Jazz Improvisation Pedagogy: Evaluating the Effectiveness of a Beginning Jazz Improvisation Learning Environment for Middle School Instrumentalists
JAZZ IMPROVISATION PEDAGOGY: EVALUATING THE EFFECTIVENESS OF A BEGINNING JAZZ IMPROVISATION LEARNING ENVIRONMENT FOR MIDDLE SCHOOL INSTRUMENTALISTS By SARA E. MARINO A dissertation submitted to the Graduate School of Education Rutgers, The State University of New Jersey in partial fulfillment of the requirements for the degree of Doctor of Education Graduate Program in Design of Learning Environments written under the direction of ________________________ Dr. Clark A. Chinn ________________________ Dr. Angela M. O’Donnell ________________________ Dr. Stephanie Cronenberg New Brunswick, New Jersey May 2019 ©2019 Sara E. Marino ALL RIGHTS RESERVED ii Abstract In the last century, the practice of improvisation has distinguished jazz and set it apart from other musical genres and their performance practices (Azzara, 2002; Coker, 1978). Despite available resources, improvisation’s role in the National Core Arts Standards (NCCAS, 2014), and jazz’s significance in school music programs (Azzara, 2002; Sarath, 2002; Watson, 2010), inconsistencies in music improvisation education have persisted. To explain deficiencies in improvisation education, researchers have proposed a lack of teacher experience (Alexander, 2012; Azzara, 1999) and a need for greater pre-service teacher preparation (Watson, 2010; West, 2015). Educators and music students may therefore benefit from research-based best practices for teaching jazz improvisation. Existing research has studied the effectiveness of jazz improvisation instruction in general (e.g., Bash, 1983; Coy, 1989; Watson, 2010) and which personal characteristics predict positive outcomes (e.g., Ciorba, 2009; Madura, 1996; May, 2003). Future research should investigate which methods are most effective (Azzara, 2002; Bowman, 1988; May, 2003) and at which stages of musical development (Azzara, 2002; Bowman, 1988; Kratus, 1995).
[Show full text]