Dear Collegiate Member,

April is Jazz Appreciation Month, so let’s celebrate Jazz! Visit MENC’s Jazz Appreciation Month Site  for Jazz resources, tips, and lesson plans. Watch for the Jazz poster included in this April’s Teaching Music magazine. Visit Smithsonian's Jazz Appreciation Month Site, and MENC’s Jazz Article Archive.

As always, if you have comments, questions, or would like to share your chapter’s activities or recruitment strategies with us for publication in a future issue, e-mail Shauna Leavitt.

Developing A Jazz Program:
Simple Solutions To Boost Your Confidence

By Michael Chamberlin

Michael Chamberlin received a Bachelor of Music Education degree from Bowling Green State University and a Master of Music degree in Jazz Studies from the University of North Texas. He is currently a doctoral candidate in saxophone performance at the University of Maryland, College Park, and maintains a private saxophone studio.

In the field of music education your collegiate experience will be shaped by your choice of school, the friends you make, and even the instrument you play. As you go on to pursue a career in education you will learn, if you have not already, that teaching positions are not universal. You may find yourself having to deal with musical challenges that are above your ability level. If conducting a jazz ensemble is one of those challenges, or you feel that your knowledge of jazz could use some strengthening, here are a few ideas to help you get started.

Remember, the more preparation you do for any teaching situation the better chance you'll have for a positive experience. Jazz has gone through many dynamic changes over the past hundred years, making jazz education somewhat subjective. Yet, there are many proven ways to help students learn how to improvise and play jazz style correctly. Before attempting to explain something as multifaceted as improvisation there must be some degree of personal understanding involved on your end of the educational process. There will be times when you'll have to make decisions based on limited knowledge, so the first step then is to continue your own research on everything called “jazz.” Common phrases, words, names, styles, etc. will become more familiar during this pursuit, and when newly discovered knowledge can be put to use in a classroom setting, the results will be rewarding to you and your students.

Beginning The Process

Listening to jazz is by far the most important first step. There are far too many names to list in a short article, but the names you already know would be a good place to start. Search for “new” artists by instrument and if possible, look for musicians that play the same instrument as you. Hopefully you will learn something interesting about your instrument in the process, and in the end, you'll at the very least know the names of a few more jazz musicians. There are also many great jazz websites that may be useful in your search. Here are a few:

• www.allaboutjazz.com
• www.jazztimes.com
• www.jazzreview.com
• www.jazzcorner.com
• www.jazzhouse.org
• www.menc.org/s/jazz/

During this discovery phase, you'll find that every jazz musician has his or her own unique way to express emotions. The best players will grab and ultimately hold your attention. Improvisation is a musical form of storytelling. Background information about an improvised story can usually be found in the melody, the time feel, the tempo, the form, and the persons’ individual inspiration.

Find what catches your attention, then go out and listen some more. If you are a piano player and discover a pianist that you enjoy on an album you're listening to, try searching for music by the other musicians on the album. A lot of great jazz players make guest appearances on albums lead by other musicians. For example, maybe the saxophone player on that pianist’s album leads his/her own group. The only way to know is to search by name.

Building Your Jazz Knowledge I

This section is for a dedicated jazz fan who doesn't play jazz. Maybe you've found yourself in a situation where you're required to teach a music appreciation class and you're not sure how to approach jazz history and the styles associated with the genre. If that's the case, then some of the above ideas should help you get started. You will also need to do some of your own research on the subject to better grasp the topic. Mark Gridley’s Concise Guide To Jazz is a great classroom-oriented book that's sometimes used as a college textbook. I also would recommend Alyn Shipton’s New History of Jazz as another source for your research. Try not to think of learning about jazz as a problem; but rather, think of it as a learning process. Your increased knowledge of jazz history will help both you and your students get the most out of a classroom situation.

Building Your Jazz Knowledge II

If you're thinking about starting a jazz ensemble at your school, here are some different ideas to boost your confidence. If you already have a jazz ensemble, but want to talk about style and improvisation in a more cohesive way, this may help as well. Aside from the logistical difficulties of starting a new group, you can always prepare by brushing up on your jazz theory. Becoming fluent in harmony by way of chord/scale relationships and chord nomenclature is a fast way to prepare for questions about improvisation that will most definitely arise. Probably the best book concerning jazz harmony is Mark Levine’s The Jazz Theory Book. Packed with information, this book should be on your wish list.

If you have not done a lot of improvisation in the past, now is the time to pick up a play-along book and start playing. Jamey Aebersold has over 120 play-along volumes published to date. Another quick way to start improvising is just playing along with one of your favorite recordings. Don’t feel bad about playing over recorded solos, you may find yourself picking out musical ideas from an improvisation and playing them yourself. That would be the first step to transcribing an improvised solo.

Presenting Challenges To Your Students

Regardless of ability level, we as musicians enjoy being challenged from time to time. Playing along note for note with a recorded solo provides a unique experience that brings most musicians closer to the tradition of jazz. When someone experiences music on the level of direct imitation, he or she becomes as close as possible to that performer's creative thought process. If students play a few notes that match those of an improvised solo, they will have a more meaningful experience when they begin to improvise on their own.

