This study explores the evolution of jazz string education, integrating both theoretical and practical perspectives to underscore the crucial role of improvisation-focused curricula in enhancing music education quality. Through a comprehensive review of improvisation education, traditional jazz teaching methods, and jazz string programs in public universities, the study provides a nuanced understanding of these components' intersection. Special attention is given to the challenges faced by classical string students transitioning to jazz improvisation and the need for a shift away from generic teaching methodologies. The paper proposes the introduction of specialized improvisation classes for string students to bridge this gap. Practical case studies, including exploration of the University of North Texas's Jazz String program and insights from teaching fellow experiences, foster a deeper comprehension of the impact of such programs on students from diverse backgrounds. The research also delves into cognitive aspects of music, highlighting the significance of material selection, bowing techniques, automation, and structure planning in fostering musical creativity and communication skills. This study serves as a guide for educators, research bodies, and academic institutions striving to enrich music curricula, bridging the gap between classical tradition and jazz improvisation, and addressing the unique needs of string students transitioning between these styles.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc2332565 |
| Date | 05 1900 |
| Creators | Kim, Eugen |
| Contributors | DeRosa, Richard, Montemayor, Mark, Teal, Kimberly Hannon |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Kim, Eugen, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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