
Contents
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Establishing a Listening Foundation Establishing a Listening Foundation
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Developing Ear-Playing Ability Developing Ear-Playing Ability
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Developing a Personal Repertoire of Jazz Tunes Developing a Personal Repertoire of Jazz Tunes
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Style and Articulation Style and Articulation
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Stylistic Chanting of Figures Stylistic Chanting of Figures
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Classical and Jazz Articulation Compared Classical and Jazz Articulation Compared
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Rhythm Rhythm
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Teach One Thing at a Time Teach One Thing at a Time
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Use Rhythm Syllables Use Rhythm Syllables
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Use Rhythmic Movement Use Rhythmic Movement
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Putting It All Together Putting It All Together
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Conclusion Conclusion
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Questions for Discussion Questions for Discussion
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Notes Notes
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Cite
Abstract
Many school jazz programs in North America do an impressive job of developing their members’ technical and music-notation-reading skills, necessary to perform jazz big band literature with polish and precision. However, many school jazz students are as dependent on notation as they are in the concert band. Although the young jazzer may take improvised solos in jazz band performances, he may be unable to negotiate chord changes or incorporate characteristic jazz vocabulary. In light of this, this chapter covers concepts and skills relevant to beginning jazz instruction for wind instrumentalists. Specifically, it identifies three foundational topics for the reader to consider in fashioning an authentic and effective jazz curriculum: (1) establishing a listening foundation, (2) developing ear-playing ability, and (3) developing a personal repertoire of jazz tunes. Following these sections the text addresses (4) style and articulation and (5) rhythm.
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