2023

Ensemble III

Name: Ensemble III
Code: MUS12980L
3 ECTS
Duration: 15 weeks/78 hours
Scientific Area: Music

Teaching languages: Portuguese
Languages of tutoring support: Portuguese, English
Regime de Frequência: Presencial

Sustainable Development Goals

Learning Goals

The student will learn how to play, explain (transmit) and teach jazz compositions in all the different styles
of jazz since it's emergence in the beginning of the 20th century. The student will acquire knowledge about
the various styles according to the chronological evolution of jazz and it's styles. In this way the student
will be able to apply his acquired skills in improvisation and technique from the instrument classes in a
way that makes sense according to the idea that the complexity of jazz evolved in parallel with it's history.
Creativity and the ability to transmit complex musical ideas is equally stimulated by each student
producing mandatory arrangements for his ensemble and having to explain his ideas to his colleagues.

Contents

Bebop, Thelonious Monk (New York 40)
– Yardbird Suite
– Cherokee
– Billies Bounce
– Now’s The Time
– Blues For Alice
– Donna Lee
– Rhythm-A-Ning (Monk)
– Misterioso (Monk - blues)
– ‘Round About Midnight
– Just Friends
– Lady Bird
Cool (New York 50)/West Coast (L.A 50)/Third-Stream/”Lennie Tristano style” (New York/Chicago 50).
– Boplicity
– Jeru
– All The Things You Are
– Lido Road
– Walkin’ Shoes
– Take Five
– Blue Rondo a la Turk
– Early Autumn
– Popo (Shorty Rodgers)
– Crosscurrent (Tristano)
– Palo Alto (Bill Evans/Lee Konitz)
– Vendome (Modern Jazz Quartet)
Jazz Modal (late 50)
– Milestones
– So What
– Flamenco Sketches
– All Blues
– Freddie Freeloader
– Mode For Joe (Joe Henderson)
– My Favourite Things (Coltrane's version)
– Naima
– Little Sunflower

Note: the list is merely suggestive. It is possible to choose other themes.

Teaching Methods

– Defining repertoire with the students in accordance with the syllabus.
– Each student produces a complete arrangement for the ensemble coherent with the of the syllabus.
– Working with the produced arrangements and experimentation of alternative musical solutions.
– Discussion and practice of improvised solos coherent with the syllabus.
– Dealing with errors in real time through experiments.
– Leading a jazz group: each student leads the ensemble. The student should be able to explain and
transmit his musical ideas.
Evaluation:
As a group:
– Execution of the theme.
– Maintaining form.
– Group dynamics
– Interaction between students
Individually:
– Sound and tuning
– Rhythmic interpretation, articulation and phrasing.
– Maintenance of form.
– Communication.
– Stylistic coherence.
– Attitude on stage and dealing with error.

Teaching Staff