Jazz Lessons

This course outline describes the structure and expectations of upper-level jazz lessons at the University of Connecticut. These lessons are designed as an intensive, individualized study focused on stylistic fluency, historical grounding, and the internalization of jazz language through close listening and disciplined practice.

At this stage of study, the emphasis shifts from accumulation to refinement. Jazz lessons function as a laboratory for deep engagement with the tradition—where imitation, analysis, and application converge in the service of developing a personal voice grounded in lineage.

Course #: MUSI 3222, Section 009 (2 credits)
Semester: Spring 2021
Instructor: Earl MacDonald
Class meeting times: Synchronous online instruction via Zoom; scheduled individually
Online office hours: By appointment


Brian Lynch on the importance of imitation in jazz development.

“Imitate. Assimilate. Innovate.”
— Clark Terry

Approach

Students pursue one of two focused paths of study, each centered on transcription as a primary means of learning jazz vocabulary:

  1. An in-depth study of the recorded solos of a single, iconic jazz artist.
  2. A broader transcription project drawing from multiple artists, including performers on instruments other than the student’s own.

In both approaches, students transcribe, analyze, memorize, and apply improvisational language with close attention to nuance—pitch, articulation, time feel, phrasing, and expressive intent. The goal is not replication for its own sake, but absorption leading to flexibility and choice.

Semester Expectations

By the end of the semester, a minimum of five complete solos must be transcribed, thoroughly analyzed, memorized, and deconstructed. This includes learning the thematic material (“head”) associated with each recording and isolating smaller segments for transposition and application.

The five transcriptions may include:

  • Two twelve-bar blues
  • Two rhythm changes
  • One ballad
  • One standard

In addition, students are expected to memorize at least five jazz standards and add them to their active repertoire. Ideally, repertoire development should continue at a pace of approximately one tune per week.

Sight-reading, technical maintenance, flexibility, and range-building exercises (where applicable) are ongoing responsibilities. Practice routines are reviewed regularly and adjusted to support efficiency, balance, and long-term growth.

Weekly Lessons

Each week, students receive a clearly defined assignment tailored to their current level and focus. Assignments are designed to be demanding yet attainable, emphasizing mastery and integration rather than exposure alone.

Weekly work may include:

  • Partial or complete solo transcription
  • Transposing vocabulary into all twelve keys
  • Memorization and recall
  • Learning entire solos in alternate keys
  • Identifying, categorizing, and adapting musical vocabulary
  • Applying material across harmonic and formal contexts
  • Studying pacing, phrase structure, and narrative shape

Weekly assignments constitute 80% of the final grade and are evaluated based on preparation, accuracy, depth of understanding, and demonstrated assimilation of material.

Semester-End Jury

At the conclusion of the semester, students perform a jury examination adjudicated by the jazz faculty. The jury accounts for the remaining 20% of the final grade and reflects the material and concepts developed throughout the term.


Course content, scheduling, and assessment are responsive to student progress and may evolve over the course of the semester. Students are expected to remain engaged with ongoing updates and adjustments.

Communication policy—E-mail is the instructor’s preferred method of communication with students. Please allow 48-hours for replies. When requesting a meeting with me outside regularly scheduled lessons, please submit several meeting time options. I prefer to be addressed as Professor MacDonald.

Copyright

My lectures, notes, handouts, and displays are protected by state common law and federal copyright law. They are my own original expression and I’ve recorded them prior or during my lecture in order to ensure that I obtain copyright protection. Students are authorized to take notes in my class; however, this authorization extends only to making one set of notes for your own personal use and no other use. I will inform you as to whether you are authorized to record my lectures at the beginning of each semester. If you are so authorized to record my lectures, you may not copy this recording or any other material, provide copies of either to anyone else, or make a commercial use of them without prior permission from me.

It is the responsibility of all students to acquaint themselves, and to adhere to all university policies. Please review the following:

 

Policy Against Discrimination, Harassment and Related Interpersonal Violence

The University is committed to maintaining a safe and non-discriminatory learning, living, and working environments for all members of the University community – students, employees, or visitors. Academic and professional excellence can flourish only when each member of our community is assured an atmosphere of mutual respect. All members of the University community are responsible for the maintenance of an academic and work environment in which people are free to learn and work without fear of discrimination or discriminatory harassment. In addition, inappropriate amorous relationships can undermine the University’s mission when those in positions of authority abuse or appear to abuse their authority. To that end, and in accordance with federal and state law, the University prohibits discrimination and discriminatory harassment, as well as inappropriate amorous relationships, and such behavior will be met with appropriate disciplinary action, up to and including dismissal from the University. Additionally, to protect the campus community, all responsible employees (including faculty), as outlined in the Policy Against Discrimination, Harassment and Related Interpersonal Violence, are required to report to the Office of Institutional Equity any information that they receive related to sexual assaults, intimate partner violence, and/or stalking involving a student. An exception to this reporting exists if students disclose information as a part of coursework submitted to an instructor in connection with a course assignment. Even in the absence of such obligation, all Employees are encouraged to contact OIE if they become aware of information that suggests a safety risk to the University community or any member thereof. The University takes all reports with the utmost seriousness. Please be aware that while the information you provide will remain private, it will not be confidential and will be shared with university officials who can help. More information, including confidential and exempt employee resources available for support and assistance, can be found at equity.uconn.edu and titleix.uconn.edu.

Statement on Absences from Class Due to Religious Observances and Extra-Curricular Activities

Faculty and instructors are expected to reasonably accommodate individual religious practices unless doing so would result in fundamental alteration of class objectives or undue hardship to the University’s legitimate business purposes. Such accommodations may include rescheduling an exam or giving a make-up exam, allowing a presentation to be made on a different date or assigning the student appropriate make-up work that is intrinsically no more difficult than the original assignment. Faculty and instructors are strongly encouraged to allow students to complete work missed due to participation in extra-curricular activities that enrich their experience, support their scholarly development, and benefit the university community. Examples include participation in scholarly presentations, performing arts, and intercollegiate sports, when the participation is at the request of, or coordinated by, a University official. Students should be encouraged to review the course syllabus at the beginning of the semester for potential conflicts and promptly notify their instructor of any anticipated accommodation needs. Students are responsible for making arrangements in advance to make up missed work.

For conflicts with final examinations, students should contact the Dean of Students Office. Faculty and instructors are also encouraged to respond when the Counseling Program for Intercollegiate Athletes (CPIA) requests student progress reports. This will enable the counselors to give our students appropriate advice.

Students with Disabilities

The University of Connecticut is committed to protecting the rights of individuals with disabilities and assuring that the learning environment is accessible. If you anticipate or experience physical or academic barriers based on disability or pregnancy, please let me know immediately so that we can discuss options. Students who require accommodations should contact the Center for Students with Disabilities, Wilbur Cross Building Room 204, (860) 486-2020 or http://csd.uconn.edu/.

Emergency Management/Preparedness

In case of inclement weather, a natural disaster, or a campus emergency, the University communicates through email and text message. Students are encouraged to sign up for alerts through http://alert.uconn.edu. Students should be aware of emergency procedures, and further information is available through the Office of Emergency Management at http://publicsafety.uconn.edu/emergency/.

Some useful telephone numbers:

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