Spontaneity in Music

9th grade - 12th grade

Theresa Perez
Course Description

For this course we will begin with a very brief introduction to recording music on

laptops so that students can document their work throughout the semester. The

students will create a website to document their different experiences with the content

we cover. This class would be open to both instrumentalist, singers, and musicians with

no previous experience. Students will be learning about improvisation using scat, on

instruments, percussion, and jazz combos. We will be learning about a variety of things

that all relate back to improvisation and spontaneity within the different types of

instrumentation and allow students to decide their own preferences on which they would

like to pursue for the second half of the year. We will then delve into electronic

instrument improvisation utilizing music technology available to our class.

For the second half of the class we will introduction to jazz history and jazz

musical styles. We will then introduce groups that will practice combos together. There

will be a small performance for students that want to participate that parents will have

the opportunity to attend. This will help students get used to the idea of small

performances. This will bring us to the final project for the year where students will have

individual opportunities to work with the jazz band in their rehearsals. This will then

serve as the inspiration for their project where they will either compete to perform with

the jazz band as a soloist in a concert, or they will have to compose a very short

idea/theme for the jazz band or a small jazz combo to improvise on.
Rationale/Need for the course

Student performance in secondary music education is primarily organized

around and focused in on structured classical or modern music. However, some

students have more of an interest in improvisation; this could really appeal to a more

creative crowd that might crave more experimentation. This class would be open to both

instrumentalist, singers, and musicians with no previous experience. Having such a

diverse group of student backgrounds will allow the class to be pushed out of their

comfort zones, and students will be constantly trying new things through the nature of

improvisation. The diversity in curriculum will also appeal to many interests and will

hopefully attract a larger demographic.

Having a class that more creative and free-going people actively want to

participate in might help more people realize that there is a place in music for anyone no

matter their interest or preference. That have an after-school Jazz band and this could

work well together for things like performing students original ideas. It could also be

combined by having students in the improv class go in to a rehearsal or two and

practice their improvisation skills in a more informal setting with the Jazz band. If

appropriate for the group as well as desired they could then transform this activity to into

a competition for a performance opportunity with the Jazz band for a song during a

concert.
Impact on Students

This class could be an excellent opportunity for students to look at music they

listen to and learn about how improvisation might play into the composition process for

popular music. This might help encourage lifelong music engagement in a variety of

students because they will take what they perceive in music they listen to and relate it

back to what they are learning about. Once this type of reflection and analysis show

make sense to a student, it tends to stick better and they will begin to recognize

concepts even when the students are not listening for them.

It is also a fun class that has a relatively loose structure in which students who

need that freedom have the opportunity to thrive. Student being allowed to experiment

on different instruments could help learners figure out what they prefer, and might help

draw in students who want to learn something new. Getting to explore what they want

will help the students want to learn more, and will help teach them to explore their

curiosities.

This class would also help students understand the historical impact of Jazz, and

could inspire some in depth conversation on history in the US and political tensions. It

could even help students begin to relate music to political activism and create a new

outlet for life long music makers to express their sentiments on different topics through

their creativity with music.

Expected Community Impact

This class will impact the community though the extracurricular opportunities.

There will be concerts that the community can attend to support the young musicians. I

am also hoping that within this class there will be afternoon extra credit opportunities

where the students could stay after school to work with adults in the community and

teach them basic jazz or improvisation techniques. The students would be able to

eventually then host jam sessions and invite community members who might be

interested. Perhaps we could also do outreach performances for local nursing homes to

get students used to performing in public, and to run the show with the jazz combos

before the optional performances in the concert.

If the class has the opportunity, they could also work toward performing at

different charity events to fundraise for their favorite charity or for the music program. If

the students decide the money should go to the school it could be used to get more

instruments and different tools the students desire for the classroom, or it could be used

for fun musical activities like bringing in a small jazz combo to perform at the school. By

using the fundraising this way the students can see the direct results of their work, get a

performance opportunity, and get to potentially support a charitable cause.

Project Name: What it is About 

 Stage 1 Desired Results

Standards: Goals:

HG.2 The student will compose and Short term:

arrange music within specified guidelines
by
1. incorporating appropriate voicings
and ranges; and
2. using a variety of sound,
notational, and technological
sources.
HG.3 The student will perform a varied
repertoire of music, including
1. singing with increased vocal
proficiency;
2. recognizing and demonstrating
proper instrumental technique; and
3. playing instrumental music
representative of diverse styles,
forms, and cultures.
HG.4 The student will improvise music,
including
1. improvising melodic and rhythmic
patterns and accompaniments in a
variety of styles;
2. improvising variations on a simple
melody.
- Student can perform in a small comfortable setting.
- Student can sing and play instrument with proper
technique for their improvisation.
- Student can improvise on a melody in a variety of
styles
- Student can behave properly while their peers
perform, meaning that they are respectful, attentive,
and supportive.
- Students can evaluate and kindly critique music of
both their peers and themselves.
Long term:
- Students become a little more passionate about
music that they listen to and perform.
- Students understand how to improvise in a manner
to which they are satisfied with the result.
- Students understand basic music theory and what
makes up a song.
- Student knows how to behave in multiple musical
settings that they might experience in their life.

