This study explores ways in which jazz education practices in Manitoba secondary schools might be redesigned to better reflect those aspects of jazz that should make it a valued part of music education and public schooling. Procedures include a selective examination of the nature and value of jazz, an examination of the value of jazz education to music education and public schooling, and an email interview with selected Canadian expert adjudicators.
Jazz was found to be a musical practice that holds tremendous potential for music education and public schooling due the adaptable kind of musicianship it engenders, and its potential for outcomes that are educational in nature. Current practices, based on the observations of selected Canadian experts, often fail to reflect those aspects of jazz that should make it a valued and valuable part of music education and public schooling. An alternative, praxially-based model curriculum is offered based on the findings.
|School:||Brandon University (Canada)|
|Source:||MAI 45/03M, Masters Abstracts International|
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