UConn Jazz Ensembles Syllabus
MUSI 1115, section 2
Fall 2026
This syllabus is subject to change; students will be notified of any revisions via HuskyCT.
The preparation, study, and performance of large jazz ensemble music, representing a spectrum of styles and periods, to provide understanding of the genre’s historical, social, and cultural contexts. TOI-1: Creativity, Design, Expression, Innovation.
Prof. Earl MacDonald (Section 2)
860-486-0670 (MacDonald)
- Sunday, Nov. 1: UConn Jazz Combos. 3PM. VDM.
- Sunday, Nov. 8: UConn Jazz Lab Band. 3PM. VDM.
- Sunday, Nov. 15: UConn Jazz Ensemble. 6PM. VDM.
Additional performances TBA. Section 2 (Lab Band) students: your required performance is Sunday, Nov. 8; grading references to “the concert” below refer to this date unless noted otherwise.
At the completion of the courses, students will be able to…
30%
For all rehearsals and performances, students are expected to: have practiced & prepared the assigned music (including listening to pre-existing recordings, if applicable), be in attendance and on time, bring the necessary equipment, and act responsibly & professionally.
20%
Students will submit 2 video recordings of their sectional rehearsals (10% each).
Video submission requirements: each video should contain 20 minutes of playing, and 10 minutes of reflection on individual/section artistic growth in relation to the specific music, period, style, and composer(s) under current preparation. Each student must contribute to the dialogue within the 10-minute time frame. The reflection segment is graded using the rubric below.
Uploader: each section will designate one member, in writing to the instructor by the first scheduled sectional date, to submit the video. If that person changes during the semester, notify the instructor before the next sectional.
Scheduled sectional dates (in-class): Thursday, October 8th & Tuesday, October 27th (dates subject to change)
Deadline: videos must be uploaded to SharePoint within 24 hours of the sectional.
Late penalty: the video grade is reduced 10 percentage points for every 24-hour period it is late. Videos not received within 72 hours of the sectional receive a zero. Because one designated member uploads on behalf of the section, this penalty applies to every member of that section — choose your uploader accordingly.
Extensions: must be arranged with the instructor at least 24 hours before the deadline; requests made after the deadline has passed are treated as late, not excused.
Sectional Video Reflection Rubric (applies to the 10-minute reflection segment of each video; the 20-minute playing portion is assessed separately for musical preparedness)
| Criterion | Exemplary | Proficient | Developing | Insufficient |
|---|---|---|---|---|
| Specificity to Repertoire/Style/Period 30 pts |
30–26: Discussion is grounded in the specific piece(s), style, and composer(s) currently under preparation — not generic “we sound good” talk. | 25–20: Mostly grounded in the current repertoire, with some generic filler. | 19–12: Vague references to “the music” without naming specific stylistic or repertoire elements. | 11–0: No connection to the specific music under preparation. |
| Balanced Participation 25 pts |
25–21: Every member contributes meaningfully to the dialogue, not just a token sentence each. | 20–16: All members speak, but contributions are uneven in substance. | 15–10: One or two members dominate; others contribute only briefly. | 9–0: One member effectively carries the entire discussion. |
| Substantive Use of the Full 10 Minutes 20 pts |
20–17: Full 10 minutes is used for real discussion — no padding, repetition, or dead air. | 16–13: Mostly substantive with brief padding or repetition. | 12–8: Noticeably padded to reach the time requirement. | 7–0: Runs well short of 10 minutes or is filled with irrelevant talk. |
| Constructive, Growth-Oriented Critique 25 pts |
25–21: Identifies concrete areas to improve and how, alongside what went well — not just praise. | 20–16: Some constructive critique, but general (“we need to tighten up”) rather than specific. | 15–10: Almost entirely praise, or critique with no path to improvement. | 9–0: No critique offered at all — purely descriptive or self-congratulatory. |
10%
Students will perform a selected excerpt from our repertoire, chosen by the instructor, by playing along with the corresponding professional recording available on the Concert Preparation link on this webpage. Performance videos should be recorded and uploaded to the SharePoint folder for evaluation.
Due date: Sunday, October 25 by 9PM
Upload to SharePoint
25%
Concerts serve as a principal means for judging musical development, progression, and accomplishment within the ensemble. This grade is based on attendance, preparedness, and performance quality at your section’s scheduled concert(s); if additional performances are added during the semester, this percentage will be distributed evenly across all required performances.
15%
A one-page post-concert written reflection will be submitted by each student addressing shortcomings, as well as favorable attributes and outcomes, individually, as a section, and as an ensemble. Watch and reference the video of your section’s most recent concert. This assignment is graded using the rubric below.
Due date: Thursday, Nov. 19th by 2PM.
Upload to SharePoint
Late penalty: 10% of the assignment grade is deducted for each calendar day late. Reflections not submitted within 5 calendar days of the deadline receive a zero. As with all deadlines in this course, extensions require advance arrangement with the instructor — not a request made after the due date has passed.
Use of AI in Your Written Reflection
Artificial intelligence tools (e.g., ChatGPT, Claude, Grammarly’s generative features) may be used only to polish grammar, sentence structure, and clarity in a reflection you have already written yourself. They may not be used to generate ideas, content, analysis, or the substance of the reflection — the thinking has to be yours.
Your reflection must include specific, concrete details about the actual performance you’re reflecting on — repertoire performed, specific passages or moments, particular interactions within your section or the ensemble, decisions you or others made in the moment — the kind of detail only someone who was actually there could write.
