Big Band Listening Activity

Materials: Handout (click to open)

1. Introduce the big band genre by playing a few examples either from the examples below or ones you have found. If you find your own examples, make sure they are from the above-mentioned historical figures.
2. Ask the class what they are hearing. What kinds of instruments do they hear? How is it similar/different than other ensembles they are familiar with? Is it a large or small ensemble? How many musicians do they think there are? You could also put students in small groups, give them specific questions to answer, play the examples and let the students discuss their opinions and come up with a set of group answers.
3. Using the students’ answers as a jumping off point, discuss the big band genre, its important figures, instrumentation, instrument families, etc. Be sure to include the appropriate vocabulary for this section as well as the biographies of the important music figures for this lesson.
4. Have a student read Count Basie’s biography from the accompanying handout. Introduce the Kansas City style of big band using the vocabulary words: brass section, rhythm section, woodwind section, riff, melody, background, shout chorus and solo.
5. Play “JazzU Blues”. Have the students follow along with the chart for “JazzU Blues”, example 8.1 on the accompanying handout (also included below). Follow the chart with them and point out the features of the tune as they occur on the chart (you may have to play the example several times).
   JazzU Blues
   
6. After “JazzU Blues” is played, review the vocabulary words and the Kansas City style with them to make sure they are clear on the components of the tune in the listening example.
7. “Procrastination Blues” corresponds with example 8.2 of the accompanying handout. As you play this example for the class, students must follow along and fill in the blanks. You may or may not choose to point out to the students that the backgrounds for both solos on the second listening example are each performed by two sections of instruments.
   Procrastination Blues
   
8. After both listening examples are complete, use the crossword puzzle (also on the handout) to review the vocabulary words. It can be done together as a class, in small groups or individually.After “JazzU Blues” is played, review the vocabulary words and the Kansas City style with them to make sure they are clear on the components of the tune in the listening example. Answers for the crossword puzzle can be found by clicking here.