Exploring Music Students' Jazz Improvisation Skills Through Listening or Jazz Improvisation Theory Instruction: A Qualitative Case Study
Reseña del libro "Exploring Music Students' Jazz Improvisation Skills Through Listening or Jazz Improvisation Theory Instruction: A Qualitative Case Study"
Curriculum and teaching have prevailed as instruments of knowledge that accommodate social change and development of the arts (Danmole, 2011). College music students' expressivity and creativity when producing improvisation depend on the theoretical knowledge of improvisation gained in high school (Hargreaves, 2012). General music instruction has been included in public schools since the mid-1970s however, there were limited research studies conducted about the instruction of jazz music (West, 2014). Core music standards challenge learners and instructors to engage in developing new musical commodities that entail both improvisation and composition (Shuler, Norgaard, & Blakeslee, 2014; West, 2014). Leaders of the National Coalition for Core Arts Standards (2013) affirmed the importance of creativity and improvisation for students' development in the music standards. Music researchers have noted the new national standards for music educators include jazz ensemble in educational music programs, but music educators in public schools provide limited instruction in jazz improvisation theory (Lewis & Lovatt, 2013; Roger, 2013). Researchers have produced studies to educate instructors about music creativity that involve defining, evaluating, and composing jazz improvisation (Abramo & Reynolds, 2015). Music educators within the field of curriculum and teaching apply music creativity research to construct frameworks to foster music creativity for instructors studying music education (Hargreaves, 2012). Researchers have also noted jazz improvisation instruction and extended creativity concepts can contribute to developing students' music creativity (Bresler, 2012). The problem is that college faculty members do not have sufficient knowledge regarding how best to focus instructional time to promote students' jazz improvisation skills. More research is necessary to determine if theoretical or aural instruction will increase students' music creativity (Bresler, 2012). Without further research, students will continue to be underprepared for careers and further study in jazz (Watson, 2010a).
