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Middle school jazz band students' ex...

Knaster, Jenna Mary.

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Middle school jazz band students' experiences composing and improvising.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Middle school jazz band students' experiences composing and improvising./
Author:	Knaster, Jenna Mary.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	120 p.
Notes:	Source: Masters Abstracts International, Volume: 56-01.
Contained By:	Masters Abstracts International56-01(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10157396
ISBN:	9781369124224

Middle school jazz band students' experiences composing and improvising.
Knaster, Jenna Mary.

Middle school jazz band students' experiences composing and improvising. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 120 p.

Source: Masters Abstracts International, Volume: 56-01.

Thesis (M.M.)--University of Delaware, 2016.

The purpose of this action research was to document the musical achievement of students learning to compose and improvise in a middle school jazz band. Research questions guiding this study were: (1) What effect does learning to compose a blues melody have on students' improvisation achievement? (2) In what ways do learning to compose a blues melody influence student perspective of improvising? and (3) What is the relationship between students' compositional and improvisational achievement in a middle school jazz band? I obtained quantitative and qualitative data to gain a detailed understanding of students' experiences and my teaching practice in a natural rehearsal setting. Using a teacher-researcher created learning plan, students recorded pre- and post-test improvisations over the standard 12-bar blues form, wrote original blues melodies, and completed an exit survey detailing their perspective of the learning process over 15 regularly scheduled rehearsals. My field notes and in-depth review of three rehearsal videos provided a basis for me to richly describe my practices, as well as students' experiences improvising, composing, collaborating, and being creative together. Conclusions drawn from this study included: (a) students made meaningful musical connections when improvising and composing in the same musical context; (b) composing and revising an original blues melody encouraged students to compare the processes of composing and improvising, which may have improved students' improvisation achievement; and (c) composition and improvisation are mutually beneficial processes that may help students develop stronger overall musicianship skills.

ISBN: 9781369124224Subjects--Topical Terms:

3168367
Music education.

Middle school jazz band students' experiences composing and improvising.
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245 1 0 $a Middle school jazz band students' experiences composing and improvising.
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300 $a 120 p.
500 $a Source: Masters Abstracts International, Volume: 56-01.
500 $a Adviser: Alden H. Snell.
502 $a Thesis (M.M.)--University of Delaware, 2016.
520 $a The purpose of this action research was to document the musical achievement of students learning to compose and improvise in a middle school jazz band. Research questions guiding this study were: (1) What effect does learning to compose a blues melody have on students' improvisation achievement? (2) In what ways do learning to compose a blues melody influence student perspective of improvising? and (3) What is the relationship between students' compositional and improvisational achievement in a middle school jazz band? I obtained quantitative and qualitative data to gain a detailed understanding of students' experiences and my teaching practice in a natural rehearsal setting. Using a teacher-researcher created learning plan, students recorded pre- and post-test improvisations over the standard 12-bar blues form, wrote original blues melodies, and completed an exit survey detailing their perspective of the learning process over 15 regularly scheduled rehearsals. My field notes and in-depth review of three rehearsal videos provided a basis for me to richly describe my practices, as well as students' experiences improvising, composing, collaborating, and being creative together. Conclusions drawn from this study included: (a) students made meaningful musical connections when improvising and composing in the same musical context; (b) composing and revising an original blues melody encouraged students to compare the processes of composing and improvising, which may have improved students' improvisation achievement; and (c) composition and improvisation are mutually beneficial processes that may help students develop stronger overall musicianship skills.
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