Michael Tracy

Saxophonist/Educator

Detailed Outline for School Presentations

February 1, 2002

Primary (K – 3)

Performance Selections	Composer	Focus
Sister Sadie	Horace Silver	Define jazz Explain improvisation In music In speech In other areas
Blues	Performing group	Create an original melody based on the school mascot or from a suggestion from the students Communicating within the group without speaking Melody – saxophone Bass line as conductor, providing the pulse, rhythm, and harmonic shape – bass Rhythm – drum set Harmony – piano
Summertime	George Gershwin	Form – the shape and structure of a pieceExplain how having a constant form allows for the freedom to improviseVarious styles – swing, latin , rock, ballad; demonstrate how a piece can sound different without changing the form, harmony, or melodySwing – encourage students to clap on selected beats allowing them to imitate the function of the drummer (drummer will stop while the group continues to play with the students replacing the drums)Latin – select a group of students to perform with the group by playing latin percussion instruments
Whistle While You Work		Demonstrate how one can improvise over music of all styles Demonstrate how almost any piece of music can be shaped into a jazz piece
The Pink Panther	Henry Mancini	Review elements while performing a familiar piece

Elementary (4 – 6)

Performance Selections	Composer	Focus
Sister Sadie	Horace Silver	Define jazz Explain improvisation In music In speech In other areas
Blues	Performing group	Create an original melody based on the school mascot or from a suggestion from the students Communicating within the group without speaking Melody – saxophone Bass line as conductor, providing the pulse, rhythm, and harmonic shape – bass Rhythm – drum set Harmony – piano
Summertime	George Gershwin	Form – the shape and structure of a pieceExplain how having a constant form allows for the freedom to improviseVarious styles – swing, latin , rock, ballad; demonstrate how a piece can sound different without changing the form, harmony, or melodySwing – encourage students to clap on selected beats allowing them to imitate the function of the drummer (drummer will stop while the group continues to play with the students replacing the drums)Latin – select a group of students to perform with the group by playing latin percussion instruments
Create an original piece		Students will be asked to help create a piece based on improvisation by holding flash cards which will tell the performers what or how to play. The cards will focus on (each will be defined): Time/meter – 4/4 and 3/4 Styles – swing/latin/rock/free Harmony – keys (original to new) Rhythm – stop time/double time/trade with drums
The Pink Panther	Henry Mancini	Review elements while performing a familiar piece Demonstrate how almots any piece of music can be shaped into a jazz piece

Middle (7 – 8)

Performance Selections	Composer	Focus
Sister Sadie	Horace Silver	Define jazz Explain improvisation In music In speech In other areas
Now’s The Time	Charlie Parker	Bebop – define style/term Communicating within the group without speaking Melody – saxophone Bass line as conductor, providing the pulse, rhythm, and harmonic shape – bass Rhythm – drum set Harmony – piano
On Green Dolphin Street	Bronislau Kaper	Introduce to jazz master – Miles Davis Form – the shape and structure of a piece Explain how having a constant form allows for the freedom to improvise Various styles – swing, latin; demonstrate how a piece can sound different without changing the form, harmony, or melody
Create an original piece		Students will be asked to help create a piece based on improvisation by holding flash cards which will tell the performers what or how to play. The cards will focus on (each will be defined): Time/meter – 4/4 and 3/4 Styles – swing/latin/rock/free Harmony – keys (original to new) Rhythm – stop time/double time/trade with drums
Take the ‘A’ Train	Duke Ellington	Swing – define style/term Review elements demonstrated in previous piece Explain how a composer selects titles and what might inspire a musical creation
Cantaloupe Island	Herbie Hancock	Explain the incorporation of contermporary styles

Senior (9 – 12)

Performance Selections	Composer	Focus
Sister Sadie	Horace Silver	Define jazz Explain improvisation In music In speech In other areas Explain stop time and trading with the drums
Now’s The Time	Charlie Parker	Bebop – define style/term Communicating within the group without speaking Melody – saxophone Bass line as conductor, providing the pulse, rhythm, and harmonic shape – bass Rhythm – drum set Harmony – piano Explain time and meter – 4/4 & 3/4 Explain double time
On Green Dolphin Street	Bronislau Kaper	Introduce to jazz master – Miles Davis Form – the shape and structure of a piece Explain how having a constant form allows for the freedom to improvise Various styles – swing, latin; demonstrate how a piece can sound different without changing the form, harmony, or melody Explain harmonic motion and demonstrate key changes
St. Thomas	Sonny Rollins	Calypso – define style/term Explain and demonstrate how jazz is influenced by the music of other cultures Demonstrate the roll of the drums
Take the ‘A’ Train	Duke Ellington	Swing – define style/term Review elements demonstrated in previous selections Explain how a composer selects titles and what might inspire a musical creation Define shout chorus
Cantaloupe Island	Herbie Hancock	Explain the incorporation of contermporary styles