CCCOnline LogoCourse Snapshot for MUS125 - History of Jazz

The information listed below is subject to change. Please review the course syllabus within your online course at the start of class.

Course Competencies

The competencies you will demonstrate in this course are as follows:

  1. Define the basic elements of jazz music (dynamics, timbre, rhythm, melody, harmony, texture, instrumentation, improvisation, form) and recognize their use in musical compositions.
  2. Identify the major jazz genres including Ragtime, New Orleans, Dixieland, Chicago, Big Band, Kansas City, Cool, West Coast, Gypsy Jazz, Bop, Hard Bop, Free, Funk, Fusion, Afro-Cuban, Smooth, Retro, M-Base, and World.
  3. Demonstrate critical listening skills that reflect understanding of jazz styles and relate characteristics to aspects of political and cultural history.
  4. Recall salient jazz composers, musicians, band leaders, and articulate their contributions throughout jazz history.
  5. Identify major technological developments in jazz and detail how the evolution of recording technology impacts the music.
  6. Explain the impact of mass media and technology on jazz.
  7. Articulate intelligent responses to jazz in live and recorded performances, demonstrating an understanding of the musical style, type of performing group, and instruments involved.
Learning concepts for this course are enchanced using modules, websites, and online discussions.

Module Outcomes Mapped to Competencies

The module outcomes that will permit you to demonstrate course competencies are:

Module 1
  Outcomes Competencies
1 Practice deep listening to hear the different layers of a jazz performance. A 
2 Develop a jazz vocabulary. A,G 
3 Identify the key musical elements of Jazz. A 
4 Recognize the role that blues and ragtime played in the development of jazz.  B,C 
5 Recall important early innovators in New Orleans jazz. D,E,F 
6 Identify other early centers of jazz, and characterize regional differences in jazz music. B,E 
7 Demonstrate the ability to use online music streaming sources as musical research tools.  E,F
8 Assemble a list of credible websites that are of value to jazz researchers, musicians, students and fans.   A,B,C,D,E,F,G 
Module 2
  Outcomes Competencies
1 Describe the role that arrangers played in creating the sound of early jazz bands.  B,C,D
2 Characterize the roles that small ensembles, instrumental soloists, and singers played during the swing era.  B,C,D
3 Discuss the historical significance of the Ellington and Basie bands. B,C,D 
4 Find a recording by a swing era soloist that demonstrates the musician's skill. D,G 
5 Use online resources to find live jazz performances in your geographic area. E,F 
6 Investigate why all-female bands arose during the swing era, and how they advanced the role that women played in jazz. C,D 
Module 3
  Outcomes Competencies
1 Identify the musical movements that began to replace big band jazz during the years following World War II. B,C,D 
2 Examine ways that Bebop influenced modern jazz performance practice. B,C 
3 Identify jazz styles that developed as a reaction to bebop. B,C 
4 Compare and contrast the music of Thelonius Monk and Charles Mingus. B,C,D 
5 Sing an older melody over a jazz contrafact. A,B 
6 Listen to a classic jazz album, and compose a paper that details the musical and historical importance of the recording.  E,F,G
Module 4
  Outcomes Competencies
1 Identify prominent jazz movements that developed during the 1960's and 1970's. B,C,D,E,F 
2 Explore the significance of 1959 in jazz history (C,D,E,F,G)  C,D,E,F,G 
3 Relate how Miles Davis and John Coltrane revolutionized the way jazz musicians approach jazz harmony.  A,B,D
4 Listen to an historically significant fusion album and relate details about the recording. A,B,D,E,F,G 
5 Compose a paper about a film that features jazz in the score or a documentary on a jazz related subject. B,C,D,F,G 
Module 5
  Outcomes Competencies
1 Identify prominent jazz movements that developed in the 1980's through the early 2000's. B,C,D,E,F 
2 Explore the conditions that prompted the movement to revisit historical approaches to jazz.  B,C
3 Discuss ways that modern jazz musicians are influenced by older forms of jazz.  B,C,D,G
4 Find a jazz artist from a region in your own cultural heritage and discuss that artist's music. B,C,F,G 
5 Synthesize the knowledge gained in this class by writing about a live jazz performance. A,B,C,D,G 

Course Time Commitment and Expectations

The semester schedule for this course may be 15 weeks, 10 weeks, or 6 weeks in duration. Based on the course format, this table shows the approximate amount of time you should plan to spend per week on this course. This includes time to read/listen to the online content, participate in discussion forums, complete all assignments, and study the course material.

For accelerated courses, the amount of time required per week is greater. Note that regardless of course format, the course material is the same and all course competencies, module outcomes, and assignments will be covered.

Course Activity Hours and Student Learning Hours
Course Credit Hours Course Format (Duration) Pace Relative to a 15 Week Course Course Activity Hours Student Learning Hours Per Week
3 15 Weeks - 135 8.5 to 9.5
3 10 Weeks 1.5x faster 135 12.5 to 14.5
3 6 Weeks 2.5x faster 135 21 to 24

Aside from typical reading assignments, this course has the following (Please Note: This list is subject to change based on the discretion of the instructor facilitating this course.):

Summary of Grading
Assignment Points %
Discussions (10 @ 10 points each) 100 10%
Elements InQuizitives (4 @ 25 points each) 100 10%
InQuizitives (4 @ 100 points each) 400 40%
Writing Assignments (3 @ 100 points each) 300 30%
Live Jazz Performance Part 1  20 02%
Live Jazz Performance Part 2 80 08%
TOTAL 1000 100%
Grading Scale
A = 90 to 100% B = 80 to 89% C = 70 to 79% D = 60 to 69% F = 59% and below

 

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