In an ideal world if a music educator is planning on teaching 'jazz' to their students, yes they should be an expert on the subject. As they should be an expert on all things musical; history, theory, the hierarchical levels of music, etc etc. With that being said, that isn't possible. But what's better than being a complete expert on a topic, is giving their students the skills and basic knowledge so that they are then able to venture off into the musical world and delve into jazz (or any other genre of music) and be able to then go off and be an 'expert' themselves. If you as an educator have no (or little) knowledge on jazz but the curricula calls that jazz be included in your classroom, then you better start learning it.
Dr. Robert Ford was, who I consider to be, my first music teacher. I've had music teachers before, but he was the first to really lay an impact on me. He was new to my High School in my junior year. Classically trained, pianist, music theorist (loves roman numeral analysis), chorale director, etc. He was one of two music teachers at my high school. The other being the band teacher. Well essentially everything I know theory wise, I learned from his classes. Most of what I learned on my own, I was was able to do with the skills and basic knowledge he gave me during those two final years of high school. When the school district told him that he needed to come up with an entire years worth of lessons for a class he was obligated to teach, History of Rock and Jazz, he was out of his comfort zone. I had multiple music classes with him over those two years, and he confided in me that he knew nothing about jazz, and minimal about rock and roll. I knew that, and he knew that. So when the class started that year, needless to say I was weary about what was to come. Over the summer prior, he became an 'expert' on jazz. He did so anyway anyone learns anything for the first time. You use what you can from prior knowledge and you venture off into the new world. It's not an overnight process, but what is? There's always something more to be learned and that's one of the true joys in life.
When first studying any style or piece of music, what do you do first? Well, you listen to it of course! Listen, and listen some more. With the internet, it's now easier than ever. You probably find some videos as well, see Dizzy Gillespie playing the trumpet and you know that your cheeks aren't supposed to come out like that, but you see that it worked for him. Being classically trained or new to jazz you think of your students who play brass and wouldn't dream of ever accepting the 'puffer fist' cheeks as healthful playing. Yet still, it works. You read on-line to get a basic overview of the different sub-genres of music, general time frame, big band verses motown verses du-wop and so on. Since you're 'becoming an expert' you pick up a couple books on jazz. You also find friends and reputable music colleagues of yours who are jazz connoisseurs, go and see some local jazzers perform. Essentially you dive face first into the jazz world. Of course you can't forget about actually reading the music, but a lot is improvised. So how do you show improvisation without having it notated on music? You play the song for your students, but if they're reading along on sheet music it won't quite match up. Then you explain a 'head arrangement' and this thing called improv, shake the classically trained students and the 'tab' kids alike. You can get into key signatures, modes, scales, modulation, arrangements, all of this and more. The band kids can play off the head arrangement, solo through the form or through certain sections, dare I say modulate midway through a piece? Play through the form multiple times, giving different instruments a chance to solo, modulating each time, just for fun? Show off the skills of the band. If they're not all to that level yet, then work on those skills. Anyone can learn how to play any song on any instrument. Put your fingers here, blow like this, fret that, bow here, etc. Anyone could learn how to play that song. But teach the meaning behind it, more than just this middle C is played on the third fret of the fifth string on this instrument, in standard tuning. That's a decent place to start, but eventually the training wheels should come off.
Now for repertoire for your students. Jazz standards are a basic place to start. Music stores and on-line carry thousands of versions. The Real Jazz Book is a great reference to have on your bookshelf. I really like the spiral bind, it tears less and allows for you to shuffle through it time and time again for sheet music. It offers head arrangements, lyrics, all the basic essentials to get you started (with enough room to help musicians 'play' around with it). As for the repertoire, that of course will vary depending on what the teacher wants to bring into the classroom or what might work better with the students. One technique I would like to utilize in a classroom is to of course, bring in the repertoire and teach it. But once the students have learned the basics of jazz, have them then go into small collaborative groups, let the students do some research on their own and find a jazz song they like. They then learn about it, break it open and apart and then teach it to the class. You as the teacher, may already know the piece or may not, either way it keeps you as an educator on your toes. The students can then teach their peers (and hopefully you as the educator) about what their findings were. Sit back as if you were a student and observe while the groups present, help your students by asking questions to help guide them and think deeper into their findings, etc etc.
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