M-JP-SAX2

Practical Classes

11

1

30

One 50-minute lesson per week

25 hours

283 hours

Completion of M-JP-SAX1.

See Competencies Matrix.

Acquiring the technical basics required for the student's musical development, like: working on posture, tone production, finger technique and sight-reading. Students will be able to apply the acquired instrument skills and theory knowledge in their improvisations, demonstrating their ability to work creatively with the studied material. By the end of the year, they will be able to play 20 jazz standards or self-chosen pieces by heart and to improvise over them.

The level of instrument proficiency is in line with the compulsory and optional band lessons (Elective Band), theory lessons and reflects the current stage of one’s artistic research.

"TECHNIQUE:
In year 3 there will be a technical exam. In order to get there, in the years before partial assignments will take place in order to spread the study load:
Year 1:
By the end of semester 1: Playing all major scales over the full range of the instrument (16th notes on 100bpm) with legato and jazz phrasing. By the end of semester 2: Playing all harmonic and melodic minor scales over the full range of the instrument (16th notes on 100bpm) with legato and jazz phrasing. Playing thirds and fourths of all scales over the full range of the instrument (16th notes on 100bpm) with legato and jazz phrasing.
Year 2:
By the end of semester 1: Playing whole tone and octatonic scales over the full range of the instrument (16th notes on 100bpm) with legato and jazz phrasing. By the end of semester 2: Arpeggios of major, minor, augmented and diminished triads and tetrads; selecting a number of II-V licks and memorizing them in all keys.
Year 3:
Repeating and speeding up alle the scales and arpeggios, being able to play everything in 16th notes at 120bpm, technical exam

READING SKILLS:

Study material with a musical complexity level similar to:
Lennie Niehaus: Jazz Conception 2 (intermediate/advanced)
Lennie Niehaus: Jazz Duos.
Bob Mintzer: 15 Easy Jazz, Blues and Funk Etudes, 12 Jazz, Blues & Funk Etudes (Medium Easy)

IMPROVISATION:
Working on improvisation with the help of:
Jerry Coker: Patterns for Jazz or similar, either chosen by the students themselves or because of a change in the instructor's plans; other patterns may also be used; applying these patterns during improvisation. II-V-I progressions in all keys: diatonic melodies incorporating licks and patterns; using leading tones. Building blocks of improvisation: developing motifs, guide-tone lines, timing and rhythm.
Jamey Aebersold Play-a-Longs, iReal and similar.

SOLO TRANSCRIPTIONS:
Playing solo transcriptions e.g. by Dexter Gordon, Sonny Rollins, Miles Davis, Johnny Hodges, Ben Webster and Lester Young, Joshua Redman, Kenny Garrett, Candy Dulfer or musicians of the student's own preference.
Improvising by ear over simple chord progressions.
The relation between rhythm, melody and harmony.

REPERTOIRE:

Jazz standards in different tempi and styles with modulating chord progressions, e.g., Stella by Starlight, Beautiful Love, How Insensitive, Misty, Lullaby of Birdland, There Is No Greater Love, Mr PC, Au Privave, My Funny Valentine;
and/or: pieces in other genres as selected by the student, or their own compositions. Learning ca. 20 jazz standards or self-chosen pieces by heart and improvising over them."

Individual and occasional group lessons

Real Books; Jamey Aebersold Play-a-Longs, Lennie Niehaus: Jazz Conception 2 (intermediate/advanced) Bob Mintzer: 15 Easy Jazz, Blues and Funk Etudes, 12 Jazz, Blues & Funk Etudes (Medium Easy), Jerry Coker: Patterns for Jazz, other methods similar to this, (jazz) recordings

Organizing a short performance (band, repertoire, rehearsals) as part of the annual Jazz & Pop student concert.

Assessment by the main instrument instructor at the end of each semester.

The student should have mastered the elements described under Aims. Specific criteria are: creativity, expression, improvisation, technique, sound, intonation, timing, reading skills, repertoire knowledge, progress, self-reflection, session participation, attitude and lesson preparation.

The student has completed this module if being awarded a minimum grade of 5.5 at the end of the second semester.

At the end of both semesters the instructor fills out an assessment form designed specifically for this module. Assessment is comprised of a verbal evaluation and a concluding grade. The instructor reviews this assessment with the student during the first subsequent lesson. Assessment at the end of the autumn semester is formative and expressed in terms of satisfactory/unsatisfactory. It indicates a student's progress in this module. No ECs are awarded and there is no resit. Modules can only be absolved, and ECs awarded, after the end of the spring semester.

See the Education and Assessment Plan.