Through the researcher's experience and informal discussions with other pedagogues working in tertiary music environments, the researcher was of the opinion that there is currently not a comprehensive arranging/orchestration method book that could be used exclusively as a course text in post-secondary arranging courses. While there are numerous published method books available, they are generally produced in North America and do not address all the needs of an arranging/orchestration course. The aim of the research was to find what are the constituent parts and theoretical underpinnings of a model Arranging course text book. Also, to find what materials are currently being used by lecturers and teachers throughout Australasian universities, colleges and other institutions for the delivery of arranging (and/or orchestration) courses, and if these materials differ from those used in North America. Of interest are the assumptions made in the background knowledge of the students entering these courses from upper-secondary level or otherwise and if this project can assist students making the transition. Finally, is there potential to have a standard text published in Australia, what are the important elements that should be included, and is it possible to deliver such a text as an online document? The research showed that most teachers and lecturers in post-secondary school music courses teaching arranging/orchestration use extracts from several books and link them together, filling in the gaps, with their own methodologies and experiences. The problem with this approach is the resultant lack of uniformity through the various sections of the course; in particular the musical examples used and the availability of audio recordings of the examples. Some older published texts, while valuable in their content, do not supply audio recordings. Most texts investigated that do supply audio recordings only demonstrate good arranging/orchestration techniques and fail to compare the same example conceived through poor technique. This study revealed some important findings about the lack of a course method book existing that met the needs of educators delivering post-secondary courses in arranging. The key elements of such a course book were identified through research and then written into a model text (the project) with accompanying CD audio examples. Upon gaining valuable insights and completing the project, there was some scope for improving, extending (or changing delivery method) and publishing the project.

This dissertation examines jazz from the perspective of advertisers and marketers that have used the music with a view to unraveling the complicated web of cultural meanings and values that attend to jazz in the 21st century. Advertising is a critically important and profoundly complex medium for the mass dissemination of music and musical meaning. Advertisers and marketers therefore offer crucial perspectives on the construction, reification, and circulation of jazz meanings and discourses. At the same time, I argue that historically jazz has been a cultural practice that is uniquely situated on the cusp of the binarized cultural categories of “high art” and “popular/commercial”. With that in mind, I suggest that jazz offers an invaluable lens through which to examine the complex and often contradictory culture of consumption upon which North American capitalism is predicated. In a broad sense, then, I examine the confluence of jazz, consumption, and capitalism as they are articulated through the medium of advertising. I contextualize my analysis with a short history of music in advertising and a discussion of jazz’s embeddedness in capitalism and the North American culture of consumption. The core of the dissertation consists of three detailed case studies: an analysis of jazz and luxury in a 2003 Chrysler Canada campaign for the high-end cars Sebring and 300M, featuring Diana Krall; a discussion of the function of jazz in the spectacularization of cultural diversity and individual agency in the television campaign for a 2006 Diet Pepsi product called “Jazz”; and an examination of corporate amorality in the Toronto Dominion Bank’s sponsorship of jazz festivals in Canada. Finally, I consider how both communities and individuals have been subjectively constituted and/or called into being by consumption and, conversely, how they have used the convergence of jazz and consumption to “talk back” to capitalism.

This dissertation examines jazz from the perspective of advertisers and marketers that have used the music with a view to unraveling the complicated web of cultural meanings and values that attend to jazz in the 21st century. Advertising is a critically important and profoundly complex medium for the mass dissemination of music and musical meaning. Advertisers and marketers therefore offer crucial perspectives on the construction, reification, and circulation of jazz meanings and discourses. At the same time, I argue that historically jazz has been a cultural practice that is uniquely situated on the cusp of the binarized cultural categories of “high art” and “popular/commercial”. With that in mind, I suggest that jazz offers an invaluable lens through which to examine the complex and often contradictory culture of consumption upon which North American capitalism is predicated. In a broad sense, then, I examine the confluence of jazz, consumption, and capitalism as they are articulated through the medium of advertising. I contextualize my analysis with a short history of music in advertising and a discussion of jazz’s embeddedness in capitalism and the North American culture of consumption. The core of the dissertation consists of three detailed case studies: an analysis of jazz and luxury in a 2003 Chrysler Canada campaign for the high-end cars Sebring and 300M, featuring Diana Krall; a discussion of the function of jazz in the spectacularization of cultural diversity and individual agency in the television campaign for a 2006 Diet Pepsi product called “Jazz”; and an examination of corporate amorality in the Toronto Dominion Bank’s sponsorship of jazz festivals in Canada. Finally, I consider how both communities and individuals have been subjectively constituted and/or called into being by consumption and, conversely, how they have used the convergence of jazz and consumption to “talk back” to capitalism.

abstract: This thesis examines the jazz jam session’s function in the constitution of jazz scenes as well as the identities of the musicians who participate in them. By employing ritual and performance studies theories of liminality, I demonstrate ways in which jazz musicians, jam sessions, and other social structures are mobilized and transformed during their social and musical interactions. I interview three prominent members of the jazz scene in the greater Phoenix area, and incorporate my experience as a professional jazz musician in the same scene, to conduct a contextually and socially embedded analysis in order to draw broader conclusions about jam sessions in general. In this analysis I refer to other ethnomusicologists who research improvisation, jazz in ritual context, and interactions, such as Ingrid Monson, Samuel Floyd, Travis Jackson, and Paul Berliner, as well as ideas proposed by phenomenologically adjacent thinkers such as Gilles Deleuze, Martin Heidegger, Maurice Merleau-Ponty, and Karen Barad. This thesis attempts to contribute to current jam session research in fields such as ethnomusicology and jazz studies by offering a perspective on jam sessions based on phenomenology and process philosophy, concluding that the jam session is an essential mechanism in the ongoing social and musical developments of jazz musicians and their scene. I also attempt to continue and develop the discourse surrounding theories of liminality in performance and ritual studies by underscoring the web of relations in social structures that are brought into contact with one another during the liminal performances of their acting agents. / Dissertation/Thesis / Masters Thesis Music 2019

