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Teaching Jazz

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Teaching Jazz Teaching jazz: A study of beliefs and pedagogy using Legitimation Code Theory Saul Richardson A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Department of Sociology and Social Policy Faculty of Arts and Social Sciences The University of Sydney 2019 Statement of Originality This is to certify that to the best of my knowledge, the content of this thesis is my own work. This thesis has not been submitted for any degree or other purposes. I certify that the intellectual content of this thesis is the product of my own work and that all the assistance received in preparing this thesis and sources have been acknowledged. Signature Saul Richardson September 2019 ii Abstract This thesis explores how playing jazz can be taught to children and young people in a field that can hide its own basis of achievement. How to play jazz, how achievement is measured, and how it can be taught are problematic. The thesis looks at why the basis may be invisible to new players and what can be done. Research highlights that many Australian and US school music teachers may lack expertise in jazz, it is uncommon for jazz musicians to be trained in pedagogy, and the public face of jazz may hide teaching and expertise, with potential implications for students’ learning or access to jazz for the those who may wish to engage creatively with playing it. Using a qualitative approach, the study first examines the field of jazz education, through a corpus of documentary sources, to explore the basis of achievement in rhetoric about pedagogy. Second, the research utilises case studies of three jazz educators at a jazz camp for young people, looking at what knowledge and ways of knowing were taught and how knowledge and knowing were built over time. Each teacher’s beliefs about the basis of jazz achievement was examined through interviews. Data analysis enacted the Legitimation Code Theory concepts of specialisation codes, semantic gravity, and semantic density. The corpus showed a disconnect between a public face of jazz that emphasises knower aspects of jazz while minimising skills, techniques, or other expertise and a jazz education reality of formal training, practice, and specialist knowledge. Analysis of pedagogy in the case studies uncovered different specialisation codes embodied by each of the teachers, but each illustrative of codes active in the field and with educational implications and affordances. Key conclusions include: (1) widespread assumptions that successful jazz musicians of the past universally learnt through informal means or were self- taught are overstated; (2) the emphasis on knowers and absence of knowledge in public rhetoric about education, and even the absence of pedagogy itself, has implications that restrict legitimacy to certain categories of people or experiences. Neglecting either the knowledge or the knowing aspects of jazz problematises student’s potential to succeed. The study shows that there are ways the ‘rules of the game’ can be made explicit to support more effective pedagogy. iii Acknowledgements I thank Karl Maton, my supervisor, for believing that this research mattered and that I could make it happen, and for getting me through it. I am deeply grateful for his scholarship, his insight, teaching skill, advice, encouragement, friendship and keen interest. Karl has created not just a theory in LCT, but a community with a shared commitment to seeing knowledge and social justice that has been an inspiration to me. A key part of that community has been Elena, Jodie, Karl, Kirsten, Matt, Mauricio, Patrick, and Yeagan who together formed the weekly ‘S-club’ in Sydney, a discussion group, problem- solving forum, sounding-board, and inspiration. Additionally, fortnightly LCT roundtables at the University of Sydney exposed me to an amazing array of scholars and ideas as well as the opportunity to present work-in-progress to a high-powered audience for constructive feedback. Showing that the experience of being a PhD student in the Sydney LCT community is far from an isolating experience, a weekly reading group ‘LCT-OG’ offered yet another forum to engage with friends and colleagues and try out new ideas or explore data. I am deeply grateful to Sarah Howard for her invaluable advice on data-gathering and methodology and to Kylie Lowe for her proofreading. I also thank the teachers and students who participated in the research for allowing me into their classes and sharing their insight and experiences. Thanks to Yutaro for helping with filming lessons and helping me to transcribe the recordings. I am grateful to the jazz camp management for being so accommodating of this research. Most of all, I thank Karen and Michael not only for shouldering too much of the burden at work to allow me to do this, but for their astonishing support, patience, encouragement, and energy. Thank you. I dedicate this work to my students. iv Table of Contents Abstract ......................................................................................................................................... iii Acknowledgements ...................................................................................................................... iv Table of Contents .......................................................................................................................... v List of Tables ................................................................................................................................ ix List of Figures ................................................................................................................................ x Chapter 1 Introduction................................................................................................................. 1 1.1 Introduction to the Problem .................................................................................................. 2 1.2 Expanding on the Problem .................................................................................................... 3 1.2.1 Summary of the problem and contributions of the research .......................................... 4 1.3 Research Questions ............................................................................................................... 5 1.4 Structure of the Thesis .......................................................................................................... 6 Chapter 2 Literature Review ....................................................................................................... 8 2.1 Introduction ........................................................................................................................... 8 2.2 Surveys of Jazz Education .................................................................................................... 9 2.2.1 Questionnaires ............................................................................................................... 9 2.2.2 Affordances and limitations of survey studies ............................................................. 12 2.3 Interviews ............................................................................................................................ 13 2.3.1 Affordances and limitations of interview-based studies .............................................. 14 2.4 Historical Studies ................................................................................................................ 14 2.4.1 Affordances and limitations of historical studies ........................................................ 18 2.5 Experimental Studies .......................................................................................................... 19 2.5.1 Affordances and limitations of experimental studies................................................... 22 2.6 Ethnographic and Observational Studies ............................................................................ 23 2.6.1 Holistic ethnographies of musicians’ learning practices ............................................. 23 2.6.2 Curriculum and classroom studies ............................................................................... 26 2.6.3 Affordances and limitations of ethnographies and observational studies .................... 28 2.7 Conclusion .......................................................................................................................... 29 Chapter 3 Theoretical Framework and Methodology ............................................................. 31 3.1 Introduction ......................................................................................................................... 31 3.2 Legitimation Code Theory .................................................................................................. 31 3.3 Seeing Education ................................................................................................................ 32 3.4 Specialisation Codes ........................................................................................................... 36 3.4.1 Uses of specialisation codes in studies ........................................................................ 38 3.4.2 How specialisation codes will be used in this study .................................................... 40 3.5 Semantic Gravity and Semantic Density ............................................................................ 42 3.5.1 Uses of semantic gravity and semantic density in studies ..........................................
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