JPW - jazz instrumentaal/vocaal H3

SEM 7

SEM 8

total ects time ects time ects

musician

instrument

70 20 70 20

creator/performer

ensembles

90 10 90 10 genre specif ic: studio project

6

6

entrepreneur

Portfolio, consisting of:

2

2 Project weeks (1)

(1)

researcher

thesis 4 10

4

profile space

18

18 to be filled with minors/ electives

totaal aantal studiepunten per semester 4 56 60

Generic module title Main subject year 4 Specific module title Jazz trumpet Code Osiris Course type Course Year Year 4 Exam goal B Main phase Bachelor Content/relation to professional practice

The main subject is the most important in the curriculum and consists of 5 modules (sem 1,2, year 2,3,4) and is divided in the components interpretation and technique. The goal of the modules interpretation is to teach the student a wide knowledge of repertoire and a wide knowledge of different jazz styles. Also, the student is trained to function within a trumpet section. During the study it’l l become clear which students will have benefit by being educated in a broad way and which students excel within a small terrain, which’l l show out of their exceptional talent for playing solos, their own specific sound and/or their talent to play lead in a section. The study material wil l be discussed in class, the focus in the first modules is mainly on learning a basic vocabulary, while in later modules the student is asked to bring along and develop own material: you must search for ideas that you can match with your personal sound. The teacher repeatedly confronts the student with his/her own ideas, in this way the student will develop a realistic self image during the study. This module: In this module the student will learn how to independently prepare for a concert with 2 sets under his/her leadership, how to choose the repertoire for these sets and fellow musicians. During the final exam (1 set) this skil l must be visible. Also, the student must have a realistic self image; he/she will not put together a concert with repertoire that doesn’t fit him/her; that is too difficult or too easy; that is too much or too l ittle focused on the audience; or too l ittle related to jazz (for example: not a whole set with pop/funk)

Reference competencies 1, 2, 4, 5, 6, 7, 8, 9, 11, 12 Learning outcomes After successful conclusion of this module the student must be able to:

• Play 80 jazz tunes from the repertoire l ist by heart, including chords and theme,

perform these with a rhythm section • Design some patterns independently for outside improvisation, apply advanced

fourth l icks (also in improvisation) • Interpret (symbols of) slash chords in all keys • Design l l-V-l and l l l-Vl-ll-V phrases independently and apply these in improvisation • Design advanced tritone phrases, play these in all keys and apply these in

improvisation • Master all tempos and keys

Coördinating department JPW Contact person Jarmo Hoogendijk Language Dutch/English Work forms • Practical group lesson

• Individual practical lesson Teacher(s) Jarmo Hoogendijk (improvisation/interpretation/repertoire).

Wim Both (reading, big band section, range, tone production and projection). Entrance requirements Hoofdvak jaar 3 behaald Material/l iterature Pieces from for example Herbert L. Clarck: Technical Studies, Arban part 1 and 2, Max

Schlossberg, Daily Exercises, supplemented by scale and chord exercises, first given by the teacher, later supplemented by the student. Warming-up and breathing exercises (by the teacher). Pop fragments, musical themes, jazz standards themes, play-along pieces from for example the Lead Book by Count Basie or by Jim Snidero. Audio- and video material of the students’ “jazz heroes” Repertoire chosen from the l ist “Repertoire RJA” for example, I’m Getting Sentimental Over You, Donna Lee, You Stepped Out Of A Dream, Birdlike.

