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ERIC Number: EJ852406
Record Type: Journal
Publication Date: 2004-Sep
Pages: 18
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1532-8090
Canons in Harmony, or Canons in Conflict: A Cultural Perspective on the Curriculum and Pedagogy of Jazz Improvization
Prouty, Kenneth E.
Research and Issues in Music Education, v2 n1 Sep 2004
This essay examines how jazz educators construct methods for teaching the art of improvisation in institutionalized jazz studies programs. Unlike previous studies of the processes and philosophies of jazz instruction, I examine such processes from a cultural standpoint, to identify why certain methods might be favored over others. Specifically, jazz education is treated as a fusion of two distinct historical and cultural forces: those of musical academia, and of the jazz community. I argue that methods of teaching improvisation reflect a dual identity, in which these two cultural traditions sometimes exert an uneven influence upon the learning environment. Improvisational curricula, pedagogical methods, and evaluative strategies all reflect this dual influence, and the tensions they engender impart a powerful influence on the ways in which students and teachers interact with each other, with the institution, and with the larger community of jazz performers. (Contains 35 footnotes.)
University of St. Thomas. Graduate Programs in Music Education, Loras Hall 103, 2115 Summit Avenue, Saint Paul, MN 55105. Tel: 651-962-5729; Web site: http://www.stthomas.edu/rimeonline
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A