Music of the 20th and 21st Centuries — Jazz Legends (Duke Ellington, Miles Davis) — WJEC A-Level Music Revision

    This strand focuses on the study of two influential jazz composers, Duke Ellington and Miles Davis, to understand the development, creation, and performanc

    Topic Synopsis

    This strand focuses on the study of two influential jazz composers, Duke Ellington and Miles Davis, to understand the development, creation, and performance of jazz music during the 20th century. It builds upon the foundational knowledge of jazz genres (Big Band, Be-bop, Cool) established in the AS Level Area of Study D.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Music of the 20th and 21st Centuries — Jazz Legends (Duke Ellington, Miles Davis)

    WJEC
    A-Level

    This strand focuses on the study of two influential jazz composers, Duke Ellington and Miles Davis, to understand the development, creation, and performance of jazz music during the 20th century. It builds upon the foundational knowledge of jazz genres (Big Band, Be-bop, Cool) established in the AS Level Area of Study D.

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    Objectives
    4
    Exam Tips
    4
    Pitfalls
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    Key Terms
    7
    Mark Points

    Topic Overview

    This topic explores the evolution of jazz from the early 20th century to the present, focusing on two titans: Duke Ellington and Miles Davis. Ellington, a composer and bandleader, elevated jazz from dance music to a sophisticated art form through his innovative use of orchestration, extended forms, and unique voicings. His works like 'Cotton Tail' and 'Mood Indigo' showcase his mastery of texture and harmony within the big band setting.

    Miles Davis, a trumpeter and bandleader, was a constant innovator, driving jazz through bebop, cool jazz, modal jazz, and fusion. His album 'Kind of Blue' (1959) is a landmark of modal jazz, using scales rather than chord changes as a basis for improvisation. Later, 'Bitches Brew' (1970) fused jazz with rock and funk, sparking controversy but expanding jazz's boundaries. Understanding these figures helps students grasp jazz's evolution from swing to modern experimentalism.

    This topic is crucial for A-Level Music as it demonstrates how jazz reflects broader cultural and historical shifts, including the Harlem Renaissance, civil rights movement, and technological changes. It also develops analytical skills in harmony, rhythm, and form, and encourages critical listening to diverse styles. Mastery of this content prepares students for essay questions on stylistic development and the role of key innovators.

    Key Concepts

    Core ideas you must understand for this topic

    • →Swing rhythm: A lilting, off-beat feel created by the 'long-short' pattern of eighth notes, essential to jazz's groove.
    • →Modal jazz: Improvisation based on scales (modes) rather than chord progressions, allowing for more melodic freedom; pioneered by Miles Davis in 'Kind of Blue'.
    • →Big band orchestration: Ellington's use of instrumental 'choirs' (saxes, brass, rhythm) and his distinctive 'jungle style' with plunger mutes and growling effects.
    • →Call and response: A conversational interplay between soloist and ensemble, or between sections, common in Ellington's arrangements.
    • →Fusion: The blending of jazz with rock, funk, and electronic music, as seen in Davis's 'Bitches Brew', featuring electric instruments and extended improvisations.

    What You Need to Demonstrate

    Key skills and knowledge for this topic

    • Demonstration of knowledge and understanding of how musical elements are used to create an individual style
    • Analysis of how the composers' styles changed over time
    • Understanding of the relationship between lyrics and music where appropriate
    • Knowledge of the use of instruments and voices in the composers' works
    • Evaluation of the effect of audience, time, and place on the creation, development, and performance of the music
    • Understanding of the purpose and intention of the composer/performer
    • Accurate use of musical vocabulary and terminology related to the strand

    Marking Points

    Key points examiners look for in your answers

    • Demonstration of knowledge and understanding of how musical elements are used to create an individual style
    • Analysis of how the composers' styles changed over time
    • Understanding of the relationship between lyrics and music where appropriate
    • Knowledge of the use of instruments and voices in the composers' works
    • Evaluation of the effect of audience, time, and place on the creation, development, and performance of the music
    • Understanding of the purpose and intention of the composer/performer
    • Accurate use of musical vocabulary and terminology related to the strand

    Examiner Tips

    Expert advice for maximising your marks

    • 💡Ensure a strong grasp of the musical language of jazz (e.g., chord extensions, comping, improvisation techniques) from the AS level study
    • 💡Listen widely to the works of both Ellington and Davis to identify their distinct stylistic signatures
    • 💡Practice answering questions on unprepared extracts by focusing on the musical elements (timbre, texture, rhythm, harmony)
    • 💡Prepare to discuss the evolution of jazz styles and how these composers contributed to or led these changes
    • 💡Use specific musical examples: When discussing Ellington, reference 'Cotton Tail' for its use of the 'rhythm changes' and saxophone soli. For Davis, cite 'So What' from 'Kind of Blue' to illustrate modal improvisation with its Dorian mode.
    • 💡Contextualise your answers: Link musical features to historical and cultural contexts. For example, explain how Ellington's music reflected the Harlem Renaissance, or how Davis's fusion mirrored 1960s counterculture and technological advances.
    • 💡Compare and contrast: Examiners love direct comparisons. Contrast Ellington's composed, orchestral approach with Davis's more spontaneous, evolving style. Show how both were innovators but in different ways.

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Failing to link the music to its social, historical, or cultural context
    • Inability to identify specific musical elements (e.g., harmonic extensions, rhythmic features) in unprepared extracts
    • Lack of depth in comparing the styles of Ellington and Davis
    • Over-reliance on general descriptions rather than specific musical analysis
    • Misconception: Jazz is entirely improvised. Correction: While improvisation is key, many jazz works are carefully composed, especially Ellington's, which often had written arrangements with improvised solos.
    • Misconception: Miles Davis's later fusion work is not 'real jazz'. Correction: Fusion is a legitimate evolution of jazz, incorporating new influences and technologies, though it divided critics. Davis's innovations expanded jazz's audience and vocabulary.
    • Misconception: Swing and bebop are the same. Correction: Swing (1930s) featured big bands and danceable rhythms, while bebop (1940s) was smaller groups with faster tempos, complex harmonies, and virtuosic solos. Davis started in bebop but moved beyond it.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic understanding of jazz history: Know the timeline from ragtime to swing to bebop to cool jazz.
    • •Familiarity with musical elements: Harmony (chords, scales), rhythm (syncopation, swing), and form (12-bar blues, AABA).
    • •Listening experience: Have listened to at least one piece by Ellington (e.g., 'Take the A Train') and one by Davis (e.g., 'So What') to recognise key features.

    Likely Command Words

    How questions on this topic are typically asked

    Analyse
    Compare
    Describe
    Explain
    Evaluate
    Identify

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