A, B, etc.)
5. By looking at the score, or using your ear and an instrument, work out the key of this piece

Write these answers in your exercise books and we will discuss in class.
Due: Thursday 26th Feb

While you are online, I would also like you to compare the two Blues pieces we have heard so far. Post a comment with your thoughts on the similarities and differences between the "Crossroad Blues" and the "Titanic Blues".

If you're having any trouble accessing the file, please let me know and I can get you a CD.

Mr. M

The Blues

As promised... the "Devil Legend"

According to a legend known to modern Blues fans, Robert Johnson was a young black man living on a plantation in rural Mississippi. Branded with a burning desire to become a great blues musician, he was instructed to take his guitar to a crossroad near Dockery's plantation at midnight. There he was met by a large black man (the Devil) who took the guitar from Johnson and tuned it. After tuning the guitar, the devil played a few songs and then returned it to Johnson, giving him mastery of the guitar. This in effect sold Johnson's soul and in exchange Robert Johnson became able to play, sing, and create the greatest blues anyone had ever heard.

And so Johnson tells his tale in the piece "Crossroad Blues". All the classical Blues characteristic are here, so have a listen again, this time while following the lyrics below. Afterwards, post your thoughts on the piece.

Focus Questions:

- Think about the context of the piece and the way which Johnson sings. How is the emotion expressed? What about the expressive techniques on the guitar?

- Listen to the vocal melody? Describe the shape and the melodic structure in each chorus.

- We mentioned in class that the 12 Bar Blues chorus is a standard for this early Jazz style. Listen and see if you can identify the chord progression in each chorus. You might even be able to work out the key and some rhythmic or melodic fragments of this piece.

Lyrics

I went to the crossroad
fell down on my knees
I went to the crossroad
fell down on my knees
Asked the Lord above "Have mercy, now
save poor Bob, if you please
Mmmmm, standin' at the crossroad
I tried to flag a ride
Standin' at the crossroad
I tried to flag a ride
Didn't nobody seem to know me
everybody pass me by
Mmm, the sun goin' down, boy
dark gon' catch me here
oooo ooee eeee
boy, dark gon' catch me here
I haven't got no lovin' sweet woman that
love and feel my care
You can run, you can run
tell my friend-boy Willie Brown
You can run, you can run
tell my friend-boy Willie Brown
Lord, that I'm standin' at the crossroad, babe
I believe I'm sinkin' down

Topic 1: Improvised Music

Understanding Goals:

Students will come to understand:
- The social context intrinsically tied to the evolution of Jazz throughout the 20th Century.
- The way improvisation and expression lie at the heart of Jazz music
- How Jazz is composed through an understanding Jazz theory
- A range of Jazz styles and characteristics

These are the main goals that will act as the backdrop to each of our lessons. Each goal has its place in either the Performance, Composition or Listening learning area. The course will run for 10 weeks and will be assessed through a composition task and a formal examination.

We will break up the 10 week course into different phases:
Phase 1: Introduction and Context
Phase 2: Blues
Phase 3: Dixieland
Phase 4: Big Band and Swing
Phase 5: Bebop
Phase 6: Cool Jazz
Phase 7: How Jazz Inspired the World
Phase 8: Free Jazz and Beyond

Each phase will consist of a Performance, Musicology and Composition lesson, and we will roughly cover one phase each week.

That's it for the housekeeping, next post we will get right into Phase 2: Blues

Mr. M

Topic Overview

Topic 1: Improvised Music
Topic 2: Unity and Contrast of Mood
Topic 3: Searching for the Australian Sound

Assessments Schedule:
Task 1: Jazz Composition - Due: Term 1 Week 8
Task 2: Performance I - Due: Term 2 Week 2
Task 3: Half Yearly Examination - Due: Term 2 Week 4
Task 4: Baroque Research Task - Due: Term 3 Week 4
Task 5: Classical Composition - Due: Term 3 Week 9
Task 6: Performance II - Due: Term 4 Week 2
Task 7: Final Examination - Due: Term 4 Week 5

Any questions, just ask (or post)

Mr. M

Welcome!

This blog will be used as a teaching tool for my Year 9 Advanced Music class of 2009. I will add comments each week and hope you can join in the "online learning" by posting comments, and occasionally your own post!

I hope to add all resources I hand out in class, as well as a wrap up of everything we have spoken about during the week. Occasionally, I will ask you to read, listen or watch material posted up here and make a few comments for homework.

It would be great if everyone could post a comment initially, just so I can check everyone has access and knows how things work. You can also add a comment if you have any thoughts, questions or suggestions.

Remember:
- the newest post always appears at the top, so scroll down to see previous posts
- if you don't want to create an account, you can still post comments, but please make sure you sign your name at the bottom so I know who you are

Mr. M