The idea of sitting down to “just play” also extends to students regardless of ability level. In a general music classroom, students who clap along on beats two and four to a swinging jazz recording will most likely remember that experience because they're contributing to the rhythm in a very direct and personal way.

Making Leaders Out of Your Students: Larger Ensembles

The final concern for established programs and more experienced teachers is to place value on leadership within the ensemble and the idea of individual importance, especially in a big band setting. In a big band, there is one person on a part, and the group can only function at 100% if all members of the group are present, prepared, and ready to play. Rehearsing in sections offers leadership opportunities, and rhythm is probably the most important section to push in this regard. A lazy rhythm section that doesn't work well together will only bring the rest of the group down. The winds will almost always need to work out solo sections, and an isolated rehearsal will give the lower parts a chance to listen in and match the style and intonation of the lead player.

Just remember that any form of education takes time, hard work, and dedication from both the student and the teacher. Good luck with your educational pursuits, and keep listening, because you never know when something new might spark your own creativity.

© MENC: The National Association for Music Education.

Advocacy

Sign and distribute the online Petition for Equal Access to Music Education — The Petition for Equal Access to Music Education is now available in an easy-to-share electronic format. Help MENC reach our goal of one million signatures to present to Secretary of Education Arne Duncan on June 18 by forwarding the petition to everyone in your address book—and asking them to do the same. (Don't forget to sign it yourself if you haven't already.) In addition, the paper petition deadline of April 3 has been extended to May 15, so you can distribute paper petitions at your spring concerts and meetings. (Online petition signatures will be accepted right up to the June 18 Rally for Music Education.)

Member Benefit Spotlight

Web Resources for Collegiate Members

Our Web site is designed to provide you with the information you need for a successful Collegiate chapter and smooth transition to teaching.

• Collegiate Chapter Operations—an A–Z guide to your Collegiate chapter, including awards, forms, activity ideas, and more
• Future Teachers Community—includes helpful links and weekly articles on topics like student teaching and job hunting
• Future Teachers Forum—an online networking venue where you can talk with other music ed majors and ask experienced teachers your questions
• Career Center—includes information on careers in music and job listings
• My Music Class—MENC’s lesson plan library
• My Music Class Teaching Tips--Handy tips on a wide range of topics are now accessible
• MENC’s Home Page—features the latest music education news and online communities, including Band, Orchestra, Chorus, General Music, Higher Education/Admin/Research, and Jazz, each of which offer weekly articles and member forums

Chapter Corner

Geneva College Celebrates Jazz Appreciation Month

So, how do colleges go about celebrating Jazz Appreciate Month? Well, Geneva College’s Collegiate chapter has an annual Jazz Concert every April, where they play jazz from the 30s 40s and 50s ... Big Band style. They have hosted this Jazz Concert for 14 years, and it’s a big hit. Everyone at the school loves it, and performers take the opportunity to educate the audience about each song they play. What is your chapter doing to celebrate Jazz Appreciation Month?  E-mail your stories to Shauna Leavitt.   

Current News and Announcements

2009 Collegiate Caitlin Award Presented in Memory of Shannon Kane

Each year, MENC awards the Caitlin Merie Hurrey Scholarship to a Collegiate member for professional development. Senior recipients of the Professional Achievement Recognition automatically qualify for the Caitlin Merie Hurrey Collegiate Senior Scholarship, and this year the 2009 award will be presented in memory of Shannon Kane.

Originally from Saylorsburg, Pennsylvania, Shannon earned a Bachelor of Music in music education with performance honors from Syracuse University. She student taught at Westhill High School, where she conducted the wind ensemble and assisted with the percussion ensemble, brass ensemble, and jazz ensemble; and at Soule Road Middle School, where she conducted the seventh and eighth-grade concert and jazz bands.

During her time at Syracuse, Shannon served as the Vice President of her Collegiate MENC chapter. She was working on her Masters of Music in instrumental conducting at the University of Florida from August 2008 until her untimely passing in February 2009.

For the complete news story about Shannon Kane, visit our News Stand. The Collegiate award will be selected this spring from this year's recipients of the MENC Professional Achievement award. To learn more, visit the Caitlin Merie Hurrey Scholarship page.

April Poll of the Month

Each Month, MENC asks its members for their input on current issues and trends in music education. This month’s question is “When does the school year typically end at your school/in your district?" Visit http://www.menc.org/connect/poll to share your thoughts.

April Member Special

Buy Volume 2 – Get Volume 1 FREE!
Do you need some fresh materials for the end of the school year? The April monthly special offers you a perfect opportunity at an unbeatable price!

