Course Syllabus

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2021-2022Junior Jazz Ensemble Syllabus

Faculty

Section Teacher
Mr. Greg Passmore

Contacting Me

As the teacher for this course, I can be contacted in the following ways:

  • Name: Greg Passmore
  • Office: 225
  • Email: gpassmore@stgeorges.bc.ca
  • Phone: 604-224-3632

I am available for contact through email, phone and in person. 

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Course Description

Music Department Mission Statement

It is our goal to provide each student with the best possible music education. Through learning to play an instrument, each boy will develop a remarkable sense of aesthetics, a great depth of knowledge, and exceptional performance skills. 

The study of music brings growth and development in so many ways. By performing in  concert band or jazz ensemble (the ultimate 'team' situation) students will develop highly refined listening skills, personal confidence, healthy self-esteem, cooperation, teamwork skills, and leadership qualities. They will also develop behaviour based on ethics and consideration of others. 

Through the process of individual study of an instrument, each student will develop self-discipline, the ability to set short-term and long-term goals, and better understand achieving quality through perseverance and dedication. Students will also gain many other qualities, including empathy, humility, respect, responsibility, and resilience. 

Most importantly, we believe that the study of music lifts the spirits, nourishes the soul, allows for deep communication, and brings joy to daily life. Music helps one truly understand that which is beautiful. 

Jr. Jazz Ensemble

Junior Jazz Ensemble is an opportunity for proficient and interested students to learn to play jazz in a big band setting--it is open by audition only. Auditions for interested students will occur during the second and possibly third week of classes in September. Audition materials are posted throughout the music department and can be acquired by request; either by email or in hard copy form. 

This course is designed to give students the experience and skills of playing in a large jazz ensemble. Students will undertake a journey exploring the history and repertoire of the major eras of jazz, including learning basic improvisational techniques. As an introductory course, much of our effort will be devoted to internalizing the feel and concept of swing. We will do this through rehearsal, performance, and listening to exemplary recordings of great jazz artists. Rehearsals take place Tuesday and Thursday morning from 7:30-8:45am. Attendance is MANDATORY. Each year we hold a Jazz Ensemble Retreat where students have a chance to study and perform with some of the finest local talent in Vancouver. This year the Retreat takes place on January 15, 2022.  There will be an evening concert (open to public) on Friday night featuring our ensembles and the Jodi Proznick Trio:; Trilogy.

 Performances are scheduled as follows:

Tuesday, December 7, 2021 - 8:00pm  - Auditorium Junior and Senior Jazz Ensembles

Friday, February 4, 2022 - 7:00pm - Auditorium - Junior and Senior Jazz Ensembles in Concert with Trilogy (Jodi Proznick, Bill Coon, Miles Black).

Saturday, February 5, 2022 - 9:00am - 3:00pm - Jazz Retreat at St. George's with Trilogy.

Winter & Spring Festival Performances to be confirmed.

June 2022 - Auditorium Spring Concert 

 Because Jazz courses deal primarily with stylistic interpretation, rather than individual instrumental pedagogy, student are required to take a concert band course concurrently. Course credit is given for Jazz Ensembles and, as such, your work in class will be given a grade based on periodic testing and your personal preparation. Learning the style of jazz is akin to learning a new language--it is best learned by fully immersing yourself in it! Consequently, the more jazz a student listens to, the faster and more easily he will pick up the vocabulary used in the different jazz styles. I encourage all students to listen to as many jazz artists as possible and will happily recommend many excellent artists and recordings. 

Course Expectations

St. George’s School expects all students at the Senior School to be interested and motivated in achieving their personal best while at the School. We expect students will be engaged in their endeavours, responsible to their studies, classmates and teachers, and demonstrate integrity in their pursuit of learning.

Workload

The workload of this course is expected to be:

Regular attendance at before school classes / rehearsals.  Missed rehearsals should be communicated to Mr. Passmore via email in advance of class /rehearsal starting.  Illness including precaution over Covid -19 responses are excused absences that should be informed to the teacher.

Certain absences will be understood due to other St. George's  school activities.  It should be kept  in mind that as classes/rehearsals progress closer to a performance,  since Junior Jazz Ensemble is a graded course, it will be understood that Junior Jazz Ensemble is a higher priority. Attendance at all performances is mandatory.

