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An appraisal of collegiate jazz perf...

Javors, Keith.

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An appraisal of collegiate jazz performance programs in the teaching of jazz music.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An appraisal of collegiate jazz performance programs in the teaching of jazz music./
Author:	Javors, Keith.
Description:	468 p.
Notes:	Adviser: John Grashel.
Contained By:	Dissertation Abstracts International62-06A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3017113
ISBN:	049327426X

An appraisal of collegiate jazz performance programs in the teaching of jazz music.
Javors, Keith.

An appraisal of collegiate jazz performance programs in the teaching of jazz music. - 468 p.

Adviser: John Grashel.

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2001.

The purpose of this study is to cross-analyze jazz performance and education in its indigenous setting with its formal adaptation at the tertiary level. Individuals both inside and outside the academy have often questioned the juncture of jazz and the formal educational institution because of the innate nature of jazz and accepted academic protocol within the institution. This study is principally designed to offer a philosophical description of this phenomenon and offer general recommendations to the field for the improvement of current jazz educational practice within colleges.

ISBN: 049327426XSubjects--Topical Terms:

543175
Education, Higher.

An appraisal of collegiate jazz performance programs in the teaching of jazz music.
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100 1 $a Javors, Keith. $3 1254820
245 1 0 $a An appraisal of collegiate jazz performance programs in the teaching of jazz music.
300 $a 468 p.
500 $a Adviser: John Grashel.
500 $a Source: Dissertation Abstracts International, Volume: 62-06, Section: A, page: 2063.
502 $a Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2001.
520 $a The purpose of this study is to cross-analyze jazz performance and education in its indigenous setting with its formal adaptation at the tertiary level. Individuals both inside and outside the academy have often questioned the juncture of jazz and the formal educational institution because of the innate nature of jazz and accepted academic protocol within the institution. This study is principally designed to offer a philosophical description of this phenomenon and offer general recommendations to the field for the improvement of current jazz educational practice within colleges.
520 $a To acquire a perspective of the attitudes of expert jazz pedagogues, all faculty members from Masters-level Jazz programs ranked in the top twelve by the 1998 U.S. News and World Reports rankings and dually accredited by the National Association of Schools of Music (NASM) were selected as a purposive sample. A questionnaire was solicited to each of these faculty members, resulting in data regarding the general state of formal jazz education as related to the historical practice of the art form away from the academy.
520 $a In addition, seven individuals regarded as artistic-level jazz performers outside the academy, but who are also known to be successful jazz educators within it, were interviewed regarding issues emerging from the questionnaire results, the preliminary research questions, and the related literature findings. These seven individuals are Ron Bridgewater, Hal Galper, David Liebman, Rufus Reid, Bobby Shew, Ed Soph, and Phil Woods. The subjects were selected dually on their outstanding performance ability independent of the academy and their knowledge of current formal jazz education.
520 $a Both the questionnaire and interview data revealed a notable degree of inconsistency between learning to perform jazz in the indigenous climate as opposed to the formal realm. Discussion focused on problematic areas of administration, hiring, politics, selectivity of students, personal qualities, experiences, curriculum, and teaching methodology. In the concluding chapter, specific recommendations for improvement are offered within in an incorporative philosophical essay.
590 $a School code: 0090.
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Music. $3 1017808
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790 1 0 $a Grashel, John, $e advisor
791 $a Ed.D.
792 $a 2001
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