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"Ding dika ding dika ding dika ding"...

Lasky, Nina Carole.

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"Ding dika ding dika ding dika ding" Jazz, arts education and the creation of a community of learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"Ding dika ding dika ding dika ding" Jazz, arts education and the creation of a community of learners./
Author:	Lasky, Nina Carole.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2011,
Description:	149 p.
Notes:	Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: 4480.
Contained By:	Dissertation Abstracts International73-02A.
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3484337
ISBN:	9781267005069

"Ding dika ding dika ding dika ding" Jazz, arts education and the creation of a community of learners.
Lasky, Nina Carole.

"Ding dika ding dika ding dika ding" Jazz, arts education and the creation of a community of learners. - Ann Arbor : ProQuest Dissertations & Theses, 2011 - 149 p.

Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: 4480.

Thesis (Ed.D.)--Teachers College, Columbia University, 2011.

This study examines the national importance of jazz as an American art form. It explores the utility of jazz studies in arts education. Here, jazz offers an inquiry of the role and purpose of improvisation and spontaneity.

ISBN: 9781267005069Subjects--Topical Terms:

547650
Art education.

"Ding dika ding dika ding dika ding" Jazz, arts education and the creation of a community of learners.
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100 1 $a Lasky, Nina Carole. $3 3290136
245 1 0 $a "Ding dika ding dika ding dika ding" Jazz, arts education and the creation of a community of learners.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2011
300 $a 149 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: 4480.
500 $a Adviser: John Baldacchino.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2011.
520 $a This study examines the national importance of jazz as an American art form. It explores the utility of jazz studies in arts education. Here, jazz offers an inquiry of the role and purpose of improvisation and spontaneity.
520 $a This dissertation focuses on jazz and visual art practices of the 1950s and 1960s in the United States. This time period was selected because the arts reflect a dramatically changing world and country. More specifically, to explore these links between history, politics and artistic process, it focuses on the close relationship between Modern Jazz and American Abstract Expressionism in context of themes of freedom in art and culture.
520 $a The arts offer a different lens on historical memory and representation. As Cornell West argues, the tangibility of individual and collaborative expression in jazz reflects the ideology of democratic process. As the arts reflect history and politics, jazz---an African American art form---can contextualize and foster inclusion in American history studies.
520 $a Through achieving mastery and collaborative expression, artistic practices can cultivate confidence, respect and self-respect. Arts education has the potential to help students connect with learning, history and self-discovery and communication. Jazz can be a motivating force to plant seeds of national and cultural pride for students who form part of the legacy of jazz.
520 $a This research confirms that as a tremendous educational resource, jazz is integral to inclusion through arts education. This is set against the background of the well-known lack of inclusion of arts education in many public schools locally and nationally. Historically, the arts suffer from continuous budgetary cuts, and music takes the hardest hits.
520 $a Through gathering information from interviews with Bob Stewart, Sonelius Smith, Jeff Baser, Kimberly Adams, other musicians and educators, recordings and studying artistic practice including the author's, this research draws attention to jazz education, and the exploration of improvisational practices in the classroom. It argues that specific types of collaborative engagements, among students and teachers, facilitate the creation of communities of learners. The findings also reveal that artistic literacy enables other ways to understand history, community and personal positions and connections.
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710 2 $a Teachers College, Columbia University. $3 1018028
773 0 $t Dissertation Abstracts International $g 73-02A.
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791 $a Ed.D.
792 $a 2011
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3484337