Submitting work

Students in this course are expected to complete work assignments on the date assigned and to submit their work on Canvas. Occasional assessment will also be completed in class.  Students will be informed in advance of a particular class what is expected of any performance or written assignment 

If circumstances prevent the student from completing a work assignment on the assigned due date, the student must inform the teacher prior to the due date for the work assignment. The teacher will provide a second due date through 5th block system. 

Instructional Aims

Based on the B.C. Ministry of Education curriculum, students will learn through the following experiences:

  •  Perform collaboratively in both solo and ensemble contexts in a jazz setting.
  •  Develop appropriate musical vocabulary, skills and techniques.
  •  Take musical risks to experience self-growth.

Learning Outcomes

Based on the B.C. Ministry of Education curriculum, students will learn and be evaluated on the following knowledge and skills:

  •  Jazz music elements and techniques from written notation that allow each student to perform as part of a larger unified ensemble or team.
  •  Self expression through improvisatory techniques within the jazz tradition.
  • Personal and social responsibility associated with creating, performing and responding to jazz and commercial music. 

Assessment and Evaluation

Assessment and evaluation is achieved through:

  •  Committed and informed attendance with positive presence at classes/rehearsals and concerts.
  •  Regular informal and formal assessment through in class means and Canvas submissions.
  •  Performance and reflection of mandatory performance opportunities.
  • Listening assignment(s), jazz history and jazz theory assignment(s) as necessary. 

We anticipate adjustments may be made throughout the year due to the extenuating circumstances we are facing. Any adjustments will be posted here and discussed as a class.

Both the school’s assessment expectations and supports that teachers provide can be found online. Academic dishonesty to any degree is not acceptable.

There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:

  • Faculty support
  • 5th Block
  • Head of Grade
  • Student Success Centre
  • Personal Counselling

Students may be referred to 5th block for any outstanding assignments from Canvas.

First Peoples Principles

We would like to acknowledge that the land on which we gather is the unceded territory of the Coast Salish Peoples, including the territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. We are honoured to live, work, and play on this land together.

 

 

Learning Resources

Resources that will be used as part of this course include:

  •  Play Jazz - A Beginner's Guide to Creating Great Solos.  by Ryan Fraley & Josh Weirich.        This book resource provides a QR code enabling play-along functions for personal practice.  This resource is provided in class.

Extension Resources

Helpful resources that students can use to extend their learning in this course include:

  • To be mentioned in class.

Canvas Information

Canvas is where course content, grades, and communication will reside for this course.

St. George's School Student Code of Conduct

St. George’s School shares a proud tradition as a learning community committed to both academic excellence and character development. We strive for growth within our personal lives while maintaining respect for and contributions to the broader community.

The purpose of the Student Code of Conduct is to ensure that

  1. A safe, caring, and productive teaching and learning environment exists.
  2. We maintain appropriate balances among individual and collective interests and responsibilities.
  3. There is clarity around standards and expected student behaviour at school, in the community, and online through social media.
  4. We encourage and practice environmental stewardship.

The core values which provide the foundation for the Student Code of Conduct are:

  • Empathy
  • Humility
  • Integrity
  • Respect
  • Responsibility
  • Resilience

Conduct Expectations

  1. I commit myself to strive for honourable behaviour in my daily life, according to the standards as set forth by the School. I will try to be faithful to my parents, my School, my friends, and myself.
  2. I will avoid bringing any ill-repute to the School at any time, including evenings, weekends, or over any school break or holiday.
  3. I will comply with all school policies as they relate to upholding the standard of excellence of St. George’s School at all times.
  4. I understand, accept, and will respect all of my school-related commitments and responsibilities.
    • I will arrive to school on time and attend all classes, assemblies, practices, rehearsals, and field trips as outlined by my teachers.
    • I will obtain necessary permission to leave class or school.
  5. I will take pride in my personal appearance.
    • I will be dressed appropriately at all times for all events as outlined by the School.
    • I will abide by the grooming rules as outlined in the Standards of Dress and Appearance section and always observe the accepted standards of personal hygiene.
  6. I will behave in a way that always brings credit to the School, with integrity, empathy, respect, and humility.
    • I recognize that the taking of tests and exams requires an exemplary standard of honesty and will not misrepresent myself by cheating, copying, or plagiarizing.
    • I recognize that integrity is a clear expectation and that borrowing of possessions of others without their consent is stealing.
    • I will care for all property, whether it is public or a peer’s personal possessions.
    • I will avoid disruptive behaviour at all times, and will strive to treat all others with great respect.
    • I will adhere to the School’s policies regarding the appropriate use of technology, including online communication, electronic devices, and the internet.
    • I will avoid any possession, use, or distribution of alcohol, cigarettes, e-cigarettes, cannabis and illicit drugs or related paraphernalia, weapons, replica weapons, or any other dangerous or illegal items or substances.
  7. I will demonstrate responsible use and protection of the natural environment through conservation and sustainable practices.

