2024
Ensemble I
Name: Ensemble I
Code: MUS12978L
3 ECTS
Duration: 15 weeks/78 hours
Scientific Area:
Music
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
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.
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
Traditional Jazz (New Orleans/Chicago 10-20-30).
Original Dixieland One Step (march form).
Struttin With Some Barbecue
Potatoe Head Blues
After Youve Gone (Straight Life - Art Pepper)
Old Fashioned Love
Indiana (Donna Lee)
Rose Room (In a Mellow Tone - Duke Ellington)
Someday Youll Be Sorry
Singin The Blues (Bix Beiderbecke/Frank Trumbauer)
Wolverine Blues (Jelly Roll Morton).
Swing (Kansas City/New York 30-40).
Just Squeeze Me
Cottontail
Take the A Train
Lester Leaps In
Satin Doll
Honeysuckle Rose (Scrapple From The Apple)
When Its Sleepy Time Down South
Lady Be Good
Stompin At The Savoy
Body And Soul
Note: the list is merely suggestive. It is possible to choose other themes.
Original Dixieland One Step (march form).
Struttin With Some Barbecue
Potatoe Head Blues
After Youve Gone (Straight Life - Art Pepper)
Old Fashioned Love
Indiana (Donna Lee)
Rose Room (In a Mellow Tone - Duke Ellington)
Someday Youll Be Sorry
Singin The Blues (Bix Beiderbecke/Frank Trumbauer)
Wolverine Blues (Jelly Roll Morton).
Swing (Kansas City/New York 30-40).
Just Squeeze Me
Cottontail
Take the A Train
Lester Leaps In
Satin Doll
Honeysuckle Rose (Scrapple From The Apple)
When Its Sleepy Time Down South
Lady Be Good
Stompin At The Savoy
Body And Soul
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.
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.