For over one hundred years the drum kit has been a driving force in shaping popular music, yet in popular culture the kit is not taken as seriously as other instruments, with drummer jokes abound. This hierarchy is reflected across academia and music literature, where the drum kit is least discussed amongst other instruments commonly found in popular music. Looking within the context of early jazz—one of the first styles of music the drum kit helped shape—historians and publishers were keen to ensure leading horn players told their story, while the drummers, who rarely secured similar levels of fame or recognition, had comparatively little chance to record their story. Detailed histories of the instrument are therefore scarce, incomplete, or riddled with inaccuracies and misunderstandings. This thesis presents a clear and detailed history of the instrument, from its beginnings to its early form in the mid 1930s. I then examine how the early drum kit was represented at the time through recordings, one of the most important methods of documenting how this instrument was used. Finally, I investigate how drummers performing on early drum kits today approach their playing, and how they deal with the problems identified in this thesis. In doing so I used optical character recognition (OCR) on digital archives, newspapers, interviews, magazines, catalogues and photographs from the early twentieth century, much of which has only become available in the past few years. Using these primary sources, I have constructed a reliable history and have unearthed new sources that shed light on the history and development of the instrument. Furthermore, through my own experiences and interviews of current early drum kit players, I have shown how this instrument in its early form is played, and how it differs from the instrument we know today.

Many collegiate saxophone performance degree programs are overwhelmingly classical, adopting from other performance programs in the Western music tradition. However, there is a growing number of saxophone compositions that are “crossover” in nature. Crossover is a term used to describe the fusion of popular music styles in a classical setting. There is also evidence that collegiate music education as a whole is moving towards a more diverse curriculum, which emphasizes ethnomusicology. Due to this trend in composition and education, it is becoming increasingly important that saxophonists have the training of both classical and jazz disciplines. The problem is that while many colleges have saxophone majors, there is a strong divide between classical and jazz education. This leaves students in a Bachelor of Music in Saxophone Performance degree track without the ability to accurately perform crossover music or have the opportunity to perform jazz and other genres of music. The purpose of this study is to develop a crossover degree in saxophone performance by highlighting aspects of crossover saxophone repertoire and reviewing current university degree catalogs. The research in this study is meant to diagnose omissions in performance degree programs as far as crossover development and to create a new degree track for saxophonists in an effort to promote diverse performance ability.

The study's objective is to relate the development of Pat Metheny's stylistic characteristics from his interpretation of jazz standards to their incorporation into his own compositions. Stylistic elements are established and a sample of his compositions are analysed to compare his solo style in standards with his compositional style. Metheny is a recognised innovator in technique and uses a wide range of instruments in the guitar family, both traditional and radically new. The use of such instruments frees Metheny from some restrictions and the possibility that this freedom is a major influence in his improvisation and composition is remarked on. There is scope for further work based on a wider sampling, and the methodology used in this study could probably be modified to focus on this objective.

The purpose of this study was to identify the occupational aspirations and expectations of students majoring in jazz studies, and to investigate relationships between students' aspirations, expectations and selected variables including significant others, choice of school, instrument type, academic achievement, academic level, socioeconomic status, age, gender, and early jazz experience. All jazz studies majors enrolled at the University of North Texas during the Spring 2001 academic semester responded to a pilot test questionnaire (return rate 85%, N = 211). Frequencies, percentages, means, and standard deviations described the students' occupational aspirations, occupational expectations, backgrounds and training in jazz prior to entering UNT, and determined the extent to which parents, relatives, teachers, friends, and role models helped steer them into jazz (Pearson r, Spearman Rho and Point Biserial correlation coefficients provided). The low to moderate positive correlation between aspirations and expectations (r = 0.43) indicated that the two variables were different and measured different types of occupations. Fifty percent of students aspired to be jazz performers whereas 29.7% expected to be jazz performers. While 42% aspired to be engaged in a combination of occupational activities, 48% expected a combination of occupational activities. Only 4.7% aspired to teach; however, almost 16% expected to be engaged in teaching. Low positive correlations were found between aspirations and significant others, expectations and significant others, expectations and gender, and expectations and role models. Respondents indicated that role models (jazz musicians, community musicians, and college instructors) had contributed the most to their decision to major in jazz. Recommendations for educators, researchers, and improvements to the questionnaire are provided.

No description available.

This study of contemporary jazz discourse and gender applies the techniques of critical discourse analysis, inspired by M.A.K. Halliday's systemic functional linguistics and Norman Fairclough's qualitative critical discourse analysis, to explicate the unequal distribution of power in society as represented by the institutions of jazz and mass media, in discourse about jazz vocal artists. Specifically, the study focuses on the way the genres of jazz CD review, jazz performance review, and interviews with jazz artists – disseminated via the institutions JazzTimes and Live New Orleans – represent the artists' identities, roles, achievements and skills. Following Norman Fairclough and the feminist scholar Mary Talbot, the study assumes that institutions of mass media not only discursively construct the gender of jazz vocal artists, but also represent the performers' achievement and skills from a hegemonic standpoint, reflecting the commonsense assumptions about women and men and their roles in patriarchal society.