The following is a suggested curriculum for teaching jazz style and improvisation to students from junior high school through college. The materials listed are geared toward the developing saxophonist, but may be substituted or adapted to meet needs of other instrumentalists. The curriculum assumes the student has a basic command of the instrument, and should be used in conjunction with classical study. The layout of the curriculum suggests materials for junior high, high school, and college, but will of course need to be altered to fit each individual student’s needs.
Education
Ideas for directing student jazz bands
The following is a summary of lessons learned from observing rehearsals of jazz big bands. A great debt is owed here to Dr. Ray Smith of Brigham Young University, director of the Synthesis big band.
A picture is worth a thousand words
The student jazz group should be exposed to recordings (or, when possible, live performances), especially of the arrangements they are learning. This benefits the band in several ways:
First, the band members further absorb general concepts, such as swing feel, sense of time, and concept of tone, as well as bits of jazz “vocabulary” (melodic, harmonic, and rhythmic ideas, for example). These concepts, no matter how clearly explained, can only really be learned by listening and imitating—like learning the correct accent for a foreign language.
Private teaching methods of university music professors: Observations, analysis, and application
Introduction
During the month of October 2001, I observed the private teaching methods of music professors at Brigham Young University. Though each professor’s methods differed in some details, the underlying principles of effective teaching were very similar: first, provide an environment in which the student is comfortable and undistracted; second, provide clear objectives, including honest evaluations of progress; and third, provide needed motivation.
1. Provide a comfortable learning environment
A comfortable learning environment includes a trusting and secure student-teacher relationship, proper facilities and equipment, and a distraction-free environment. These allow student and teacher to concentrate on the lesson, prevent unnecessary stress, and promote optimal performance.