DISCOVER THE MUSIC
JAZZ EDUCATION MATTERS
TEACHING PHILOSOPHY & MISSION
COLLEGE & UNIVERSITY
The role of an educator is to provide a solid foundation of knowledge, encourage a love for learning and pave the way for students to succeed in the professional world.
Music students of today are faced with a unique challenge to survive as professional musicians in a competitive market. The majority of music students will graduate without the ability to establish financial independence or understand the role of being a sole proprietor. With increasing need, music schools at the University level need to take the initiative to provide courses that offer entrepreneurial skills combined with the original process of how jazz was traditionally learned on the band stand.
My approach to music education is to encourage connections between the apprentice and the mentor to inspire the passing down of knowledge from those who contributed to the jazz idiom. Students are encouraged towards entrepreneurial thinking in order to facilitate a career-incentive that reaches beyond the classroom. Similar to that of an apprentice working beside a mentor who teaches the craft through hands-on experience, the apprentice will gain wisdom and knowledge when put to the task of “doing.”
This type of education is the tradition of jazz and I believe to be most valuable.
HIGH SCHOOL
Jazz is finding its way into mainstream academia and has proven its worth as an important part of music development. All too often, jazz education is added to the populous of existing conservatory-style template rather than offering the environment in which jazz happens as an art form. It is important that jazz education embrace the true process of how jazz musicians communicate and the unique language that occurs from one musician to another.
It is not enough to teach theory and ear-training and then move towards improvisational approaches and repertoire without tracing the true heritage and experiences of those that contributed to the jazz idiom.
CONCEPTS IN JAZZ METHODOLOGY
One approach to jazz education is to offer three components to the development of a musician.
Jazz Pedagogy
Instrumental development, technique, theory, ear-training, repertoire analysis, performance and the gathering of knowledge from various traditional and innovative methods.
The Authentic Self
Discovering the language of jazz and its personal connection to one's own identity, culture and creative voice.
Jazz Through A Global Lens
Exploration of various jazz icons, genres and historical events that paved the way for meaningful change in the world.
SAMPLES OF LESSON TOPICS
THEORY
"Tension & Resolution"
When exploring the importance of "Tension & Resolution" in music, the Dominant 7th chord becomes an important topic. Students learn how the dissonance of the dominant chord creates a strong gravitational pull towards the tonic and the significance of this in all music. Students learn the traditional rules of counterpoint and readily explore how and why those rules are changed within the pop and jazz idioms. Students analyze film scores, pop and jazz repertoire to "hear" how the instability of the dominant chord will create tension in order to manipulate the listener into having an emotional response.
IMPROVISATION
"Transcription & Analysis"
Students learn the traditional art of transcription without the use of modern technology. They study the traditional form of songs ranging from Sonata Allegro form, the 12-bar blues, the jazz standard AABA to various through-composed forms. Students listen to various solos and transcribe onto manuscript in order to delve into the deeper aspects of listening. Students are to trace the provinence of that solo; understanding the story behind the solo and the artist that created it.
PROJECT-BASED LEARNING
"Genres & Icons"
Students explore the world of music through the experiences of those who are devoted to the idiom of jazz.
Students reach out to the jazz community to interview various musicians and learn what it means to be a musician from various points of view. Students write an essay and create podcasts based on their findings and readily apply the meaning of this discovery to their own personal growth as a musician.
PERFORMING ARTS INDEPENDENT TRACK
Students at the Greenwich Country Day School have the option of receiving a credit for creating an independent study in a music-related topic. Students create an abstract and a path of discovery to approach music from all angles in a scholarly way. The overall purpose of this track is to show that the Arts are an equal entity within the academic structure and can serve as an important topic for research and connections to other subject areas. Students are expected to move independently with guidance from several advisors and experts in the field.
The final project includes three components in these categories:
1) Narrative Presentation
Tutorial, Master-Class or Program Notes
2) Written Component
Scholarly Essay or Pedagogical Approach Design
3) Performance
Recital or Exhibition