{"id":652,"date":"2017-05-10T13:39:05","date_gmt":"2017-05-10T17:39:05","guid":{"rendered":"https:\/\/www.esm.rochester.edu\/community\/?page_id=652"},"modified":"2025-08-08T13:58:20","modified_gmt":"2025-08-08T17:58:20","slug":"jazz-trumpet","status":"publish","type":"page","link":"https:\/\/www.esm.rochester.edu\/community\/faq\/student-curriculum\/jazz-trumpet\/","title":{"rendered":"Jazz Trumpet Curriculum"},"content":{"rendered":"<h5><span style=\"color: #61812a\">Note<\/span><\/h5>\n<p>Improvisation of the highest caliber can be on a blues or a folk tune. Pigeon-holing jazz musicians and jazz guitarists into a particular level is very difficult. Some students have the fretboard, chord, and scale math together, but the phrasing is not developed. Further more, other students have a natural flow of melodic ideas steeped in the jazz tradition but technique and harmonic development is not yet developed. Given all of the components of playing jazz combined with technical aspects of the guitar, assigning a level is never easy. All students are designed a unique program of study to assist in all areas in need of work with a focus on developing guitar skills and the art of jazz performance\/improvisation.<\/p>\n<hr \/>\n<h2><span style=\"color: #61812a\">Level 1<\/span><\/h2>\n<p><strong><span style=\"text-decoration: underline\">Goals<\/span><\/strong><\/p>\n<ul>\n<li>Development of basic rhythmic sense (self contained time feel)<\/li>\n<li>Development of basic jazz phrasing concepts, (swing eighth note interpretation, characteristic articulation and style)<\/li>\n<li>Ability to improvise over simple harmonic frameworks such as:<\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>Basic 12 bars blues One or two chords of relatively long duration<\/li>\n<li>Modal tunes<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">Improvisation Concepts<\/span><\/strong><\/p>\n<ul>\n<li>Blues scales introduced.<\/li>\n<li>Introduction to Modes of Major Harmony<\/li>\n<li>Introduction of free form improvisation<\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">Improvisation<\/span><\/strong><\/p>\n<ul>\n<li>Jamey Aebersold Vol. 54 Maiden Voyage<\/li>\n<\/ul>\n<hr \/>\n<h2><span style=\"color: #61812a\">Level II<\/span><\/h2>\n<p><strong><span style=\"text-decoration: underline\">Methods<\/span><\/strong><\/p>\n<ul>\n<li>Easy Jazz Conception \u2013 Snidero<\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">Theory<\/span><\/strong><\/p>\n<ul>\n<li>Modes of Major Harmony continuation<\/li>\n<li>Attention to color tones of scales<\/li>\n<li>Basic seventh chords<\/li>\n<li>Begin study of jazz vocabulary (phrases and patterns of jazz masters learned in all keys)<\/li>\n<li>Blues scales in various keys<\/li>\n<\/ul>\n<hr \/>\n<h2><span style=\"color: #61812a\">Level III<\/span><\/h2>\n<p><strong><span style=\"text-decoration: underline\">Performance<\/span><\/strong><\/p>\n<ul>\n<li>ECMS recital encouraged<\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">Methods<\/span><\/strong><\/p>\n<ul>\n<li>Patters for Jazz \u2013 Coker<\/li>\n<li>Easy Jazz Conception \u2013 Snidero<\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">Repertoire<\/span><\/strong><\/p>\n<ul>\n<li>Various blues heads in different keys<\/li>\n<li>Study of jazz tunes on which pieces from Easy Jazz Conception are based<\/li>\n<li>Keep working on more tunes accordingly<\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">Theory<\/span><\/strong><\/p>\n<ul>\n<li>Modes of Major Harmony continuation<\/li>\n<li>More on Jazz sequences based on intervallic relationships<\/li>\n<li>Ear Training \u2013 Singing and recognizing more complex intervals<\/li>\n<li>II-V-I Patterns<\/li>\n<li>Understanding and use of the circle of 5th<\/li>\n<li>Diatonic triads and 7th chords in all major and minor keys<\/li>\n<li>Add to list of vocabulary<\/li>\n<li>Jamey Aebersold Vol. 3 II-V-I<\/li>\n<\/ul>\n<hr \/>\n<h2><span style=\"color: #61812a\">Level IV<\/span><\/h2>\n<p><strong><span style=\"text-decoration: underline\">Performance<\/span><\/strong><\/p>\n<ul>\n<li>ECMS recital performance required<\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">Methods<\/span><\/strong><\/p>\n<ul>\n<li>Patterns for Jazz \u2013 Coker<\/li>\n<li>Intermediate Jazz Conception \u2013 Snidero<\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">Theory<\/span><\/strong><\/p>\n<ul>\n<li>Ear Training \u2013 Ability to discern all 7th chord types<\/li>\n<li>Triads All Cycles and Permutations by Memory<\/li>\n<li>Arpeggios of all 5 Basic Chord Categories (Major, Minor, Dominant, Minor 7th b5 and diminished) All keys all Invertions by Memory<\/li>\n<li>More on major and minor II-V-I<\/li>\n<li>More jazz patterns<\/li>\n<li>Add to list of vocabulary<\/li>\n<li>All Major, Minor, Diminished and Augmented Triads<\/li>\n<li>All Blues Scales<\/li>\n<li>Jamey Aebersold Vol. 3 II-V-I<\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">Jazz Repertoire<\/span><\/strong><\/p>\n<ul>\n<li>More tunes from \u201cThe Great American Songbook\u201d as well as the standard jazz repertoire<\/li>\n<li>Study of jazz tunes that pieces from Intermediate Jazz Conception are based on.<\/li>\n<li>Compile list of tunes that are memorized<\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">Methods<\/span><\/strong><\/p>\n<ul>\n<li>Intermediate Jazz Conception \u2013 Snidero<\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">Musicianship<\/span><\/strong><\/p>\n<ul>\n<li>Ability to sing simple solos<\/li>\n<li>Doing and analyzing simple Jazz transcriptions for development of the language.<\/li>\n<li>Listening to Favorite Jazz Artist<\/li>\n<li>Common Notes and Voice Leading Exercises<\/li>\n<li>Introduction of more complex chord progressions and tunes<\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">Ensembles<\/span><\/strong><\/p>\n<ul>\n<li>Perform in school jazz ensemble and all county jazz ensembles.<\/li>\n<li>Perform regularly in small group setting. (Combo)<\/li>\n<\/ul>\n<hr \/>\n<h2><span style=\"color: #61812a\">Level V: Diploma Level<\/span><\/h2>\n<p><strong><span style=\"text-decoration: underline\">Skills and Techniques<\/span><\/strong><\/p>\n<ul>\n<li>Continuation of Level I through IV Skills<\/li>\n<li>Whole Tone, Diminished and Augmented Scales Introduced<\/li>\n<li>Melodic and Harmonic Minor Scales and Related modes<\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">Jazz Repertoire<\/span><\/strong><\/p>\n<ul>\n<li>Various Real Books focusing on Standards<\/li>\n<li>Ex. Take the A Train, Night in Tunisia, Autumn Leaves, All the Things You Are<\/li>\n<li>Jamey Aebersold Vol. 54, Maiden Voyage<\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">Musicianship<\/span><\/strong><\/p>\n<ul>\n<li>Ability to sing simple solos<\/li>\n<li>Doing and analyzing more complex Jazz transcriptions for development of the language<\/li>\n<li>Listening to recordings of jazz artists of various instruments<\/li>\n<li>More on II-V-I<\/li>\n<li>Ear Training \u2013 Ability to discern all 7th chord types<\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">Performance<\/span><\/strong><\/p>\n<ul>\n<li>One regularly scheduled ECMS recital required<\/li>\n<li>Participation in honor bands (concert and jazz) encouraged.<\/li>\n<\/ul>\n<hr \/>\n<h2><span style=\"color: #61812a\">Level VI: Honors Level<\/span><\/h2>\n<p><strong><span style=\"text-decoration: underline\">Theory<\/span><\/strong><\/p>\n<ul>\n<li>Mastery of levels I through V<\/li>\n<li>Slash chord harmony introduced<\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">Jazz Repertoire<\/span><\/strong><\/p>\n<ul>\n<li>Various tunes from the \u201cGreat American Songbook and jazz Standards of increased difficulty (for example, \u201cCherokee\u201d, \u201cGiant Steps\u201d etc.)