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"The jazz problem": The Victorian-Mo...

Hardesty, Jacob.

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"The jazz problem": The Victorian-Modern tension in 1920s secondary and tertiary schools.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	"The jazz problem": The Victorian-Modern tension in 1920s secondary and tertiary schools./
Author:	Hardesty, Jacob.
Description:	262 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
Subject:	Education, History of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3599187
ISBN:	9781303483455

"The jazz problem": The Victorian-Modern tension in 1920s secondary and tertiary schools.
Hardesty, Jacob.

"The jazz problem": The Victorian-Modern tension in 1920s secondary and tertiary schools. - 262 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2013.

In my dissertation, I explore educators' perceptions and responses toward the impact jazz would have on young people in the 1920s. More than a musical genre, jazz operated as the clearest diving line between a Victorianist ethos of restrain and an emerging modernist alternative. My analysis primarily focuses on student age and level of education. I argue that, despite a general dislike among both groups, university faculty and administrators allowed students more agency to shape the culture of their institutions than their secondary school colleagues, who sought to minimize young people's exposure to jazz. While secondary school teachers and their allies actively worked to separate students from jazz, faculty and administrators in higher education generally allowed students greater authority and autonomy on campus. As a secondary theme, I also examine the role race played in critics' complaints. White educators used a sort of coded racialized language to evoke a sense of the primitive and lack of restraint that accompanied jazz. African American educators' critique was more specific. They voiced concerns that the secular genre could corrupt the sacred spiritual, the primary musical source of racial pride.

ISBN: 9781303483455Subjects--Topical Terms:

599244
Education, History of.

"The jazz problem": The Victorian-Modern tension in 1920s secondary and tertiary schools.
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245 1 0 $a "The jazz problem": The Victorian-Modern tension in 1920s secondary and tertiary schools.
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500 $a Advisers: Donald Warren; Dionne Danns.
502 $a Thesis (Ph.D.)--Indiana University, 2013.
520 $a In my dissertation, I explore educators' perceptions and responses toward the impact jazz would have on young people in the 1920s. More than a musical genre, jazz operated as the clearest diving line between a Victorianist ethos of restrain and an emerging modernist alternative. My analysis primarily focuses on student age and level of education. I argue that, despite a general dislike among both groups, university faculty and administrators allowed students more agency to shape the culture of their institutions than their secondary school colleagues, who sought to minimize young people's exposure to jazz. While secondary school teachers and their allies actively worked to separate students from jazz, faculty and administrators in higher education generally allowed students greater authority and autonomy on campus. As a secondary theme, I also examine the role race played in critics' complaints. White educators used a sort of coded racialized language to evoke a sense of the primitive and lack of restraint that accompanied jazz. African American educators' critique was more specific. They voiced concerns that the secular genre could corrupt the sacred spiritual, the primary musical source of racial pride.
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