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Upon completion of this course, students will be able to:
1. Demonstrate an understanding of jazz by citing elements that are
common to all jazz styles and their usage within specific styles.
2. Develop a process of critical listening which involves the perception
of physical, expressive and technical aspects of music.
3. Recognize the cultural contributions of African Americans to the
development of jazz.
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1. Essentials of musical perception.
2. Elements of jazz.
3. Jazz history: blues, early New Orleans dixeland, ragtime, Chicago
style dixieland, stride and boogie-woogie, swing, bop, cool, hand
bop, free form, jazz-rock, fusion.
4. Recognition of classic jazz performance, to include, among others:
recorded performances of Armstrong, Ellington, Hawkins, Basie, Young,
Parker, Gillespie, Davis, Brown, Coltrane, Fitzgerald, and Coleman.
5. Examination of relevant social issues and their effects on the art
form, such as racial segregation, integration, black population
movements, civil rights, black radicalism, and racial/cultural
identity.
6. Other American cultural or ethnic groups will be discussed as
comparative traditions whenever appropriate.
| Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing
15 - 25% |
| Concert papers | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
0 - 0% |
| None | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
20 - 25% |
| Listening examinations | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
25 - 35% |
| Multiple choice, matching items, completion | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
15 - 25% |
| Attendance and participation | |
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Jazz, Tenth Edition, by Tanner, Megill, and Gerow, W.C. Brown, 2005.