40 FREE Lesson Plans available online for these CDs!
www.menc.org/libertyforall

Liberty for All Volume 2 (Westward Expansion-Industrial Revolution) is an enhanced CD-ROM that explores the history and culture of America’s Westward Expansion through an interactive musical journey featuring graphics, narration, quizzes, and more. Narration by President George H.W. Bush, Dick Enberg, Joe Bonsall (The Oak Ridge Boys), Andrea Preuss (Mrs. America 2006), and John J. Mahlmann. Listen to music performed by the U.S. Army Band, including "The Testament of Freedom," "Shenandoah," "A Lincoln Portrait," and more!

Liberty for All Volume 1 (A Musical Journey) is an enhanced CD-ROM featuring “The President’s Own” U.S. Marine Band performing the nation’s most inspirational music.
These musical performances trace America’s history from the American Revolution through the 20th century. Includes an introduction by Army General Tommy Franks (Ret.), and narration by Amy Grant, Chely Wright, Gary Sinise, and Richard Marx, plus 15 stirring musical selections including "The Star-Spangled Banner," "Liberty Bell March," "Hands Across the Sea," "The Stars and Stripes Forever," and more!

This special is not available at state conference resource shops. No additional purchase is required. Limit two sets per member. Call 1-800-828-0229 or visit www.menc.org to order.
MENC Stock #3051R
$13.50 MENC Members

MENC Resource Books

New Book Counsels Building Strong Music Programs From Ground Up
By Charlene Ryan

As a college professor who works with music-teachers-to-be, Charlene Ryan knows “one of the biggest challenges new teachers face is in reconciling what they have learned in their college training with the realities and expectations of the music teacher’s job.”

Ryan is assistant professor of music education at the Berklee College of Music in Boston, Massachusetts. Her new book, Building Strong Music Programs: A Handbook for Preservice and Novice Music Teachers, is aimed at helping young teachers bridge that gap.

New music teachers graduate equipped with the skills needed to be both skilled musicians and music educators, she says. “Once they start their first job, however, they soon realize that being able to put together great lessons and having all the tools and knowledge with which to implement them is really only one, albeit important, component of the job. The first year comes with a very steep learning curve that can be very stressful and can ultimately result in some young and talented teachers abandoning the profession.”

To order the 102-page book, visit rowmaneducation.com. MENC members receive a 25% discount off the list price of $65 for the hardback version and $21.95 for the paperback edition. For additional information on MENC books, visit menc.org/resources/view/menc-books.

New Jazz Resource

Teaching Improv in Your Jazz Ensemble: A Complete Guide for Music Educators
By Zachary B. Poulter

This resource will guide you in designing an effective sequence for teaching improvisation and reinforcing it with correlating jazz ensemble charts. Over 180 arrangements of jazz standards are indexed to correlate with the sequence of improvisation study. Learn how to design a sequence of instruction, interpret chord symbols, rehearse improvisation in a group format, and assess jazz improvisation. Also learn about the philosophy and history of the educational jazz ensemble. To order this book, visit www.rowmaneducation.com.

June 17-23, Music Education Week in Washington, DC

Join music educators, students, and their family members for a week of music education advocacy, professional development, and stirring performances against the backdrop of the nation’s capital’s historic monuments. For housing and events scheduling information, visit MENC’s Music Education Week in Washington.

Performance Opportunities at Music Education Week

Members and their ensembles are invited to perform during Music Education Week in Washington this June. Performance opportunities for this annual program are produced by MENC Events, a component of MENC. This year’s student events will take place in the nation’s capital June 18-21. Performance opportunities include the American Musical Salute to Abraham Lincoln (part of the Abraham Lincoln Bicentennial); opening ceremony at the Drum Corps International’s season opener, mass sing-along of the National Anthem at the Lincoln Memorial; and more. Groups of all sizes and experience levels are invited to attend. Overnight packages start at just $299 per person for a 3 day/2 night program. (And it’s not too early to start planning for next year!) For more information, contact MENC Events at 1-800-479-8247 or visit the MENC Events Web site.

Collegiate Facebook Groups

• Stay connected with other MENC Collegiate members around the world by joining MENC’s Collegiate Facebook group. To join, simply visit www.facebook.com and search “MENC Collegiate Headquarters.”
• Join the “Change Music Education … for the Better” Facebook group and link with other supporters as we present our petition to the Department of Education in Washington, DC. Visit www.facebook.com and search “Change Music Education … for the Better.”

“Ask the Mentors” Forum

Do you have music education questions? MENC’s mentors have the answers! Each month from September to May, the “Ask the Mentors” forum features a different mentor for band, orchestra, chorus, general music, jazz, and mariachi. The mentors are veteran teachers who offer advice in response to your teaching questions. Visit the Future Teachers Forum to post questions and read responses. Visit MENC Mentors for this month’s mentor bios, and MENC Forums to post questions and read responses.

Month of April

Band – Steve Raybould
General Music – Sherri Jaffurs
Chorus – Lois Guderian
Orchestra – Ann Forman
Mariachi – Adam Romo
Jazz – Sue Terry
Guitar – Romana Hartmetz

 --Shauna Leavitt, April 2, 2009 © MENC: The National Association for Music Education.