Course code: AMU4M, Music, Grade 12 University/College Preparation

Critical Challenge: Students will explore vocal Jazz music through a vocalise that challenges IIV-I arpeggio approach to further enhance vocal improvisation and Jazz formula patterns.
Connection to a Culminating Activity: Students will continue to work on their Jazz solo The
Look of Love that they have received in a previous lesson. This II-V-I chord will help students
ground themselves in the chord progressions of their repertoire.
Overall Expectations: Students will incorporate their vocalise training into their improvisation
scat and broaden their musical capabilities in a healthy vocal approach (A1.1, C3.1). Students
will be able to apply the elements of music and technical skills into their performance style
(A2.1, A2.2, A3.1). Students will observe other musical exemplars and deconstruct skill and
musical elements (B1.1), reflecting on the Jazz genre and critiquing what they wish to
incorporate into their own performance portfolio (B1.2, B3.1, B4.2).
Learning Goals/Enduring Understandings:
-Students successfully sing through Jazz vocalise
-Students gain an understanding of II-V-I in Jazz chord progressions
-Students display elements of music in their singing (dynamics, musicality)
-Students explore scat in Jazz
-Students gain insight on Jazz genre
Prior Knowledge Required: Students have completed the Jazz/Swing unit from AMU3M
exploring scat concepts and performance piece I thought about you.
Agenda:
-Listen to Samples of Jazz Singers (Diana Krall, Dusty Springfeild, Isaac Hayes) and discuss
what makes them unique and original. Lead a class discussion on how improvisation allows
vocalists to explore their capabilities as musicians within the Jazz genre. Put ideas/concepts on
board as visual aid for students.
Discussion Questions:
1. Describe each vocalists tone quality and style. What do they do with rhythm in their
scat? How do they differ from one another?
2. Whats your interpretation of the text in this song? What do you think Diana Krall
interpreted it as? Is it different or similar?
3. How is this piece organized? How does repetition of verses help with scatting?
4. Why is it important to know chord progressions in Jazz?
-Warm up:
1. Breath support
-Pant like a dog

-Deep breath in and let it slowly out to tss in quarter notes

2. Diction
-Many Mumbling Mice
-do ba do ba doo wee, scat tat loo-ee, ma da sa wee bop (call and response to different
scat syllables; encourage a volunteering student or two to make up a line for the class to
respond to)
-Tee-Tay-Tah-Toh-Too
3. Posture
-Attentive exercise: Stretching mouth and jaw, look to left, look at your toes, put your
hand on your shoulder, shake the hand of the person next to you, sigh out the stress and
focus your mind on the now, stand confidently
-Shoulder rolls, reach hands up high to the ceiling, Rag doll and slowly roll spine
upwards to standing position
4. Vocal Range
-vowel oo sliding up P4th and back down starting on A above middle C (Prepares Students
for II-V vocalise and the opening notes for The Look Of Love)
-me may mah moh moo minor descending starting on G above middle C
-get students to do call and response with scat syllables doo-ba doo-ba and The look
of love lyrics with different rhythmic alterations
-Vocalise: Class sings vocalise together in unison bit by bit to different vowels. Let students
choose the next vowel used and be prepared to go over the tricky sections. Once the melodic
aspect is comfortable among students, get them to read the assigned scat underneath the vocalise
melody.

Example:
Lets sing the first two bars on doo.
*class sings along with piano*
Great! Can we try that again but this time on doo ba doo ba?
*class sings same two bars using scaffolding to build on prior knowledge*
Discussion Questions:
1. Why is it important to do a vocalise? How does it help your vocal technique and
familiarity with Jazz?
2. How do you connect chords/harmonic structures when youre soloing?
Assignment: Students will practice and sing the vocalise as a solo performance piece two weeks
from now, using the scat syllables provided.
In class activity:

Jazz Scat-Off: Get students involved in a scat off by coming together and dividing the class into
2 teams. This will use drama to encourage students to enhance their improvisation skills in Jazz.
Team 1: Doo ba doo dot
Team 2: Fwee ba doo dah
Each member of each team goes up and is given a scenario to act out. But they can only use
the given Jazz scat syllables to communicate. After a minute or so any student can call Scatoff! and the students freeze in the position they were last in. That student then can replace their
team member in the position they were in. The teacher then gives them a new scenario and the
game continues. If the students are comfortable, encourage them to go beyond the given scat
syllables and improvise their own.
Differentiated Instruction Details:
Music is a communal based subject and it is important to keep all conversations open to the
class. The key is to engage all students in active learning, discussing their analysis of the
provided musical exemplars so they have a solid base to rely on. Students who struggle with the
repertoire may wish to break down the piece such as going over notes and rhythms in the piece.
While the rest of the class is rehearsing, focus the students on the trouble areas so they dont
rehearse the parts they already know. Take those few students experiencing trouble to the piano
and plug out the melody to get on a remedial level until they are comfortable enough with the
problem area to move on. Those who are uncomfortable with Jazz improvisation may need a scat
sheet to refer to. Pair students in groups so that peer tutoring can occur with those more
comfortable with Jazz, establishing a positive learning environment for student confidence and
musical exploration to occur.
If students feel secure in their vocalise they may also use in class time to rehearse The Look of
Love while getting constructive feedback from the educator. Make sure that the class is
involved with one another and practice in groups giving one another tips and feeding off of one
another.
Required Materials:
-Piano
-Computer and Audio System for Youtube clips of various performers
-music stands
-practice rooms for individual/group study
Student Assessment Procedures/Considerations: Students will be given a rubric on both the
vocalise and Jazz solo piece. They will cover the following summative assessment criteria and be
rated level 1-4:
Vocalise:
Breathing: students breathe at appropriate times

Breath Support: used with high effectiveness

Tone: clear/focused tone with a high degree of consistency
Musicality: dynamics and phrasing
Tuning: flat/sharp
Notes/Rhythms: are learned and accurate
Vocal Solo:
Written Section: rate of correct notes/rhythms
Sense of time with Accompaniment: Written section is sung with a high level of effectiveness
Improvisation Notes: In the chord scales of key
Scat Syllables: choice of syllables used effectively
Improvisation Rhythms: used in appropriate style
Teacher Reflection Strategies:
Educational cues include engaging all students in class participation, vocal creativity, exploration
of sound and genre, testing the limits of musical elements, and cooperative social skills in giving
positive feedback to peers and growing together as musicians.