Main Subject Flute Jazz & Pop 3
Number of course weeks
One 50-minute lesson per week
Total contact hours
Form / content / level
Admitted to the ArtEZ Jazz & Pop Flute main subject year 3.
Further developing the technical aspects of the students' musicianship in the broadest sense of the word, as well as stimulating their musical awareness and personal taste in music. Students will be able to apply the acquired instrument skills and theory knowledge in their band performances and improvisations, demonstrating their ability to incorporate increasingly complex structures with respect to harmony, melody, rhythm and musical form. They will be able to play ca. 60 standards or self-chosen pieces by heart and to improvise over them.
Relation to other modules
The contents of the main subject lessons are for the most part tailored to the technical exam and, from the second semester onwards, to the year 3-4 transition exam, which means they are slightly more isolated from the other performance and theory modules than in previous years.
In-depth study of the different elements of the technical exam, rehearsal of other important aspects.
Classical études for flute.
Herb Geller: Duets.
Joseph Viola: Rhythm Studies.
Inside and outside playing.
Rhythm changes: harmonic variations, melodic repertoire.
Cherokee and Coltrane Changes.
Motivic improvisation and melodic development.
Improvising over complex chord progressions, e.g., Lazy Bird, Moment's Notice, Giant Steps, Nefertiti, Very Early, Stablemates, Woody 'n You.
In-depth study of self-chosen transcriptions (incl. playing by heart).
Up-tempo pieces, e.g., Oleo, Anthropology, I Hear a Rhapsody, Just One of Those Things, The Way You Look Tonight, The Song Is You;
ballads, e.g., Round Midnight, Peace, Soul Eyes, Ruby My Dear;
original compositions by the student.
Modern jazz: Inner Urge, Wayne Shorter compositions, pieces by other contemporary jazz composers.
Fusion: e.g., Some Skunk Funk, Chromazone, Driftin', Freedom Jazz Dance.
Students are allowed to focus specifically on writing and studying original compositions rather than on studying existing pieces.
Mode(s) of instruction
Individual lessons and group lessons as agreed with the instructor.
Real Books, Aebersold Play-a-Longs , Band-in-a-Box or Garage Band Software, Herb Geller Duets, various classical études, recordings of the pieces to be played.
Organizing a short performance (band, repertoire, rehearsals) as part of the annual Jazz & Pop student concert; independently organizing a performance (five pieces) for the year 3-4 transition audition exam.
Examination and assessment
Mode(s) of assessment
Assessment by the main subject instructor at the end of each semester. A technical exam is part of the assessment procedure.
The student should have mastered the elements described under Aims. Specific criteria are: creativity, expression, improvisation, technique, sound, intonation, timing, reading skills, repertoire knowledge, progress, self-reflection, session participation, attitude and lesson preparation.
The student has completed this module if he is awarded a minimum grade of 5.5 at the end of the second semester.
At the end of both semesters the instructor fills out an assessment form designed specifically for this module. Assessment is comprised of a verbal evaluation and a concluding grade. The instructor reviews this assessment with the student during the first subsequent lesson. Assessment at the end of the autumn semester is formative and expressed in terms of satisfactory/unsatisfactory. It indicates a student's progress in this module. No ECs are awarded and there is no resit. Modules can only be absolved, and ECs awarded, after the end of the spring semester.
This module is intended to prepare students through weekly lessons for the audition exam at the end of the third year, with particular attention for the development of their taste in music and their specific approach to improvised music. In addition, students work on their understanding and use of increasingly complex musical structures.