Exam Exam Exam description Main subject year 4 Semester 2 Exam form Practical Content of the exam Final exam: the student must fi l l 40-50 minutes with independently chosen repertoire Exam criteria Technical skills, artistic skills, performance skil ls

Demonstrate a sense of a realistic self image and being able to think of a personal artistic concept

Exam duration 50 min Weight 1 Study credits 20 Number of attempts 2 Result scale 20 point, 0,5 – 10, in halves

Generic module title Ensemble JPW year 4 Specific module title Jazz ensembles Code Osiris Course type Cursus Year Year 4 Exam goal B Main phase Bachelor Content/relation to professional practice

The student is trained to be an independent jazz musician who can forge a place for him/herself in the international jazz music scene because he/she possesses the right repertoire-bound techniques and general instrumental technical skills, and moreover has the stylistic knowledge and knows the historical context of the genre. During the four years that the Ensemble modules are given, the student gains an overview from ‘the beginning to now’ of all musical styles and important musicians/composers in jazz. In the fourth year the student is no longer allocated, but he/she is expected to create two formations independently that practise independent repertoire during the year and work with them towards performances and the final examination. By appointment with the teacher, a coaching session can be organized a number of times per year.

Reference competencies 4,5,6,7,8,9,11, 21 Learning outcomes After successfully concluding the module the student has at least the following abil ities:

• Independently create an ensemble formation with fellow-students • Independently organize and lead the rehearsal process. • Put together a repertoire in which the artistic profile of the participating students is

clearly expressed. • The student is able to create a balanced set with repertoire pieces such as could be

performed in a concert setting. • With each ensemble, the student is able independently to organize at least three

performances outside Codarts. Coördinating department JPW Contact person Jarmo Hoogendijk Language English Work forms Group-practical lesson Teacher(s) Various teachers Entrance requirements Ensemble year 3 passed Material/l iterature Repertoire provided by teacher Exam Exam 1 Exam description Ensemble 1 Semester 2 Exam form Practical – group exam Content of the exam Playing 3 varied pieces from the idiom Exam criteria Process (25%): attendance, communication, initiative, preparation

Presentation (75%): artistic skills, technical skills, performance skil ls Exam duration 15 min playing Weight 50% Study credits 6 Number of attempts 2 Result scale 20-point, 0.5 - 10, rounded off to halves

Exam Exam 2 Exam description Ensemble 2 Semester 2 Exam form Practical – group exam Content of the exam Playing 3 pieces from what is offered (from the idiom). Playing 15 min = 2 to 3 pieces

from the idiom. The student who does not make it must create an ensemble him/herself and perform 2 pieces in front of the teacher at a time chosen by the teacher and the student. Playing 15 min = 2 to 3 pieces from the idiom

Exam criteria Process (25%): attendance, communication, initiative, preparation

Presentation (75%): artistic skills, technical skills, performance skil ls Exam duration 15-20 minutes playing Weight 50% Study credits 6 Number of attempts 2 Result scale 20-point, 0.5 - 10, rounded off to halves

Generic module title Genre specific subjects year 4 Specific module title Studio production Jazz year 4

Code Osiris Course type Course Year Year 4 Exam goal B Main phase Bachelor Content/relation to professional practice

The production process from A to Z: from choice of repertoire to definitive audio tracks. • deciding on repertoire • arranging • making of scores for entire band/ ensemble in correct notation • multitrack recording with explanation of the technical backgrounds • focus on ensemble and individual instruments (positioning ensemble members,

choice in mics and positioning) • editing dubbing (recording in layers) • mixing multitrack recordings • (simple) mastering

Students form groups of 5 or 6 students and go through the following steps: Preparation music: complete parts for the instrumentalists/ singers are prepared and handed out beforehand. This way all ensemble members can prepare for the recording no studio time is wasted on the individual practicing of the material. Preparation recording: students are advised to make a technical rider. In this rider you include an overview of the instruments that need to be recorded, on which channel and with how many mics. Next to that students should make a ‘stage plan’, a plan of the studio space in which you lay out the positioning of the instruments, keeping in account the contact between instruments when playing. The possibilities for using head phones are often limited. Recording: during the actual recording the focus is no longer on the technical aspects but on the translation of the arrangement to the recording. Emphasis lies on the way the different parts interlock and the intention with which the parts are played. Listening back to the (test)recordings and judging their quality is a very important step in making adaptations in the way the arrangement is played and recorded and in thus coming to a final performance. Final result: mix The students will copy the ProTools/Logic session and the seperate audio files in order to take home and work on. Every group will make its own mix to a two-track. The group will send the bounce to the correct format by mail to the teacher for grading and feedback.