<\/li>\n<li>Mastery of a substantial list of jazz vocabulary gleaned from jazz masters<\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">Musicianship<\/span><\/strong><\/p>\n<ul>\n<li>Ability to sing more complex solos. Motific Soloing and Motive Development continued.<\/li>\n<li>Doing and analyzing more complex Jazz transcriptions for development of the language<\/li>\n<li>Listening to recordings of jazz artists of varying instruments<\/li>\n<li>Introduction of various techniques of outside improvisation<\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">Performance<\/span><\/strong><\/p>\n<p>Required<\/p>\n<ul>\n<li>Pass special 20 minutes jury for permission to perform in solo recital.<\/li>\n<li>Prepare and perform in one full length solo recital during senior year.<\/li>\n<\/ul>\n<p>General<\/p>\n<ul>\n<li>Audition for honor bands<\/li>\n<li>Prepare for college auditions<\/li>\n<li>Attend live performances<\/li>\n<\/ul>\n<p>Please Note: Assigning a particular student to a specific level of competence is not an exact science. All students are designed a unique program of study geared to improve their skills in the art of jazz performance.<\/p>\n<p>Also\u2026Trumpet technique (tone, range, endurance, flexibility, fingering, etc.) will be addressed as needed according to each student\u2019s unique abilities<\/p>\n<hr \/>\n<p><em>Last updated: 10\/5\/09<\/em><\/p>\n<p><a href=\"https:\/\/www.esm.rochester.edu\/community\/handbooks\/student\">Student Handbook Table of Contents<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Note Improvisation of the highest caliber can be on a blues or a folk tune. Pigeon-holing jazz musicians and jazz guitarists into a particular level is very difficult. Some students have the fretboard, chord, and scale math together, but the phrasing is not developed. Further more, other students have a natural flow of melodic ideas [&hellip;]<\/p>\n","protected":false},"author":42,"featured_media":0,"parent":617,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"advgb_blocks_editor_width":"","advgb_blocks_columns_visual_guide":"","footnotes":"","_links_to":"","_links_to_target":""},"coauthors":[],"class_list":["post-652","page","type-page","status-publish","hentry"],"acf":[],"mb":[],"author_meta":{"author_link":"https:\/\/www.esm.rochester.edu\/community\/author\/rita-coulter\/","display_name":"Rita Coulter"},"relative_dates":{"created":"Posted 9 years ago","modified":"Updated 10 months ago"},"absolute_dates":{"created":"Posted on May 10, 2017","modified":"Updated on August 8, 2025"},"absolute_dates_time":{"created":"Posted on May 10, 2017 1:39 PM","modified":"Updated on August 8, 2025 1:58 PM"},"featured_img_caption":"","featured_img":false,"series_order":"","mfb_rest_fields":["title","coauthors","author_meta","relative_dates","absolute_dates","absolute_dates_time","featured_img_caption","featured_img","series_order"],"_links":{"self":[{"href":"https:\/\/www.esm.rochester.edu\/community\/wp-json\/wp\/v2\/pages\/652","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.esm.rochester.edu\/community\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.esm.rochester.edu\/community\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.esm.rochester.edu\/community\/wp-json\/wp\/v2\/users\/42"}],"replies":[{"embeddable":true,"href":"https:\/\/www.esm.rochester.edu\/community\/wp-json\/wp\/v2\/comments?post=652"}],"version-history":[{"count":5,"href":"https:\/\/www.esm.rochester.edu\/community\/wp-json\/wp\/v2\/pages\/652\/revisions"}],"predecessor-version":[{"id":32716,"href":"https:\/\/www.esm.rochester.edu\/community\/wp-json\/wp\/v2\/pages\/652\/revisions\/32716"}],"up":[{"embeddable":true,"href":"https:\/\/www.esm.rochester.edu\/community\/wp-json\/wp\/v2\/pages\/617"}],"wp:attachment":[{"href":"https:\/\/www.esm.rochester.edu\/community\/wp-json\/wp\/v2\/media?parent=652"}],"wp:term":[{"taxonomy":"author","embeddable":true,"href":"https:\/\/www.esm.rochester.edu\/community\/wp-json\/wp\/v2\/coauthors?post=652"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}