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Pedagogical practices in vocal jazz ...

Wadsworth Walker, Cherilee.

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Pedagogical practices in vocal jazz improvisation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Pedagogical practices in vocal jazz improvisation./
Author:	Wadsworth Walker, Cherilee.
Description:	365 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4504.
Contained By:	Dissertation Abstracts International65-12A.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3159282
ISBN:	049692320X

Pedagogical practices in vocal jazz improvisation.
Wadsworth Walker, Cherilee.

Pedagogical practices in vocal jazz improvisation. - 365 p.

Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4504.

Thesis (Ph.D.)--The University of Oklahoma, 2005.

Research into appropriate teaching methods has not kept pace with the growing need for understanding how vocalists learn to improvise. The purpose of this study was to poll ensemble directors and performers concerned with vocal jazz education regarding various pedagogical techniques for teaching improvisation. It was hoped this would reveal what strategies, skills, and aptitudes are most important in terms of musical development, as well as any trends related to gender, ethnicity, primary instrument, level and focus of education, and differences between directors' and performers' perspectives.

ISBN: 049692320XSubjects--Topical Terms:

1017808
Education, Music.

Pedagogical practices in vocal jazz improvisation.
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035 $a AAI3159282
040 $a UnM $c UnM
100 1 $a Wadsworth Walker, Cherilee. $3 1939578
245 1 0 $a Pedagogical practices in vocal jazz improvisation.
300 $a 365 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4504.
500 $a Adviser: Nancy H. Barry.
502 $a Thesis (Ph.D.)--The University of Oklahoma, 2005.
520 $a Research into appropriate teaching methods has not kept pace with the growing need for understanding how vocalists learn to improvise. The purpose of this study was to poll ensemble directors and performers concerned with vocal jazz education regarding various pedagogical techniques for teaching improvisation. It was hoped this would reveal what strategies, skills, and aptitudes are most important in terms of musical development, as well as any trends related to gender, ethnicity, primary instrument, level and focus of education, and differences between directors' and performers' perspectives.
520 $a Surveys were distributed to members of the International Association for Jazz Education having indicated an interest in vocal jazz. Respondents were asked to rate techniques documented in jazz literature reflecting the relative importance of each to developing skill in vocal jazz improvisation. Additionally, subjects were asked to identify persons they felt had made significant contribution to the teaching of vocal jazz, understanding that individuals receiving the most mentions would be contacted for interviews. Interviewees were first asked to describe their own teaching, then assist in interpreting the results of the survey.
520 $a There were high levels of agreement regarding which techniques were considered most and least important. However, several differences in satisfaction levels arose, suggesting that perhaps the intention and application of these teaching strategies is not fully understood. While few differences based upon gender and ethnicity were discovered, the wealth of anecdotal information implies that these issues have not yet been resolved.
590 $a School code: 0169.
650 4 $a Education, Music. $3 1017808
690 $a 0522
710 2 0 $a The University of Oklahoma. $3 1021915
773 0 $t Dissertation Abstracts International $g 65-12A.
790 1 0 $a Barry, Nancy H., $e advisor
790 $a 0169
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3159282