Jazz Comping

1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 12th Grade (Jazz Drum Set) Designed by Ty Monteleone [email_address] Based on a template from The WebQuest Page

2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Over the course of your musical career you will find yourself in several different musical situations. This lesson is designed to teach you the vital skill of Jazz comping which can applied to any style. Our main focus in this lesson will be developing hi-hat independence and the ability to let your hi-hat function like an additional hand. Your first assignment is to purchase three Jazz Albums from the list below and transcribe one drum solo. The required texts for this course will be “Beyond Bop Drumming” by John Riley and “The Real Book”, 6 th Edition. Acceptable Albums From Studio 4, Cologne, Germany The Jeff Hamilton Trio, (Azica Records) 2006 The Very Best of Diana Krall (Verve) 2007 Clayton-Hamilton Jazz Orchestra Live At MCG Clayton-Hamilton Jazz Orchestra, (MCG Jazz) 2005 It's Hamilton Time Jeff Hamilton Trio (Lake Street Records) 1994 Black Orpheus Ray Brown Trio (Evidence Records) 1989 The Vanguard Jazz Orchestra: Thad Jones Legacy New World Records, 1999. Bob Mintzer: Homage to Basie DMP Records, 2000. Bob Mintzer: Art of the Big Band DMP Records, 1991.

5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.

6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Having finished this lesson all students will now be qualified as an intermediate jazz drummer. They will be demonstrating several abstract ideas that are associated with Jazz comping. These will include and are not limited to: Playing musically with consideration for the soloist, accurately being able to identify form, be able to have a musical conversation with your soloist, and hearing elements of the melody in your drum solo.

7. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Pictures by: 52 nd Street Beyond Bop Drumming Real Book Gregg Nardozza Paul Wertico Bill Stewart Elvin Jones Check these out, The WebQuest Page and The WebQuest Slideshare Group .

8. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 12th Grade (Jazz Drum set) Designed by Ty Monteleone [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

9. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Over the course of your musical career you will find yourself in several different musical situations. This lesson is designed to teach you the vital skill of Jazz comping which can applied to any style. Our main focus in this lesson will be developing hi-hat independence and the ability to let your hi-hat function like an additional hand. Your first assignment is to purchase three Jazz Albums from the list below and transcribe one drum solo. The required texts for this course will be “Beyond Bop Drumming” by John Riley and “The Real Book”, 6 th Edition. Acceptable Albums From Studio 4, Cologne, Germany The Jeff Hamilton Trio, (Azica Records) 2006 The Very Best of Diana Krall (Verve) 2007 Clayton-Hamilton Jazz Orchestra Live At MCG Clayton-Hamilton Jazz Orchestra, (MCG Jazz) 2005 It's Hamilton Time Jeff Hamilton Trio (Lake Street Records) 1994 Black Orpheus Ray Brown Trio (Evidence Records) 1989 The Vanguard Jazz Orchestra: Thad Jones Legacy New World Records, 1999. Bob Mintzer: Homage to Basie DMP Records, 2000. Bob Mintzer: Art of the Big Band DMP Records, 1991. Evaluation Teacher Script Conclusion

10. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Describe the grade level and course that the lesson is designed to cover. For example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the lesson can easily be extended to additional grades and subjects, mention that briefly here as well. Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical skills that could not be picked up on the fly as the lesson is given. Evaluation Teacher Script Conclusion

14. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above. You may want to just copy and paste the evaluation section of the student page ( Evaluation ) into this space and add any clarifications needed for another teacher to make use of this lesson. Evaluation Teacher Script Conclusion

16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Make some kind of summary statement here about the worthiness of this lesson and the importance of what it will teach. Evaluation Teacher Script Conclusion

17. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help. List any books and other analog media that you used as information sources as well. Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials. Evaluation Teacher Script Conclusion