This paper presents a guidance plan for jazz vocal improvisation, that is, Scat. Improvisation is an essential education that improves the ability to create music at a higher level by expanding learners'' understanding of music and the base of music. In particular, improvisation education is essential to become a jazz professional performer, a measure of proficiency in how much improvisation is expressed. In the case of jazz vocals, it is judged that jazz vocals that freely scat like musical instrument players are more skilled.
As of 2022, domestic higher education institutions that educate practical music such as jazz and pop in Korea do not have courses on scat, and there are also insufficient educational books and papers on scat. Accordingly, based on the theory of jazz music, I suggested a basic guidance plan for improvisation for vocals. First, data from various domestic papers analyzing the scat of jazz vocals and scat education books abroad were collected and classified on the utilization characteristics of scat syllable pronunciation, and based on this, Scat syllable''s practice plan was presented.
For the versatility of the map plan, the II-V-I progression, which is used as the basic chord progression of standard jazz, and the scat formation process centered on chord tone in the blues format are presented as examples.
Guidance and practice examples of II-V-I progress were divided into ‘Major II-V-I progression’, ‘Minor II-V-I progression’, ‘II-bII-I progression’ using substitute chords of V7, and ‘Extended Dominant progression’ were added to guide and practice using the composition sound and tension notes used in each chords. The chord tone-centered scat formation process was first proposed as a baseline exercise for the mastery of chord tones, and the use of chord tone arpeggio was utilized to form a melody line. In order to master the use of chord tones and the progression of chord in the blues format, the blues format was demonstrated as a practice example, and the melody line formation process was shown as a map and practice example using the blues'' representative blues scale.
In order to prove the universal use of the guidance plan, ‘Autumn Leaves’ and ‘All of Me’ were selected as examples among standard songs that are widely used in jazz music education due to their educational value, and Sarah Vaughan''s ‘Scat Blues’, which is played around blues-type scats, was adopted. Chord progression was analyzed to demonstrate the applicability of practice examples presented by deriving II-V-I progression, Mel Torme''s ‘Autumn Leaves’ and Ella Fitzgerald''s ‘All of Me’ scats, Sarah Vaughan''s blues scats which are recognized for their recognition and skills, to demonstrate the improvisational and effective method of using chord tone composition in II-V-I progression.
This paper shows that the jazz vocal improvisation formation process is limited, focusing on some parts of the chord progression and form, revealing that there is a limit as a teaching method for learners heading to the process of skill, and it will be of practical help to teachers and jazz vocal learners who enter improvisation.