Academic Integrity

Academic Integrity means honesty and responsibility in scholarship. It is the commitment and obligation of all students, faculty, parents/guardians, and administration to ensure that all academic work stems from the student’s own efforts. Academic Dishonesty erodes the ethical climate of honesty, respect, responsibility, fairness, and trust in our school community. At St. George's School, Academic Dishonesty to any degree is not acceptable. In addition to any other consequence, students found to have engaged in Academic Dishonesty shall not receive a mark for work that is the result of Academic Dishonesty.

Academic Dishonesty includes any conduct with the intent to gain an unfair advantage in connection with an academic assessment. Academic Dishonesty can occur in many ways. Common forms of Academic Dishonesty include, but are not limited to, cheating, falsification, plagiarism, and tampering.

  • Cheating occurs when an individual undermines the integrity of an assessment (including homework and other assignments, reports, projects, quizzes, tests, exams, or other forms of performance evaluations). Examples of cheating include:
    • Copying any part of an assessment;
    • Allowing others to copy any part of an assessment;
    • Improperly giving or receiving assessment information;
    • Using unauthorized resources for or during an assessment;
    • Submission of the same assessment more than once; and/or
    • Skipping classes to avoid an assessment.
  • Falsification: occurs when an individual has changed information in order to make one believe something that is not true. Examples of falsification include: 
    • Falsifying research findings, whether in laboratory experiments, field trip exercises, or other assignments;
    • Alteration or falsification of academic reports or other academic records for any purpose;
    • Submission of false credentials;
    • Making false representation on an application for admission; and/or
    • Requesting the extension of a deadline or delaying the taking or sitting of an assessment citing reasons known to be false, including submitting false documentation supporting that request.
  • Plagiarism: occurs when an individual submits or presents the work and/or idea of another person as his or her own, in essence lying. This includes the copying of images, sound, video, and other forms of intellectual property. Examples of plagiarism include:
    • Lack of recognition given to the original author for phrases, sentences, and ideas of the author incorporated in a paper or project; and/or
    • A portion of a document is copied from an author, or composed by another person, and presented as original work of the student.
  • Tampering occurs when individual has interfered with information for the purpose of academic gain. Examples of tampering include:
    • Unauthorized access to, use of, or alteration of computer data and information;
    • Gaining academic advantage by using technology that inhibits the use of the resources by others;
    • Damage to or destruction of library or laboratory resources; and/or
    • Willful or negligent damage to the academic work of a fellow student and/or teacher.

Academic Supports

There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:

  • Faculty support
  • 5th Block
  • Head of Grade
  • Student Success Centre
  • Personal Counselling

Bullying

St. George’s School does not tolerate bullying. Students are prohibited from bullying.

Bullying is conduct that is unwelcome to others, including other students and faculty members. This includes conduct which a reasonable person knows, or ought reasonably to know, is unwelcome to the recipient. Unwanted physical contact, verbal abuse and threats, unwelcome remarks including jokes, innuendo, or taunting (in verbal, written or digital form) about a person’s body, race, gender, attire, (perceived) sexual orientation, or religion are all forms of bullying. Other examples of bullying may include but are not limited to:

  • Physical violence such as hitting, pushing or spitting at another student;
  • Interfering with another student’s property, such as by stealing, hiding, or damaging it;
  • Using offensive names when addressing another student;
  • Teasing or spreading rumours about another student or their family;
  • Belittling another student’s abilities and achievements;
  • Writing offensive notes or graffiti about another student;
  • Unreasonably excluding another student from a group activity;
  • Ridiculing another student’s appearance, way of speaking or mannerisms; and/or
  • Misusing technology (internet or mobiles) to hurt, intimidate, embarrass, or humiliate another person.

Anyone who is the target of bullies is encouraged to report the bullying and not to suffer in silence. Speaking out and reporting bullying ensures the School can appropriately address the bullying and may help prevent other students from future bullying.

Students are required to:

  • Refrain from engaging in any kind of bullying;
  • Intervene to help support any student who is being bullied, unless it is unsafe to do so; and
  • Report to a member of faculty, staff, or administration any witnessed or suspected instances of bullying.

 

Course Summary:

Date Details Due