This class is designed to help the advancing jazz improvisor. We will explore aspects of jazz related music theory; improvisational techniques; bandstand etiquette such as trading fours, creating introductions and endings, maintaining form, soloing in context and responding to group dynamics. Arrangements will be presented and developed based on the available instrumentation and students will be encouraged to present original arrangements and compositions.

Each week students will be asked to prepare a predetermined blues and a standard. The standards will be from different styles such as bebop, bossa nova, ballad, modal, swing, etc. These will be developed in the class and used as improvisational vehicles designed to encourage one's individual voice. Discussions will be had regarding scale choice options, substitutions and rhythmic ideas.

Most of all, we will have a good time getting to know each other and learning how to better work together in a musically meaningful and supportive environment!

Mondays 6-7 p.m. 

Chamber music offers adults benefits such as improved cognitive function, enhanced musical skills, a strong sense of community, and a unique way to reduce stress and boost confidence. 

Benefits of Chamber Music for Adults

• Enhanced Cognitive Function: Learning an instrument and playing in a chamber group stimulates the brain, improving memory, problem-solving, and concentration. 
• Improved Musical Skills: You will refine technical proficiency, improve sight-reading, intonation, and rhythm, and deepen your understanding of various musical styles. 
• Strong Community & Connection: Playing music with others fosters a sense of connection and community, helping to combat feelings of loneliness. 
• Boosted Confidence & Self-Esteem: Successfully performing as part of a group, even in a small setting, builds confidence and self-esteem. 
• Reduced Stress: The act of playing music and engaging in creative activities can be a powerful stress reliever. 
• Develop Teamwork and Communication: You learn to listen actively, respond to musical cues, and communicate non-verbally, building essential teamwork skills. 

Our curriculum for an amateur chamber ensemble focuses on developing collaborative skills, musical interpretation, and listening, rather than just playing the right notes. It balances working deeply on core repertoire with fun, low-pressure sight-reading sessions to keep members engaged. The following is a sample curriculum that we use for any ensemble, from a string quartet to a mixed wind and string group. 

Core curriculum components

1. Ensemble fundamentals and rehearsal techniques. This module focuses on the communication and awareness needed to play together effectively without a conductor. 

• Active listening: Exercises that train musicians to hear each other, focusing on balance, blend, and intonation.
• Non-verbal cues: Practicing breathing, looking up, and using body language to signal entrances, tempo changes, and phrasing.
• Intonation exercises: Tuning chords and sustained notes together. String players can work on matching open strings and harmonics.
• Consistent rhythm: Clapping and counting exercises to solidify a shared sense of pulse.
• Effective rehearsal strategies: Learning how to diagnose and fix problems efficiently, rather than simply running through a piece repeatedly. Techniques include isolating tricky passages, pairing up parts, and experimenting with different musical ideas. 

2. Score study and interpretation. This module moves beyond individual parts to understand the musical context and develop a shared artistic vision. 

• Score analysis: For musicians who are used to playing with only their individual part, learning to study the full score reveals the interplay between voices and the composer's intentions.
• Form and structure: Discussing the musical form of a piece (e.g., sonata form, theme and variations) to understand its dramatic arc.
• Collaborative interpretation: Discussing and experimenting with phrasing, dynamics, and character. Instead of talking endlessly, the group tries different musical approaches to see what sounds best.
• Historical context: Briefly exploring the composer's style and the historical period to inform performance decisions. 

3. Sight-reading fluency. Regularly reading new music is crucial for improving sight-reading skills, which in turn makes rehearsing new repertoire much smoother.

• Daily practice: Dedicate a portion of each rehearsal to sight-reading a new, moderately difficult piece.
• Consistent pulse: The group commits to a tempo they can all maintain, focusing on keeping the pulse steady rather than stopping for mistakes.
• Pattern recognition: Training the eye to recognize common patterns like scales, arpeggios, and intervals helps accelerate reading.
• Look ahead: Encouraging musicians to look at least a measure or two ahead of where they are playing builds confidence and reduces hesitation. 

4. Performance preparation (optional)For groups interested in performing, this module covers the final steps before a recital. Please learn about performance opportunities at https://evergreenmusicandperformingarts.org/amateur-musicians-society

• Run-throughs: Rehearse pieces from beginning to end to build stamina and identify transitions that need more work.
• Simulated concerts: Run the program in the order it will be performed, treating it as a concert. Performers can record themselves to evaluate balance and overall sound.
• Performance psychology: Address potential performance anxiety by discussing strategies for focus and managing mistakes. 

Example rehearsal plan:

• Warm-up            
  •  Tuning: to establish a common pitch and tune intervals as a group. 
  • Ensemble check: Play a chorale or slow-moving passage, focusing on intonation and balance.
  • Warm-up exercises: Play a scale or arpeggio series, coordinating breathing and articulation

• Sight-reading:
  • Selected new piece of appropriate difficulty.
  • Scanning the "roadmap," noting the key, meter, repeats, and tricky passages.
  • Playing through the piece, focusing on maintaining the tempo regardless of errors.

• Core repertoire:
  • Working on a specific movement or section of a piece the group is preparing.
  • Focusing on identified problem areas. Break down transitions, rhythmically complex sections, or places where balance is an issue.
  • Discussing a section's interpretation. Experiment with different dynamics, phrasing, or articulation to discover a shared artistic vision
  • Pairing up parts or singing melodic lines to better understand how they fit together

• Wrap-up:
  • Briefly discussing what was accomplished and what the focus will be for the next rehearsal.
  • Playing a short, fun piece to end on a positive not

Please contact us to sign up