(a) |
Know the basic functions of the student's individual part within an ensemble by demonstrating the ability to perform those specific tasks that are particular to the instrument that the student plays in the ensemble (e.g., comping for guitar and piano, walking lines for the bass, solo chairs in the horns). |
(b) |
With direction from the teacher, identify the importance of and begin to implement attention to melodic phrasing, rhythmic accuracy, articulation, and responsibility for time, in the preparation and performance of jazz. |
(c) |
Discuss the challenges and importance of playing in tune with good balance and tone. Students and teachers together should develop strategies to improve the individual tuning of the students and their ensembles (e.g., who to listen to in his/her section or ensemble). |
(d) |
Identify the components of a "professional" attitude towards conduct, focus, and communication skills in rehearsal, preparation of materials, and presentation of products. |
(e) |
Show respect for the personal work of self and others through appropriate critique. |
(f) |
With direction from the teacher, critically examine and assess the student's individual work and personal contributions to group projects/performances. |
(g) |
Be accepting of appropriate critiques from others and work towards implementing the solutions to those critiques. |
(h) |
Discuss the value of individual practice and how to practice, conduct an ongoing evaluation of the student's personal practice skills, and implement a plan to improve. |
The accompanying CD demonstrates the examples in the book.