Jazz Improvisation Pedagogy: Evaluating the Effectiveness of a Beginning Jazz Improvisation Learning Environment for Middle School Instrumentalists

Autor/inn/en	Marino, Sara E.; Chinn, Clark A.
Titel	Jazz Improvisation Pedagogy: Evaluating the Effectiveness of a Beginning Jazz Improvisation Learning Environment for Middle School Instrumentalists
Quelle	In: Journal of Research in Music Education, 71 (2023) 3, S.322-342 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marino, Sara E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/00224294221150019
Schlagwörter	Program Effectiveness; Music Education; Musical Instruments; Creative Activities; Middle School Students; Academic Achievement; Self Evaluation (Individuals); Self Efficacy; Student Motivation; Grade 5; Grade 6; Grade 7; Grade 8; Cooperative Learning; Music Activities; Feedback (Response); Music Theory + Suchen Sie Ihr Suchwort? Musikerziehung; Musikinstrument; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Kooperatives Lernen; Musikalische Aktion; Musiktheorie
Abstract	The purpose of this study was to investigate the effectiveness of a beginning jazz improvisation learning environment for middle school instrumentalists, including whether one of two instructional sequences of harmonic form improvisation tasks better supported four outcomes: achievement, self-assessment, self-efficacy, and motivation. Over 12 weeks, fifth- to eighth-grade instrumentalists (n = 43) studied jazz improvisation in a learning environment with four critical features: (a) forming cooperative jazz combos, (b) making jazz thinking visible, (c) encouraging specific feedback, and (d) implementing harmonic form sequencing. Quantitative data for all outcomes were collected pre-, mid-, and postinstruction. Primary findings showed: (a) a significant effect on all outcomes over time, not only for the 12-week duration of the instructional period but even in the first 6 weeks; (b) a significant interaction between assessed task (i.e., a modal- or blues-based improvisation) and achievement; (c) evidence of transfer of learning when, midinstruction, participants significantly improved at both tasks after only studying one; and (d) no significant effect according to instructional sequence of harmonic form (i.e., modal/blues vs. blues/modal). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01