MMED/PMED 679 Jazz Education Symposium 2016...
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The University of the Arts 320 S. Broad Street Philadelphia, PA 19102 uarts.edu cs.uarts.edu/sms MMED/PMED 679 Jazz Education Symposium 2016 SUMMER 2016 Lead Faculty • Randy Kapralick • [email protected] Required Texts/Materials *No required text/materials. Everything will be provided. PRE-ASSIGNMENT At the end of the syllabus you will find a matrix that details the layout/content for the week. On Wednesday, July 6 th we will have a brass focused half day and a woodwind (sax) focused half day; each dealing with the intricacies and complexities of playing, performing and understanding stylistic necessities for the different sections in a jazz ensemble. On Thursday, we will have a half day on rhythm section strategies. For Wednesday, July 6 th you will bring: - a saxophone of your choosing (even if it is your primary instrument) - a trumpet or trombone (even if it is your primary instrument) Your pre-assignment is to shed on the woodwind and brass instruments you are bringing, especially if they are secondary instruments. This will allow for you to ensure the instrument is in good working order (to make sure you have the proper reeds), and that you have revisited the basics of the instrument, if it is a secondary instrument. FOR EACH DAY OF THE SYMPOSIUM (EXCEPT WEDNESDAY), PLEASE BRING YOUR PRIMARY INSTRUMENT (unless your primary instrument happens to be a sax, trumpet or trombone, in which case you will bring it every day). Program Objectives Students completing graduate music education coursework through The University of the Arts… • Understand the essential tenets of music education • Understand the importance of standards-based education, quality design and assessment strategies, and foundational teaching methods • Demonstrate an understanding and application of the four domains of professional practice through quality teaching and musicianship • Demonstrate the application of pedagogical and methodological means to teach music and employ effective teaching methods • Utilize technology in diverse ways as a teacher and in support of student learning • Communicate and collaborate with peers in diverse musical environments and school communities • Are creative and innovative musicians who share these musical strengths with their learners through teaching • Understand the diverse cultural, communal, and learning needs of 21st century students Course Description The Jazz Education Symposium is an intensive graduate level course for all music educators seeking to introduce, evolve, and advance knowledge of teaching jazz to student musicians of all ages. Music educators will be immersed in learning about effective rehearsal and pedagogical strategies for jazz ensembles, improvisation, arranging, repertoire selection, and stylistic considerations. Additionally, students will be immersed in playing in big bands and small jazz ensembles to
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Transcript of MMED/PMED 679 Jazz Education Symposium 2016...
TheUniversityoftheArts320S.BroadStreetPhiladelphia,PA19102uarts.educs.uarts.edu/sms
MMED/PMED679JazzEducationSymposium2016SUMMER2016
LeadFaculty• RandyKapralick• [email protected]
RequiredTexts/Materials
*Norequiredtext/materials.Everythingwillbeprovided.
PRE-ASSIGNMENT
Attheendofthesyllabusyouwillfindamatrixthatdetailsthelayout/contentfortheweek.OnWednesday,July6thwewillhaveabrassfocusedhalfdayandawoodwind(sax)focusedhalfday;eachdealingwiththeintricaciesandcomplexitiesofplaying,performingandunderstandingstylisticnecessitiesforthedifferentsectionsinajazzensemble.OnThursday,wewillhaveahalfdayonrhythmsectionstrategies.
ForWednesday,July6thyouwillbring:
- asaxophoneofyourchoosing(evenifitisyourprimaryinstrument)- atrumpetortrombone(evenifitisyourprimaryinstrument)
Yourpre-assignmentistoshedonthewoodwindandbrassinstrumentsyouarebringing,especiallyiftheyaresecondaryinstruments.Thiswillallowforyoutoensuretheinstrumentisingoodworkingorder(tomakesureyouhavetheproperreeds),andthatyouhaverevisitedthebasicsoftheinstrument,ifitisasecondaryinstrument.
FOREACHDAYOFTHESYMPOSIUM(EXCEPTWEDNESDAY),PLEASEBRINGYOURPRIMARYINSTRUMENT(unlessyourprimaryinstrumenthappenstobeasax,trumpetortrombone,inwhichcaseyouwillbringiteveryday).
