Jazz Ensemble
The SVHS Jazz Ensemble develops advanced instrumentalists in the uniquely American art form of Jazz. Students will be listening to, studying, writing and writing about, performing and deconstructing all forms of jazz music to better understand how to express themselves fully and meaningfully with others in time.
Class meets from 2:45pm - 3:45pm on Tuesdays and Thursdays in the Fall, and 2:45-4:15 PM in the spring in the Music Room, P9
Audition requirements: Memorized Bb, Eb, F scales. 24 bars improvisation in a Bb Blues.
“And the thing about jazz, through all the business involved in practicing and improvement, it's always sweet: the improvement that you notice in the ability to express yourself, the feeling of playing, pushing yourself out into an open space through a sound, man. That's an unbelievable feeling, an uplifting feeling of joy to be able to express the range of what you feel and see, have felt and have seen. A lot of this has nothing to do with you. It comes from another time, another space. To be able to channel those things and then project them though an instrument, that's something that brings unbelievable joy.”
“Jazz is the art of timing. It teaches you when. When to start, when to wait, when to step it up, and when to take your time—indispensable tools for making someone else happy.”
― Wynton Marsalis, Moving to Higher Ground: How Jazz Can Change Your Life
Students should perform music of the great composers and arrangers, from Bill Challis to Don Redman, Duke Ellington to Gil Evans and Charles Mingus and so on. A selected and graded canon makes the compositional victories of the music obvious and provides a practical way to assess progress; performing the "best of" of all eras creates a more informed, sophisticated, and technically proficient musician who is better equipped to influence the tastes of listeners as well as develop and defend a comprehensive art.
Students will use a method that focuses on the substance of all periods of jazz instead of segregating them by decade and arbitrarily assigning greater value to later styles. In this way, free expression (which encourages experimentation and the focusing of personal intentions) and early New Orleans music (which is rich in melody, danceable groove, and triadic harmonies) is taught concurrently to beginners. More structured and/or rigorous harmonic and thematic material is covered later. The initial instruction should be entirely aural in imitation of how we learn to speak our mother tongue. (By the time we study the mechanics of English we have employed them for years). Teaching jazz is sometimes confused with teaching theory. Instead of learning what scales to play on which chords, we should be thinking about HEARING ideas in the context of harmonic progressions and understanding what those ideas mean.
Students are immersed in a method that teaches vernacular grooves and dance as integral to jazz. For example: a New Orleans two groove is different from a Texas two, or the Kansas City two or a Nashville two. The 12/8 blues-rock shuffle is different from the Afro- American church 12/8…. on and on. Each groove has its own characteristic, meaning, and dance. I call this ‘root groove’ teaching. Many of these grooves were achieved after years of distillation. It’s a shame to discard cultural victories in lieu of grooves that machines can play, or old-timely, corny reductions of the actual groove, or no groove at all. A jazz musician should be able to convincingly play a wide cross section of American vernacular music. Let’s teach our kids how to play the most essential part of our music—-the rhythm—-with authority and feeling and lets encourage all kids to improvise. Of course most are shy at first because it sounds so bad, but any activity (playing ball or singing or doing almost anything) takes time for little ones to develop. The seeds are always there. It’s up to us to tend to them with love, concern and intelligence…. -Wynton Marsalis