SHORT LISTENING

    SHORT LISTENING
    ASSIGNMENT 2 Ella Fitzgerald: “It Don’t Mean a Thing”
    http://www.youtube.com/watch?v=rKZTbmMsgA4 (This video is also on Blackboard in Course Documents.)
    SAMPLE CHECKLIST (THIS GIVES YOU AN IDEA AS TO HOW WE WILL GRADE YOU):

    Name of song listed?

    Complete list of instruments and vocalists?

    Style name of the performance?

    Group techniques that we’ve discussed?

    Role(s) of the piano?

    Role(s) of the guitar (if any)?

    Role(s) of the bass?

    Role(s) of the drums?

    Complete sequence of events, from beginning to end?

    Specific solo listed?

    How did the solo progress from beginning to end?
    In your view, was the solo successful?
    Why or why not?
    What was your emotional response to it? Be specific; don’t just say you liked it or didn’t. Use emotional words.

    A least four complete sentences describing your emotional response to the overall performance?
    Was it pleasing to you?
    Why or why not?
    Discuss some specific things specific it that you liked or didn’t like.

    Spelling and grammar checked? Turned in a final draft?

    SOME STYLES AND TECHNIQUES WE’VE COVERED:

    P = piano
    G = guitar
    B = bass
    D = drum set
    S = saxophone
    TPT = trumpet
    TBN = trombone

    BB = Bebop
    CJ = Cool Jazz
    HB = Hard Bop
    MJ = Modern Jazz

    RFS = riffs
    OBB = obbligato
    SCT = scat singing
    MT = mute on trumpet

    RP = ride pattern,
    SorB = sticks or brushes?
    C= comping,
    WB = walking bass,

    INT = introduction
    MS = melody statement (the “head”)
    SOL = improvised solos (by which instrument or vocalist, in the correct order),
    TRD = trading between soloists
    END = an ending (“coda”)
    SAMPLE CHECKLIST (THIS GIVES YOU AN IDEA AS TO HOW WE WILL GRADE YOU)

    _____ / .25 Name of song listed?

    _____ / 1Complete list of instruments and vocalists?

    _____ / .25 Style name of the performance?

    _____ / .5 Group techniques that we’ve discussed?

    _____ / .5 Role(s) of the piano?

    _____ / .5 Role(s) of the guitar?

    _____ / .5 Role(s) of the bass?

    _____ / .5 Role(s) of the drums?

    _____ / 1Complete sequence of events, from beginning to end?

    _____ / .25 Specific solo listed?

    _____ / .5 How did the solo progress from beginning to end?
    _____ / .5 In your view, was the solo successful?
    _____ / .5 Why or why not?
    _____ / .5 What was your emotional response to it? Be specific; use emotional words.

    _____ / .25 A least four complete sentences describing your emotional response to the overall performance?
    _____ / .5Was it pleasing to you?
    _____ / .5 Why or why not?
    _____ / .5Was there anything specific about it that you liked?
    _____ / .5 Anything specific you did not like?

    _____ / 1Spelling and grammar checked? Turned in a final draft?

    SEE OTHER SIDE FOR ABBREVIATIONS

    SOME COMMON ABREVIATIONS:

    BMS = be more specific; give more details
    EX = expand discussion of this
    FOC = focus closely on the question
    NC = not clear
    OK = questionable, but no points taken off
    RR = re-read the assignment on this

    P = piano
    G = guitar
    B = bass
    D = drum set
    S = saxophone
    TPT = trumpet
    TBN = trombone

    BB = Bebop
    CJ = Cool Jazz
    HB = Hard Bop
    MJ = Modern Jazz
    FJ = Free Jazz
    RFF = Rock/Funk Fusion
    NC = Neo-Classic Jazz

    RFS = riffs
    SCT = scat singing

    RP = ride pattern,
    SorB = sticks or brushes?
    C= comping,
    WB = walking bass,

    INT = introduction
    MS = melody statement (the “head”)
    SOL = improvised solos (by which instrument or vocalist, in the correct order),
    TRD = trading between soloists
    END = an ending (“coda”)

     
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