A reflection that reads as generic — the kind of text that could describe almost any concert, with no specifics tying it to this performance — will receive a failing grade (F) for the assignment, regardless of how polished the writing is.
If a reflection’s authorship is in question, the instructor may ask the student to discuss its content in person; inability to speak to specifics is treated as further evidence the reflection is not the student’s own.
Written Reflection Rubric
| Criterion | Exemplary | Proficient | Developing | Insufficient |
|---|---|---|---|---|
| Concert-Specific Detail & Evidence 35 pts |
35–30: Cites specific passages, moments, decisions, or exchanges from the actual concert (repertoire, soloists, section entrances, tempo/dynamic choices) that only someone present could describe. | 29–24: Names the repertoire and general moments but relies more on summary than pinpointed detail. | 23–15: Mostly general statements about “the concert” with only one or two concrete details. | 14–0: No concert-specific detail; could describe almost any performance. Triggers the AI Use Policy override — automatic F regardless of total score. |
| Three-Level Reflection (individual / section / ensemble) 25 pts |
25–21: Substantively addresses all three levels — what the student did, how their section performed, and how the full ensemble came together. | 20–16: Addresses all three, but one level is thin (a sentence or two). | 15–10: Only two of the three levels are meaningfully addressed. | 9–0: Only one level addressed, or levels are not distinguished at all. |
| Depth & Honesty of Self-Assessment 25 pts |
25–21: Names real shortcomings as well as strengths; shows genuine reconsideration, not just praise or complaint. | 20–16: Acknowledges both strengths and weaknesses but treats them briefly or safely. | 15–10: Mostly one-sided (all positive or all critical) with little reflection on why. | 9–0: No real self-assessment — description of events without evaluation. |
| Organization & Clarity 15 pts |
15–13: Clear, well-organized, easy to follow. (AI polish for grammar/clarity is acceptable here.) | 12–10: Generally clear with minor lapses in organization or wording. | 9–6: Hard to follow in places; disorganized or unclear. | 5–0: Difficult to follow throughout. |
93–100
4.0
90–92
3.7
87–89
3.3
83–86
3.0
80–82
2.7
77–79
2.3
73–76
2.0
70–72
1.7
67–69
1.3
63–66
1.0
60–62
0.7
<60
0.0
Attendance and Preparedness
Students must attend all rehearsals and performances on time and prepared. Weekly rehearsal details will be shared via HuskyCT announcements every Friday for the following week. In cases of illness or emergencies, advance notice to the instructor is mandatory. For unavoidable absences, students should organize a substitute and ensure they have the required music. Failure to provide music to a substitute or retrieve it for future rehearsals may impact the final grade. Notify the instructor of any absence at least one hour before rehearsal at: Mastroianni: 860-486-4796; MacDonald: 860-486-0670 or earl.macdonald@uconn.edu.
Absences and Tardiness
Unexcused absences or repeated tardiness may lead to grade deductions. Excused absences (e.g., documented illness, family emergency, religious observance, or university-sanctioned activity) are assessed by the instructor on a case-by-case basis. Upon three unexcused absences, a meeting will be arranged to address solutions, which may include alternative assignments or withdrawal from the ensemble if necessary. Our goal is student success while maintaining ensemble standards.
Performances
Attendance at performances is mandatory. If a student must be absent for genuine reasons, prior communication with the instructor is essential. Unapproved absence from a performance is a serious breach, as it is detrimental to the ensemble’s collective effort. Consequences will be assessed individually, with a commitment to equitable treatment for everyone involved. Potential actions include a failing grade for the missed performance or, if deemed necessary, withdrawal from the ensemble. Our goal is to maintain ensemble integrity and uphold the standards driving its success.
Rehearsal Room Rules
Only water is permitted in the rehearsal room — no food or other beverages. Please return chairs and music stands to their racks and aim to leave the room more organized than you found it.
Digital Distractions
Cell phones should be turned off and kept out of sight during rehearsals and performances to avoid distractions.
Music Responsibility
Students are responsible for any music distributed to them during the semester. Unreturned music will require the student to cover the cost of replacement. In cases where music is unavailable from the publisher, students must submit a transcribed part using a music notation program (such as Finale or Sibelius) before final grades are issued.
Professional Behavior
Students are expected to exhibit professional behavior at all rehearsals and performances. Consumption of alcohol is strictly prohibited at or before any jazz rehearsal or performance.
Concert Attire
Concert attire is semi-formal, unless otherwise specified. Option 1 includes a blazer, dress shirt, necktie, trousers, dress socks, and dress shoes. Option 2 includes dress slacks or knee-length skirts, a blouse, and dress shoes. Students should avoid low necklines, bare shoulders, midriffs, sneakers, denim, sunglasses, and hats. If acquiring concert attire presents a financial hardship, please speak with the instructor so alternative arrangements can be made.
Recording and Media
Rehearsals and concerts may be recorded for instructional assessment (see Grading, above) and for the program’s promotional and archival purposes. By participating, students consent to being recorded in this context; students with concerns about a specific use should raise them with the instructor.
Academic and Conduct Policies for Students
cetl.uconn.edu — References for Syllabi Links →
This page provides students with centralized access to policies related to academic integrity, conduct, discrimination and harassment, attendance, and accommodations, offering clarity on the standards that shape their classroom experience.
Thanks in advance for your enthusiasm and dedication to making great music! Have an awesome semester!