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Perspectives of professional vocal j...

English, Michelle N. G.

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Perspectives of professional vocal jazz singers and jazz educators: Implications for high school vocal jazz pedagogy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Perspectives of professional vocal jazz singers and jazz educators: Implications for high school vocal jazz pedagogy./
Author:	English, Michelle N. G.
Description:	126 p.
Notes:	Source: Masters Abstracts International, Volume: 42-06, page: 1950.
Contained By:	Masters Abstracts International42-06.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ91224
ISBN:	0612912248

Perspectives of professional vocal jazz singers and jazz educators: Implications for high school vocal jazz pedagogy.
English, Michelle N. G.

Perspectives of professional vocal jazz singers and jazz educators: Implications for high school vocal jazz pedagogy. - 126 p.

Source: Masters Abstracts International, Volume: 42-06, page: 1950.

Thesis (M.Ed.)--University of Manitoba (Canada), 2004.

My personal experience as a university and high school vocal jazz teacher and as a vocal jazz singer led me to a notion that there was a dissonance between the way in which professional singers learned to sing jazz and the way in which educators teach high school vocal jazz. The purpose of this study was to ascertain the methods by which professional vocal jazz singers learned their art and the successful methodology that was employed by high school vocal jazz teachers. There was a prospect, I felt, of a methodological process that would be more accessible to teachers and learners if a study was carried out on the way in which professional singers learned to perform jazz.

ISBN: 0612912248Subjects--Topical Terms:

1017808
Education, Music.

Perspectives of professional vocal jazz singers and jazz educators: Implications for high school vocal jazz pedagogy.
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020 $a 0612912248
035 $a (UnM)AAIMQ91224
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100 1 $a English, Michelle N. G. $3 1935106
245 1 0 $a Perspectives of professional vocal jazz singers and jazz educators: Implications for high school vocal jazz pedagogy.
300 $a 126 p.
500 $a Source: Masters Abstracts International, Volume: 42-06, page: 1950.
500 $a Adviser: Francine Morin.
502 $a Thesis (M.Ed.)--University of Manitoba (Canada), 2004.
520 $a My personal experience as a university and high school vocal jazz teacher and as a vocal jazz singer led me to a notion that there was a dissonance between the way in which professional singers learned to sing jazz and the way in which educators teach high school vocal jazz. The purpose of this study was to ascertain the methods by which professional vocal jazz singers learned their art and the successful methodology that was employed by high school vocal jazz teachers. There was a prospect, I felt, of a methodological process that would be more accessible to teachers and learners if a study was carried out on the way in which professional singers learned to perform jazz.
520 $a The review of literature is discussed according to themes pertaining to teaching and learning vocal jazz.
520 $a The research methodology employed in this study involved collecting data from three sources: professional vocal jazz singers, high school vocal jazz teachers, and mainstream vocal jazz educational resources. (Abstract shortened by UMI.)
590 $a School code: 0303.
650 4 $a Education, Music. $3 1017808
650 4 $a Education, Secondary. $3 539262
690 $a 0522
690 $a 0533
710 2 0 $a University of Manitoba (Canada). $3 1018707
773 0 $t Masters Abstracts International $g 42-06.
790 1 0 $a Morin, Francine, $e advisor
790 $a 0303
791 $a M.Ed.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ91224