Integrated Theme/Topic: Grade 9/10 Jazz Band, Improvisation

Duration of Unit: 4 weeks (6 classes)

Stage 1 Setting Goals
1. Performance Goals:
Students will be able to (a) improvise over So What by Miles Davis, (b)
improvise over a B-flat blues progression, (c) understand and discuss important
elements of improvisation, (d) compare and contrast recorded improvised solos, (e)
cognitively connect elements of improvisation with musical theory.
2. Product:
Students will produce (a) 1-bar improved echo patterns, (b) improvised
solos over So What, (c) improvised solos over a B-flat blues progression.
3. Classroom Process:
Processes on which we will focus are (a) echoing, (b) call and response, (c)
group improvisation, (d) trading fours, (e) individual improvisation.

Stage 2 Curricular Connections
Music:
ELA GLO(s), SLO(s)
Music Language and
Performance Skills
(M-L1) Students develop skills for making music individually
and as part of an ensemble
M-L1.5 Demonstrate correct posture, playing position,
breath control, articulation, diction, intonation, and
appropriate technique and control of instrument or voice
M-L1.6 Demonstrate understanding of and facility with a
variety of tools for improvising simple melodies and
instrumental pieces
(M-L2) Students develop skills for making music through
aural, written, and visual music systems
M-L2.1 Play and/or sing by ear, reproducing melodies,
rhythms, accompaniments, and harmonies with increasing
accuracy, complexity, and expression
(M-L3) Students demonstrate awareness and understanding
of rhythm, melody, texture, and harmony in a variety of
musical contexts
M-L3.5 Demonstrate understanding that melodies are
created from a particular set of tones
Creative Expression
in Music
(M-C1) Students generate and use ideas from a variety of
sources for creating music
M-C.1 Generate multiple ideas for music making through
constructive experimentation with music and sound
M-C1.2 Demonstrate understanding of experimentation
and improvisation as a valuable component of the music-
making process
(M-C2) Students develop ideas in music, creatively
integrating music elements, techniques, and compositional
tools
M-C2.3 Demonstrate a valuing of risk taking as a
component of the creative process
Understanding
Music in Context
(M-U3) Students demonstrate understanding of the roles,
purposes, and meanings of music in the lives of individuals
and in communities
M-U3.3 Demonstrate awareness of the intended meanings
and/or purposes of music encountered in own performance
and listening experiences
Valuing Musical
Experience
(M-V1) Students demonstrate interest, curiosity, and
engagement while making and experiencing music in a
variety of contexts
M-V1.1 Engage consistently and constructively in music
learning experiences
(M-V2) Students analyze their own and others musical
excerpts, works, and performances
M-V2.1 Analyze and demonstrate an integrated
understanding of own and others musical excerpts and/or
works in terms of relevant concepts
M-V2.2 Demonstrate understanding that detailed
observation, listening, and reflection inform musical
thinking, appreciation, performance, and creation
(M-V3) Students form personal responses to and construct
meaning from their own and others music
M-V3.3 Respect and acknowledge that individuals may
have different interpretations and preferences regarding
musical works and experiences

Assessment:
Assessment For Assessment Of Assessment As
Criteria Verbal feedback None Written reflections
Task:
Performance /
Demonstration /
Product
Students will improvise
in group and
individualized settings
and receive verbal
Students will
reflect upon their
experiences with
improvisation,
feedback from both the
instructor and the rest
of the ensemble
regarding the strengths
of their
improvisation(s) and
the ways in which they
can go about improving
upon areas that could
be improved. It should
be notes that students
who wish not to
improvise individually
will not be forced to do
so
identifying the
ways in which they
improved their
playing, explaining
their feelings about
improvisation, and
ways in which they
want to improve
their ability to
improvise in the
future
Reflection TBD TBD TBD


Stage 3 Instruction
Teacher-Led Shared/Negotiated Student-Led
Echo patterns Echo patterns Improvisations
Call and response Call and response
Discussion, feedback

Stage 4 Learning Resources/Sources
Sources:
Teacher instrument, recordings, echo patterns, rhythm section

Final Stage Reflections
TBD