Project Design:

Improvisation Introduction

Intended student population: High school Jazz Band students

Purpose: Teaching students to identify chord tones and licks and then translate
them into their own style and ideas, it will also show that the students have a firm
grasp on notation software.

Projected goals:
Students will demonstrate their knowledge and ability to critically assess what
they are hearing and how it relates to the overarching ideas found in some of the
greats.
Using a small transcription or lick from a player they choose to listen to, the
students will then take that lick and attempt to create a coherent solo utilizing
what theyve transcribed. They would then perform their transcription

Resources needed: Access to whatever music they choose (Spotify, Youtube,

CDs, or Records), Computer with access to notation software, and an instrument
to play their solos on.

Time needed to complete project: Approximately one month give or take a

week depending on the skill/experience of the group.

List of assumed prior knowledge:

The ability to critically listen and assess a reasonable solo to transcribe, a level of
aural skills allowing the student transcribe a solo (slowed down if necessary),
experience listening to jazz to understand form.
Ability to play an instrument native to a jazz setting.

Linear sequence or possible options for students to complete the

project:
1. Find song of choice from a list of approved artists and listen to it until the
student can sing it back
2. Find a lick or chorus of the song that seems attainable to begin
transcribing
3. Transcribe that initial idea
4. Fill in around the idea with a coherent line that makes musical sense using
notation software
5. Learn and perform their own composition
(For assessment, see next page)

Original assessment tool to provide meaningful feedback:

3

Initial recording was

chosen from a list of
acceptable artists and
told the teacher(s)

Criteria met

Song was
picked but not
notated to the
teacher(s)

Song was
chosen, but it
was not from a
an approved
artist

No song was
chosen

Transcription
completion

Criteria met

Partially
completed

N/A

No
Transcriptio
n was
started

Notation on the
Elaboration on the
transcription

Student made a
coherent melodic
line using not only
the original
transcription but
also original
embellishments
and ideas.

Students had
minimal
embellishment
s, it seems
more or less
like a straight
transcription of
the original
with a few
turns or
ornamentation
s

Students
notated only
the original
transcription

Students
dumbed
down the
original to
give the
illusion of
originality.

Performance of idea

Student has
polished their ideas
and the original and
played to the best of
their ability.

Student made
some mistakes
on the
performance,
but the ideas
come across
and the
knowledge is
demonstrated.

The student
played the
transcription
and their ideas
well, however,
the melodic
idea is clearly
not present.

The
performance
is
unpolished,
the melodic
content is
missing.