(a) |
Know the functions of all the sections within the student's 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, and position in a section). |
(b) |
Individually attend to melodic phrasing, rhythmic accuracy, and articulation in the preparation and performance of jazz. |
(c) |
Play in tune with good balance and tone and know the intonation tendencies of the student's instrument. |
(d) |
Demonstrate leadership as a performer by offering help, ideas, and guidance to other performers during rehearsal/practice. |
(e) |
Demonstrate a `professional' attitude towards conduct, focus, and communication skills in rehearsal, preparation of materials, and presentation of products. |
(f) |
Show respect for the personal work of self and others through appropriate critique. |
(g) |
Critically examine and assess the student's own individual work and personal contributions to group projects/performances. |
(h) |
Be accepting of appropriate critiques from others and work towards implementing the solutions to that critique.¿ |
(i) |
Know the value of individual practice, know 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.