Oren Logan

November 1, 2017
1hr10
Bb Blues Progression Improvisation

Setting:

Palmer Ridge High School Jazz Band. Experience ranges from new student to seniors that have been in the program for 4 years. Most of
the more experienced students will however be gone this day.

Rationale:

Being able to understand chord structure, relevant scales, transitions, and melodic themes is especially important for the developing jazz
musician. Allowing students to improvise/create and giving them to tools to do so addresses higher level thinking skills that might not be
as present during normal big band rehearsal.

Standards addressed (CDE):

Creation of Music:
o Improvise a stylistically appropriate vocal or instrumental solo over a given harmonic progression
Theory of Music:
o Interpretation of musical elements and ideas
Aesthetic Valuation of Music:
o Evaluation of the quality and effectiveness of musical performances

Materials: Instrument, Tune sheet (Bass clef, C, Bb, Eb), staff paper (1), B flat improve sheet, improve sheet C example.

Objectives:

#1 SWBAT: Write down and play chord guide tones, chord arpeggios, and relevant scales (blues, mixolydian, dorian) based
on Bb blues

#2 SWBAT: Improvise over a B flat blues progression using 1-note, 2-note, and full scale solos

#3 SWBAT: Improvise and compose melodic motifs/themes that focus on 1 or more musical concepts: repeated rhythms,
dynamic contrast, space, articulations, etc.

#4 SWBAT: Evaluate themes and improvised solos of their own creation and the creation of others, by assessing what worked
well and what might be something to work on.

Anticipatory Set: (7 mins)

Engage: Repeat after me
Play Sonnymoon for Two as ensemble
Play simple riffs/rhythms over rhythm section B flat blues
o Students repeat back what was played
Use more complex rhythms/melodies
Repeat after select students
Students repeat using blues scale ascending/descending and mixolydian
Frame:
Cover the keys to success chords/scales
o Guide Tones
o Arpeggios
o Scales
Procedure:
Obj #1 (15 mins)
Acquisition play through exercises (demonstrate/ensemble) show example sheet
Elaboration students write down exercise for their instrument
Memory Strengthening do it again
Obj #2 (15 mins)
Acquisition demonstrate 1 note solo on guide tone
Elaboration students pick 3rd or 7th guide tone for 1 note solo
o repeat for 2-note and full scale solos
Memory Strengthening go around the room
Obj #3 (15 mins)
Acquisition have students identify elements of a good solo
 o Space, rhythm, dynamics, style, melodic/rhythmic themes, listening, copying others, chord
tones/scale tones
Elaboration students write 1-2 bar themes/ improve ideas using these elements.
o Students solo around the room (412 bars): have to use your theme and previous soloists theme in solo.
Memory Strengthening practice getting a theme all the way around the room (for tune writing): it can evolve.
Obj #4 Assessment (7 mins)
Students provide feedback on what solos they heard
o Positive things (general/individual)
o Things to work on (in general across ensemble)
o Positive things
Closure: (10 mins)
Riff blues vs. simple blues (Sonnymoon for Two vs. Tenor Madness)
Introduction to simple tune writing