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Analysis and categorization of selec...

Buchholz, Timothy C.

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Analysis and categorization of selected musical elements within forty-three solo jazz vocal "standards" with pedagogical application to repertoire selection and the teaching of jazz concepts in the jazz voice lesson.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Analysis and categorization of selected musical elements within forty-three solo jazz vocal "standards" with pedagogical application to repertoire selection and the teaching of jazz concepts in the jazz voice lesson./
Author:	Buchholz, Timothy C.
Description:	91 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2283.
Contained By:	Dissertation Abstracts International71-07A.
Subject:	Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3411653
ISBN:	9781124056685

Analysis and categorization of selected musical elements within forty-three solo jazz vocal "standards" with pedagogical application to repertoire selection and the teaching of jazz concepts in the jazz voice lesson.
Buchholz, Timothy C.

Analysis and categorization of selected musical elements within forty-three solo jazz vocal "standards" with pedagogical application to repertoire selection and the teaching of jazz concepts in the jazz voice lesson. - 91 p.

Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2283.

Thesis (D.M.A.)--University of Miami, 2010.

While the concept of teaching jazz style to vocal students is not a new one, previous materials written on the subject have not addressed two important aspects of this process. One is the concept of selecting jazz vocal solo repertoire that is both musically and vocally purposeful and appropriate for the student. The other is how to teach stylistic concepts that will apply to both current repertoire as well as songs the student will learn in the future. This doctoral essay provides both a categorized list of solo jazz vocal repertoire as well as strategies for introducing stylistic elements of jazz into the private-lesson setting.

ISBN: 9781124056685Subjects--Topical Terms:

516178
Music.

Analysis and categorization of selected musical elements within forty-three solo jazz vocal "standards" with pedagogical application to repertoire selection and the teaching of jazz concepts in the jazz voice lesson.
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245 1 0 $a Analysis and categorization of selected musical elements within forty-three solo jazz vocal "standards" with pedagogical application to repertoire selection and the teaching of jazz concepts in the jazz voice lesson.
300 $a 91 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2283.
500 $a Adviser: Rachel L. Lebon.
502 $a Thesis (D.M.A.)--University of Miami, 2010.
520 $a While the concept of teaching jazz style to vocal students is not a new one, previous materials written on the subject have not addressed two important aspects of this process. One is the concept of selecting jazz vocal solo repertoire that is both musically and vocally purposeful and appropriate for the student. The other is how to teach stylistic concepts that will apply to both current repertoire as well as songs the student will learn in the future. This doctoral essay provides both a categorized list of solo jazz vocal repertoire as well as strategies for introducing stylistic elements of jazz into the private-lesson setting.
520 $a Through a systematic analysis of jazz vocal standards, a list of repertoire selections was categorized by rhythmic style, melodic range, melodic harmony, melodic rhythm, and harmonic content. In addition, the stylistic need to add syncopations to swing songs with non-syncopated melodies was addressed. Suggestions are included on how to implement this categorized list in the music selection process for students.
520 $a Furthermore, this essay provides jazz voice teachers with strategies to efficiently incorporate important aspects of jazz styles such as rhythmic feel, song form, improvisation, and harmony into the lesson setting. By showing connections between these concepts and the literature that is being taught, students can become more competent and confident within the vocal and stylistic elements of the jazz idiom.
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