Reference competencies

2,5,3,4, 7, 8, 11, 19

Learning outcomes • The student can oversee an entire (studio) audio production process and partake in this process.

• The student has a proactive attitude in the production process and know that his/her contribution is an essential part of the whole process.

• The student can collaborate and deal with the pressure that occurs in a recording process.

• The student is able to perform at his best during studio recording and knows how to deal with the difference between studio and l ive performance.

• The student can produce sheet music for a (jazz)ensemble • The student can record his own instrument with a good microphone position and

has insight in the technical aspects and process of a studio recording

• The student can make (simple) mix from a multitrack recording, by using equalizing, compression, reverb and understands the audio mastering process.

Coördinating department JPW Contact person Carlo de Wijs Language English Work forms Practical group lessons Teacher(s) Marius Beets, Aart de Jong Entrance requirements none Material/literature All relevant examples of comparable formations in jazz repertoire. (audio, dvd, online) Exam Exam Exam description Studio production year 4 Semester 2 Exam form Evaluation (process)

Assignement (audio production) Content of the exam • Taking part in the recording process,

• Sending in the bounce of a two-track mix (per group 1 mix is handed in) Exam criteria Process (individual mark):

• planning, • preparation • collaboration • flexibil ity • skil ls in the role of producer (leadership)

Mix (group mark): • arrangement: openness and harmonization • editing: smoothness of switch between different takes, steadiness of tempo • balance and sound in relation to the arrangement • dynamics: balance between loud versus soft passages in relation to the

recording medium

Exam duration Preparation two weeks before the studio day(s). Depending on group size on or two full studio days.

Weight 1 Study credits 6 Number of attempts 2 Result scale 20 point, 0,5 – 10, in halves

Generic module title Portfolio year 4 Specific module title Portfolio year 4 Code Osiris Course type Course Year Year 4 Exam goal B Main phase Bachelor Content/relation to professional practice

General: The portfolio is a module that contains several activities. Some activities are organized by Codarts (such as the project weeks), other activities are designed by the student (individual study activities) Both types of activities have an common that they are focused on orientation on making informed choices in study and professional practice. They confront the student with different aspects of the art profession, both with regards to the different professional roles and other art disciplines. This broad orientation on the art profession stimulates the student to reflect on his own ambitions and profile and to translate this into concrete choices during and after study. The Portfolio year 4 consists of two project weeks. Every year two project weeks are organized. At least one of these weeks has a department transcending character in the sense that students of different departments and disciplines participate in joined projects. Form and theme vary per project week. During the project week the student is given the opportunity to get acquainted with disciplines/ genres/ aspects of the professional practice that were sti l l unknown to him. When a student has attended the project(s) to which he was assigned, he obtains a positive result. Students that have not sufficiently attended the project(s) wil l have to do an substituting assignment (see below under Exam 2)

Reference competencies 3, 5, 13, 15, 19 Learning outcomes The project weeks serve as an orientation on several aspects of the art profession.

Broadening of perspective and gain new experiences are the main goal. There are no pre-set learning goals that are tested at the end of the module.

Coördinating department Music (JPW+KM) Contact person Renske Wassink Language Dutch/ English Work forms Differs per project week Teacher(s) Differs per project week Entrance requirements none Material/l iterature Differs per project week Exam Exam 1 Exam description Project week 1 Semester 1 Exam form Attendance (with the use of attendance l ist) Content of the exam The result (pass/not sufficient) is based on attendance. Students that have not sufficiently

attended the project(s) wil l have to do an substituting assignment (see below under Exam 2). Substituting assignment:

• The substituting assignment for the project week has the form of extra Individual Study Activities. The writes an account of these activities in a report, according to the standard Isa procedure (same format, deadline, handing in at study coach)

• The substituting activities should cover at least 28 hours. • Every project week has a theme. The extra ISA’s will have to take this theme

into account. The manager of the department sees to it that with the design of the project week the theme is translated to a clear framework for the substituting assignment. When the different departments/ programmes have different themes, this wil l be translated into the substituting assignment.