ProgramObjectivesStudentscompletinggraduatemusiceducationcourseworkthroughTheUniversityoftheArts…
• Understandtheessentialtenetsofmusiceducation• Understandtheimportanceofstandards-basededucation,qualitydesignandassessmentstrategies,and
foundationalteachingmethods• Demonstrateanunderstandingandapplicationofthefourdomainsofprofessionalpracticethroughquality
teachingandmusicianship• Demonstratetheapplicationofpedagogicalandmethodologicalmeanstoteachmusicandemployeffective
teachingmethods• Utilizetechnologyindiversewaysasateacherandinsupportofstudentlearning• Communicateandcollaboratewithpeersindiversemusicalenvironmentsandschoolcommunities• Arecreativeandinnovativemusicianswhosharethesemusicalstrengthswiththeirlearnersthroughteaching• Understandthediversecultural,communal,andlearningneedsof21stcenturystudents
CourseDescriptionTheJazzEducationSymposiumisanintensivegraduatelevelcourseforallmusiceducatorsseekingtointroduce,evolve,andadvanceknowledgeofteachingjazztostudentmusiciansofallages.Musiceducatorswillbeimmersedinlearningabouteffectiverehearsalandpedagogicalstrategiesforjazzensembles,improvisation,arranging,repertoireselection,andstylisticconsiderations.Additionally,studentswillbeimmersedinplayinginbigbandsandsmalljazzensemblesto
extendupontheirperformanceknowledgeandtogainunderstandingoftheinter-ensemblecomplexitiesandhowtodevelopmusicianship.Specialtopicssuchasdiscussionandpresentationofnotablejazzmusiciansaswellasliveperformancesbyprofessionaljazzartistswillbeafoundationalcomponentofthesymposium.
StudentLearningOutcomesStudentswill...-learnaboutandunderstandtheessentialcomponentsofajazzeducationprogram-engageindeepeningunderstandingofeffectivejazzensemblestrategies,techniquesandmethodology-understandmeanstosuccessfullyimplementorganizationalstrategiestomaximizejazzprogrameffectivenessGradingCriteriaandAssessmentMethods
Courseassessment,evaluationandgradingisbaseduponthreefactors:(1)thecompletionofthepre-assignment,(2)activeengagementindailycoursestudiesand(3)inthecompletionofthefinalassignment/post-assignment.Belowistherubricthatwillbeutilizedbyfacultytoassessandevaluatestudentsinthesethreecategoriesoflearningandunderstanding.Pleasenotethatpre-assignmentandfinal/postassignmentsshouldbeincludedinthecourseoutlineattheendofthissyllabus.
Basic Average SuperiorPre-assignment
Providesbasic/unsatisfactorycontentandconceptsinpreparationforthiscourse.
Accuratelyidentifiescontentandconceptsrelevanttothiscourse.
Demonstratesadeepunderstandingandpreparationofcontentandconceptsrelevanttothiscourse.
Duringclassformativeassessments
Failstoactivelyengageincoursecontent,application,andengagementofdailycoursework.
Engagesactivelyincoursecontentandapplicationofconceptsindailycoursework.
Demonstratesathoroughanddeepengagementincoursecontent,applicationandunderstandingofdailycoursework.
Final/Post-assignment
Doesnotadequatelycompletethefinalassignment.Assignmentmayhavebeensubmittedlate.Poororganizationandlackofdepthofknowledgeevidenced.
Finalassignment/post-assignmentevidencesappropriatestructureandorganization,understandingofcoursegoalsandoutcomes.Itissubmittedontime.
Finalassignment/post-assignmentisfluidandengaging.Itisorganized,wellstructuredandclear,andevidencesadeepunderstandingandapplicationofcoursegoals.Itissubmittedontime.
TheGradingPolicycanbefoundintheCourseCatalogue.
AcademicIntegrityPolicyAprimarytenetofthiscourseistopreparestudentsforprofessionalresponsibilitiesasteachers.Thetimelyarrivaltoclassaswellasthedailypreparationandengagementincoursestudiesisessential.
UniversitypolicyonAcademicIntegritymaybefoundintheUArtscatalog.
Ifstudentsarenotclearaboutwhatconstitutesplagiarism,youmightrecommendIntroductiontoResearchandDocumentationavailableontheUniversityLibrarieswebsite.
AbsencesDuetothecompressednatureofthefive-dayintensivecoursestructure,absencesfromclasswillnotbeaccepted.Studentswhoarrivelatetoclassorleaveearlywillbeheldaccountableformissedtimethroughadditionalassignmentstobecompletedoutsideofcoursehours.