HG.5 The student will investigate

characteristics of musical sounds by
1. employing elements of music,
including melody, rhythm,
harmony, form, and texture;

HG.8 The student will demonstrate

concert etiquette at musical performances
by
1. comparing and contrasting
audience behavior appropriate for
various musical settings;
2. exhibiting acceptable behavior as
an active listener; and
3. showing respect for the
contributions of others within
 performance settings.
HG.10 The student will evaluate and
critique music by
1. comparing musical performances
to similar exemplary models,
using music terminology;
and
2. examining and applying accepted
criteria for critiquing musical
performances of self and
others.

Generative (Essential) Questions:

What is improvisation?
What are some differences between improvisation with voice and with instruments?
How can I experiment with music to create something new?
What makes up a song?
How do songwriters or composers create new music?
What role does improvisation take in music ranging from jazz to popular music?
When and where did improvisation become popular in music?
Where did Jazz originate and what was the cultural context?

Stage 2 - Evidence 

For this class I will be assessing the students utilizing checklists and rubrics for their planning. I have drafted a
sample rubric/checklist hybrid for the class in which they will be learning about vocal improvisation/scat and
posting on their website.

_____ ​Website Post:

o____ 1/3: The project summary was poorly organized and difficult to follow. The content may have
been present but difficult to navigate.
o____ 2/3: The project summary was simply organized but had a clear structure, and all the content was
present
o _____ 3/3: The project summary was organized exceedingly well. The content was all very clearly
stated, and all the content was present.

_____ ​Content

Singing
o _____ 1/3: Student submitted a recording, but it did not make sense with the original melody, and they
did not stay within their vocal range
O____ 2/3: Student submitted a recording, and it makes sense with the original melody. They stayed
within their vocal range.
O_____ 3/3: Student submitted a recording, and it compliments the original melody. They stayed within
their vocal range.

Stage 3 – Learning Plan 

Learners will make progress to their goals through a number of activities throughout the year. Below I have written
out the plan for the final project, and will demonstrate through the text what the beginning, middle, and end might
look like for this project.

Beginning:

Students will start by working in small combos and creating a short 1 minute song that

they can then perform with their group. They must have at least one person on each: voice, an

instrument, percussion, and an electronic instrument of their preference. They will be in groups

of about 5 that they can choose themselves.

Once they have their jazz combos with the composition, the students will have to perform

their work for their class and write up a post on it. This will help get people used to performing for

others.

Middle:

Students will then be introduced to the jazz band and each student that wants to will be

given 2 minutes to improvise something with the jazz band. This will be recorded, and students

will write a reflection on this as well. They will then get to regroup with their combo and discuss

this experience and how it compared and contrasted to the combo experience.

End:
 Students who want to will be given the opportunity to compete for a chance to perform

with the jazz band in a concert. To do this, they will perform with the band as the class watches,

and the class will discuss and ultimately decide on a winner for the competition. This competition

will serve as the final grade for the project; however, if a student does not want to participate,

they will be given an assignment option of composing a short 30 second theme for the jazz band

to work from.

Proposed Budget 

Item Name   Use   Cost  Quantity Overall Cost

(linked to provider)  (How will this be used by students/teacher?)  (per unit) 

Ukulele Will be used by students to improvise a melody on, $40 8 $320

can be used in combos.

Bass guitar Can be used in combos, with jazz band, or to $100 5 $500
improvise a melody.

Keyboard Can be used for melodies, combos, improvisation, $100 2 $200

chords, and accompaniment.

Trumpet Can be used in combos, with jazz band, or to $200 3 $600

improvise a melody.

Drum Set Used for percussion improvisation as well as $150 2 $300

useful in any setting where students are playing

Bongos Used for percussion improvisation as well as $50 2 $100

useful in any setting where students are playing

Tamberine Used for percussion improvisation as well as $20 4 $80

useful in any setting where students are playing

Total Cost 2100

Bibliography
Barrett, F. J. (1998). Coda—creativity and improvisation in jazz and organizations: Implications for

organizational learning. ​Organization science,​ ​9​(5), 605-622.

Moorman, C., & Miner, A. S. (1998). Organizational improvisation and organizational memory. ​Academy

of management Review,​ ​23(​ 4), 698-723.

Pressing, J. (1988). Improvisation: Methods and models. ​John A. Sloboda (Hg.): Generative processes in

music, Oxford​, 129-178.