Show growth in individual instrumental techniques and knowledge of the elements of music, and apply these to create or show a musical product.
| (a) |
Demonstrate and record technical development, with assistance from the teacher, and develop strategies to improve. |
| (b) |
Generate technical inquiry questions and take action on the findings of the inquiry (e.g.,"What can I do to get better?" or "How could I change this performance, paper, or arrangement?") |
| (c) |
Play with a tone appropriate to the style and personal development. |
| (d) |
Work towards internalization of the concept of expressive playing and demonstrate this knowledge through playing. |
| (e) |
Play a two octave chromatic scale.* Play major, dorian, mixolydian, and blues scales in A, D, G, C, F, B♭, E♭, A♭, and D♭ concert, two octaves when possible.* |
| (f) |
Sight read music at one level below the general level of the music being performed by the ensemble. *For students playing drum set, teachers may substitute other technique directly related to set playing, although the drummers should know the scales on mallets and perform the set techniques in addition to the mallet technique. |

The accompanying CD demonstrates the examples in the book.
Changes are intrinsic to jazz improvisation and this resource serves as an introduction to pattern-playing in jazz and as a springboard for the development of other, new patterns as they present themselves.
The chapters provide an outline of helpful accessories for practicing jazz such as a metronome. Included are titles of books and materials to use, tips on the nature and content of practice and structuring practice. The content is interspersed with personal commentary and experiences and itemized lists of content. The appendices include a handy reference guide to a complete listing of play-along tunes, a guide to play-along exercises and a list of play-along tunes with useful applications.