TechnologyPoliciesonTechnologymaybefoundintheCourseCatalogue.ClassFormatAllsummermusicstudiescoursesthatmeetin-personarefive-dayintensivecoursestypicallyrunningfor8hoursperday.Studentsareresponsibleforpreparationofmaterials,forengagingincoursecontentasperthecoursedescription,andinbeingresponsivetocompletionofpreandpostcourseworkasdetailedinthecourseoutline.Coursesofferedonlinemaybeinadifferentformatandmayrunforalongeramountoftime,specifictotheneedsandintentsofthecoursecontent.
EducationalAccessibilityStudentswhobelievetheyareeligibleforcourseaccommodationsundertheADAorSection504orhavehadaccommodationsormodificationsinthepast,shouldcontacttheOfficeofEducationalAccessibilityat215-717-6616oraccess@uarts.edutoarrangeforappropriateaccommodationsandtoobtainanaccommodationsletter,ifapplicable.Facultycanprovidecourseaccommodations/modificationsonlyafterreceiptofanapprovedaccommodationsletterfromtheOfficeofEducationalAccessibility.Accommodationletterscanbeprovidedtoqualifiedstudentsatanytimeduringthesemester,butgradesearnedbeforetheletterisreceivedbythefacultycannotbechanged.
CourseOutlineContinuetonextpageforcourseoutline.Thankyou.
THE UNIVERSITY OF THE ARTS: JAZZ EDUCATION SYMPOSIUM 2016 -‐ Ursinus College, The Kaleidoscope Performing Arts Center5-‐Jul-‐16 6-‐Jul-‐16 7-‐Jul-‐16 8-‐Jul-‐15
BLOCK 1 8:30 am -‐ 10:00 am
Kick-‐Off/Welcome: Randy Kapralick
Brass Workshop: Understanding Brass Methods, Styles and Strategies in Jazz Education Part 1 (Randy Kapralick)
Randy Kapralick and Micah Jones: Opening Session
Randy Kapralick: Opening Session Dave Orehowsky 9:00 am -‐ 12:00 pm Rehearsal Strategies and Reading Session (Young Jazz Ensembles) WITH UARTS Z BAND and students (side-‐by-‐side rehearsal)
BREAK 15 min BREAK BREAK BREAK BREAK
BLOCK 2 10:15 am -‐ 12:00 pm
The Art of Teaching Improvisation Part 1 (Ron Kerber)
Brass Workshop: Understanding Brass Methos, Styles and Strategies in Jazz Education Part 2 (Randy Kapralick)
The Essentials of the Rhythm Section (Micah Jones, Mike Kennedy, Tom Lawton, Erik Johnson) Part 1
Dave Orehowsky: Continuation of morning session
LUNCH 1 hour LUNCH LUNCH LUNCH LUNCH
BLOCK 3 1:00 -‐ 2:30 pm
The Art of Teaching Improvisation Part 2 (Ron Kerber)
Sax Workshop: The Intriciacies of both Individual and Section Playing in a Jazz Band Part 1 (Mark Allen)
The Essentials of the Rhythm Section (Micah Jones, Mike Kennedy, Tom Lawton, Erik Johnson) Part 2 (1:00 -‐ 2:00 pm
Randy Kapralick and Matt Gallagher: Rehearsal Strategies and Reading Session (High School) WITH UARTS Z BAND and students (side-‐by-‐side rehearsal)
BREAK 15 min BREAK BREAK BREAK BREAK
BLOCK 4 2:45 pm -‐ 4:30pm
Ensemble and Rehearsal Strategies Session in Jazz Education (Randy Kapralick)
Sax Workshop: The Intricacies of both Individual and Section Playing in a Jazz Band Part 2 (Mark Allen)
Master Class with Randy Brecker (w/ Rhythm Section) (2:15 -‐ 4:30 pm)
Rand Kapralick and Matt Gallagher: Continuation of Afternoon Session and Course Wrap-‐Up (Friday class ends at 4:30 pm)
TUESDAY CLASS ENDS AT WEDNESDAY EVENING: THURSDAY EVENING: POWER of 10 Teaching Concert4:30 PM Screening of Brownie
Speaks (6:00 -‐ 8:00 pm)Power of 10 Teaching Concert (6:00 -‐ 8:00 pm)
* DINNER PROVIDED for students and faculty Thursday night
Don Glanden* Dinner on your own *Power of 10 rehearsal/soundcheck 4:30 -‐ 6:00 pmbetween 4:30 and 6:00 pm
