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Development of a new jazz method: L...

Wetzel, Neil David.

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Development of a new jazz method: Learning Jazz Language, a curriculum for beginning improvisers.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Development of a new jazz method: Learning Jazz Language, a curriculum for beginning improvisers./
Author:	Wetzel, Neil David.
Description:	342 p.
Notes:	Adviser: Randall Everett Allsup.
Contained By:	Dissertation Abstracts International68-06A.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3269126
ISBN:	9780549082477

Development of a new jazz method: Learning Jazz Language, a curriculum for beginning improvisers.
Wetzel, Neil David.

Development of a new jazz method: Learning Jazz Language, a curriculum for beginning improvisers. - 342 p.

Adviser: Randall Everett Allsup.

Thesis (Ed.D.)--Teachers College, Columbia University, 2007.

There are many commercially available texts and methods aimed at assisting music educators to teach jazz improvisation, however many of these texts use a highly structured/sequential approach that rely heavily on musically notated examples. Often these methods do not offer instruction in the manner that jazz musicians have historically learned: by discovering new concepts through aural modeling.

ISBN: 9780549082477Subjects--Topical Terms:

1017808
Education, Music.

Development of a new jazz method: Learning Jazz Language, a curriculum for beginning improvisers.
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020 $a 9780549082477
035 $a (UMI)AAI3269126
035 $a AAI3269126
040 $a UMI $c UMI
100 1 $a Wetzel, Neil David. $3 1277995
245 1 0 $a Development of a new jazz method: Learning Jazz Language, a curriculum for beginning improvisers.
300 $a 342 p.
500 $a Adviser: Randall Everett Allsup.
500 $a Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2376.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2007.
520 $a There are many commercially available texts and methods aimed at assisting music educators to teach jazz improvisation, however many of these texts use a highly structured/sequential approach that rely heavily on musically notated examples. Often these methods do not offer instruction in the manner that jazz musicians have historically learned: by discovering new concepts through aural modeling.
520 $a The goal of this study was to develop a curriculum for use by music educators suitable for teaching beginning jazz improvisation to middle school aged instrumentalists. The new curriculum incorporated aural exercises and activities which allowed students to learn new concepts by ear using student-centered activities while providing a comprehensive and sound pedagogical approach based on constructivist learning theories and models. The newly designed curriculum offered instruction in a sequentially-based non-linear format, presenting learning activities in a somewhat structured, yet flexible, paradigm; this model allowed for instructor and/or student control over the sequence of instructional activities. The curriculum was also rich with resources in order to facilitate use by music educators with limited experiences in jazz.
520 $a A two-stage evaluation process was used to revise and rate the new curriculum. During the first stage or the formative evaluation, jazz content experts reviewed the new curriculum while music educators with limited jazz experiences field-tested the materials (the Learning Jazz Language handbook, audio/practice CD and website); the data collected in this phase was used to revise the curriculum. During the final or summative evaluation stage, data were collected to determine the new curriculum's effectiveness.
520 $a The data collected from surveys, interviews and observations suggested that the Learning Jazz Language curriculum materials were helpful to the music educator with limited jazz experiences, helped students to learn how to improvise, and could be used to teach improvisation in a school jazz band setting. Finally, challenges that face music educators and especially jazz programs in schools were identified; the field-testers cited scheduling problems, academic pressures and the pressures of public performance as impediments that face music educators directing jazz ensembles.
590 $a School code: 0055.
650 4 $a Education, Music. $3 1017808
650 4 $a Music. $3 516178
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710 2 $a Teachers College, Columbia University. $3 1018028
773 0 $t Dissertation Abstracts International $g 68-06A.
790 $a 0055
790 1 0 $a Allsup, Randall Everett, $e advisor
791 $a Ed.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3269126