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Central Focus:
Students will learn
to understand the
different timbres of
the saxophone,
trumpet, trombone,
and rhythm section
of the Big Band.
Students will also
learn what the
musical score for a
big band looks like
and how it is set up.
National Standard(s):
5. Reading and
notating music.
6. Listening to,
analyzing, and
describing music.
Do Now:
Write down
instruments that you
have heard in jazz.
Which of these
instruments are most
commonly used?
Aim:
Why are there
different sections
of the big band
(horns, trumpets,
saxophones) and
how do they
sound different.
State Standards:
2. Knowing and
Using Arts
Materials and
Resources
3. Responding To
and Analyzing
Works of Art
4. Understanding
The Cultural
Dimensions and
Contributions of
The Arts
Common Core
Standards:
Reading for
information
Reading
foundational skills
Reading for
Literature
Ratio and
Proportional
Relationships
Geometry
Learning Objectives: As a result of this class students will be able to identify the
different sections of a standard big band and be able to identify their placement on a
score.
Motivation: Have you ever heard a recording and not been sure which instrument is
playing? Do you know what the most common instrumentation for a jazz group is?
Task two:
Because the big band has these different sections in it, it can produce a
wide variety of sounds
o Play a variety of big band music: High Maintenance, Hit the Ground
Running, Hunting Wabbits.
What do we call these different sounds? How we can tell the different
sounds of the different instruments? (It is called Timbre).
o Compare the different timbres of the horn sections (sax, trumpet,
trombone). What makes them similar/different?
Medial summary:
What does the term timbre mean? What is one word you can use to
describe each sections timbre?
Task three:
Play Count Bubbas Revenge for the class. (Depending on time, skip to
1:30).
o Have the score up on the projector and follow the notes with your finger.
(Allow a student who can follow the music to point, if they feel
comfortable)
o Activity: divide the class up into 4 sections:
When you hear the saxophones, snap along with the beat.
When you hear the trumpets, clap with 2 fingers with the beat.
When you hear the trombones, stamp your feet with the beat.
When you hear the rhythm section, start clapping.
Medial/total summary:
Where are the notes for the saxophone, trumpet, and trombone
written on the score (vertical placement)?
Formal and Informal Assessments:
Refer to the questions previously listed under the medial summaries.
Teacher must observe students and make sure they are performing the tasks
correctly, for the last activity.
Homework (Formal Assessment): Have each student find a big band piece on
youtube (accessible either from a home computer or the library computers) that the
like and bring it in to share with the class. In addition to this, each student will write
out what the difference in timbre is between the saxophone, trumpet and trombone
sections of the big band.
Summary:
Completing the three tasks listed above, the students will be able to identify
the different timbres of the sections of a big band.
Extension:
Take the last activity and switch the groups around.
Play more examples of big band music.
This lesson will be used to branch off into the different groups of instruments
(woodwinds, brass, percussion) and all the instruments in these categories.
Lesson notes:
N/A