• The theme for the substitution for the second (inter-departmental) project

week will be equal for all departments. • The theme for the substituting assignment will be communicated within two

weeks after the project week or as soon it is known which students did not attend.

• When a students has only followed parts of the project week, these hours may be included in the report of the substituting assignment.

Exam criteria Attendance of minimum 75%.

This means that of a project of 8 daily periods, you may miss 2 periods. Of a project of 4 daily periods, you may miss 1.

Exam duration N.a. Weight 50% Study credits 1 Number of attempts 2 Result scale Pass/ Not sufficient

Exam Exam 2 Exam description Project week 2 Semester 2 Exam form Attendance (with the use of attendance l ist) Content of the exam See Project week 1 Exam criteria Attendance of minimum 75%.

This means that of a project of 8 daily periods, you may miss 2 periods. Of a project of 4 daily periods, you may miss 1.

Exam duration N.a. Weight 50% Study credits 1 Number of attempts 2 Result scale Pass/ Not sufficient

Generic module title Thesis Specific module title Thesis Code Osiris Course type Course Year Year 4 Exam goal B Main Phase Bachelor Content/relation to professional practice

It is of crucial importance for all art professionals to adopt an inquisitive attitude towards their own professional field and to be able to present their findings. This module treats the basic research skills. Students learn to make and present a research design. The module Thesis Preparation consists of 10 group lessons and individual coaching and contributes specifically to the development of the professional roles of musician, maker/performer and researcher.

Reference competencies 3, 4, 12, 13, 14, 15, 19, 20, 21 Learning outcomes Students are able to:

• use their research skills independently. • select and interpret sources. • contextualise their findings. • give arguments for their choices and ideas. • constructively incorporate feedback in their process and work. • draw conclusions from research results. • make connections between the findings and their professional

field/musical practice. • present research results and conclusions.

Coordinating department Music (JPW&KM) Contact person Marijke Tielenius Kruijthoff Language Dutch/English Work forms Individual coaching Teacher(s) • various thesis coaches (formal and technical supervision)

• various main subject teachers (content advisers) Entrance requirements Having successfully concluded the module thesis preparation (year 3) Material/literature Codarts Thesis Manual and chosen/recommended literature Exam Exam Exam description Thesis Semester 1 Exam form Thesis and presentation Content of the exam • a written thesis

• a presentation of the most important findings and conclusions If the written research proposal has not been handed in or there is no ‘green light’ from the thesis coach, the student will not be allowed to do a thesis presentation and will have failed the exam. The work in writing and the thesis presentation complement each other. The presentation therefore is more than just a summary of the thesis: it is an addition, a defence and/or clarification of the written work. The thesis and the thesis presentation are assessed by a committee consisting of a chairperson, the students thesis coach and a main subject teacher. In some cases the thesis coordinator may decide to include an external expert in the committee instead of the main subject teacher. The thesis presentation is public and will be attended by as many fellow students/interested parties as possible. With several departments attending the

presentations of fellow students is mandatory for the other students. Exam criteria • professional relevance of the research proposal

• application of research skills and method • selection, use and interpretation of the sources • reflection and handling of feedback • linking of research results to the conclusions • argumentation and structure of the written work • level of care and use of language of the written work • clarity and language use of the presentation • responding to questions/feedback by the committee and guests • functionalities of presentation in relation to the written work

Exam duration 45 minutes (20 minutes presentation, 10 minutes question/debate, 15 minutes assessment). With several departments attending the presentations of fellow students is mandatory for the other students. The exam duration is then automatically extended.

Weight The written work and the presentation must both be graded satisfactorily (20 points). The average of both grades determines the final grade (20 points).

Study credits 4 Number of attempts 2 Result scale 20 points 0.5-10, in halves