This study investigates the core elements of jazz piano learning through exploring the formative experiences of accomplished jazz pianists. This research is modeled after and is a continuation of the inquiry started in Victor Lin’s 2011 dissertation. The data was gathered through interviews with professional and critically acclaimed jazz pianists; the participants were Bill Charlap, Chick Corea, Glenn Zaleski, Harold Mabern, James Weidman, Kelly Green, Kevin Hays and Peter Cincotti. Thorough, qualitative analysis of the interview transcripts was performed to identify commonalities in learning patterns and experiences of the pianists despite their different musical backgrounds. The roles of piano teachers and method books were examined in detail in addition to the practicing habits, listening experiences and musical environments which were important for the participants’ development. Findings include the importance of a particular approach to aural skills for jazz musicians, one that connects in interesting ways with the concept of audiation developed by Edwin Gordon; the utility of assimilating music material in small chunks, leading to a “deep” learning approach towards learning tunes; and the advantage of a practice routine based on the standard jazz repertoire. Ideas on how these elements can be incorporated into a course of jazz piano study are discussed in the conclusion.
|Commitee:||DeMotta, David, Frierson-Campbell, Carol, Newman, Timothy|
|School:||The William Paterson University of New Jersey|
|School Location:||United States -- New Jersey|
|Source:||MAI 58/06M(E), Masters Abstracts International|
|Subjects:||Pedagogy, Music education|
|Keywords:||Audiation, Charlap, Bill, Corea, Chick, Jazz education, Jazz piano, Mabern, Harold|
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