ty monteleone webquest
DESCRIPTION
Jazz CompingTRANSCRIPT
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A WebQuest for 12th Grade (Jazz Drum Set)
Designed by
Based on a template from The WebQuest Page
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Over the course of your musical career you will find yourself in several different musical situations. This lesson is designed to teach you the vital skill of Jazz comping which can applied to any style. Our main focus in this lesson will be developing hi-hat independence and the ability to let your hi-hat function like an additional hand. Your first assignment is to purchase three Jazz Albums from the list below and transcribe one drum solo.
The required texts for this course will be “Beyond Bop Drumming” by John Riley and “The Real Book”, 6th Edition.
Acceptable Albums
From Studio 4, Cologne, GermanyThe Jeff Hamilton Trio, (Azica Records) 2006The Very Best of Diana Krall(Verve) 2007 Clayton-Hamilton Jazz Orchestra Live At MCGClayton-Hamilton Jazz Orchestra, (MCG Jazz) 2005It's Hamilton Time Jeff Hamilton Trio (Lake Street Records) 1994Black Orpheus Ray Brown Trio (Evidence Records) 1989The Vanguard Jazz Orchestra: Thad Jones LegacyNew World Records, 1999.Bob Mintzer: Homage to Basie DMP Records, 2000.Bob Mintzer: Art of the Big BandDMP Records, 1991.
Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Upon completion of this lesson you will be able to do the following:
Sight read exercises;Create and Develop comping ideas for the left foot.;Play with consistent time;Be aware of the sounds you are creating;Be able to demonstrate various styles;Play though comping excercizes with little to no mistakes;Be able to notate rhythms;Demonstrate all of the above by performing with a live Jazz combo, Play five real book tunes from the list below.
Afternoon in ParisAll Blues**All the Things You AreAu Privave**Autumn Leaves**Beautiful LoveBlack Orpheus**Blue Monk**CeoraDesafinadoDolphin DanceFourFour on SixFreddie FreeloaderGroovin HighHave You Met Miss Jones?Here's that Rainy DayHow High the Moon**How InsensitiveI Wish I Knew How It Felt To Be Free**
** Suggested
Title
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
To accomplish the task, you will need to spend at least an hour and a half a day practicing with a metronome.
1.First you'll be given a daily assignment consisting of a technique exercise and a mental exercise. 2.Upon receiving this information you will have spent an hour and a half preparing the material.3.We will then discuss the changes that need to be made.4.We will begin first with a short coordination exercise in which you will demonstrate your highest level of single limb independence.5.Following the coordination warm up we will then move on to comping exercises and examples from your text..6.The next section involves listening to and emulating tunes from your Real Book. We will first listen to the chart to accurately hear a professional interpretation.7.After the discussion we will then move on to playing this chart, working on technique, interpretation of rhythms, style, tempo, and the role the drummer plays in comping and carrying on a musical conversation with the soloist.
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Beginning1
Developing2
Accomplished3
Exemplary4
Score
Stated objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.
Stated objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.
Stated objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.
Stated objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.
Stated objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Having finished this lesson all students will now be qualified as an intermediate jazz drummer. They will be demonstrating several abstract ideas that are associated with Jazz comping. These will include and are not limited to: Playing musically with consideration for the soloist, accurately being able to identify form, be able to have a musical conversation with your soloist, and hearing elements of the melody in your drum solo.
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Pictures by:
52nd Street
Beyond Bop Drumming
Real Book
Gregg Nardozza
Paul Wertico
Bill Stewart
Elvin Jones
Check these out, The WebQuest Page and The WebQuest Slideshare Group .
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A WebQuest for 12th Grade (Jazz Drum set)
Designed by
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Over the course of your musical career you will find yourself in several different musical situations. This lesson is designed to teach you the vital skill of Jazz comping which can applied to any style. Our main focus in this lesson will be developing hi-hat independence and the ability to let your hi-hat function like an additional hand. Your first assignment is to purchase three Jazz Albums from the list below and transcribe one drum solo.
The required texts for this course will be “Beyond Bop Drumming” by John Riley and “The Real Book”, 6th Edition.
Acceptable Albums
From Studio 4, Cologne, GermanyThe Jeff Hamilton Trio, (Azica Records) 2006The Very Best of Diana Krall(Verve) 2007 Clayton-Hamilton Jazz Orchestra Live At MCGClayton-Hamilton Jazz Orchestra, (MCG Jazz) 2005It's Hamilton Time Jeff Hamilton Trio (Lake Street Records) 1994Black Orpheus Ray Brown Trio (Evidence Records) 1989The Vanguard Jazz Orchestra: Thad Jones LegacyNew World Records, 1999.Bob Mintzer: Homage to Basie DMP Records, 2000.Bob Mintzer: Art of the Big BandDMP Records, 1991.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Describe the grade level and course that the lesson is designed to cover. For example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the lesson can easily be extended to additional grades and subjects, mention that briefly here as well.
Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical skills that could not be picked up on the fly as the lesson is given.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example:
Social Studies Standards Addressed
•Recognize the relationships among the various parts of a nation's cultural life.•Learn about the mythology, legends, values and beliefs of a people.
Most lessons don't just teach a block of content; they also implicitly teach one or more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization? Comparison? Teamwork? Compromise?
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
To accomplish the task, you will need to spend at least an hour and a half a day practicing with a metronome.
1.First you'll be given a daily assignment consisting of a technique exercise and a mental exercise. 2.Upon receiving this information you will have spent an hour and a half preparing the material.3.We will then discuss the changes that need to be made.4.We will begin first with a short coordination exercise in which you will demonstrate your highest level of single limb independence.5.Following the coordination warm up we will then move on to comping exercises and examples from your text..6.The next section involves listening to and emulating tunes from your Real Book. We will first listen to the chart to accurately hear a professional interpretation.7.After the discussion we will then move on to playing this chart, working on technique, interpretation of rhythms, style, tempo, and the role the drummer plays in comping and carrying on a musical conversation with the soloist.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Describe what's needed to implement this lesson. Some of the possibilities:
•Class sets of books•E-mail accounts for all students•Specific software (how many copies?)•Specific hardware (what kind? How many?)•Specific reference material in the classroom or school library•Video or audio materials
If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here.
Describe also the human resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the lesson?
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above.
You may want to just copy and paste the evaluation section of the student page (Evaluation) into this space and add any clarifications needed for another teacher to make use of this lesson.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.
Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest.
This page will include step by step directions to the facilitator, including:
•What to say at each point in the process•What to click on•What questions and misconceptions to anticipate•How long to take at each point•When to direct learners to work away from the computer
To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point.
This page is linked to the Process segment off of the Teacher Page
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Make some kind of summary statement here about the worthiness of this lesson and the importance of what it will teach.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help.
List any books and other analog media that you used as information sources as well.
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.
Evaluation
Teacher Script
Conclusion