This dissertation investigated the meanings students from beginner jazz ensembles
ascribe to learning jazz improvisation through Dalcroze-inspired activities. Over the
course of ten weeks, students from three respective beginner jazz ensembles were
exposed to Dalcroze-inspired activities as the medium for learning to improvise. The
sessions were held on a weekly basis, facilitated by the researcher. Hermeneutic
phenomenology guided the research procedures. In-depth interviews, personal
reflections, participant reflection essays as well as video recordings were the methods
of data collection. Through the use of Atlas.ti 7, the data were organized and analysed
by means of coding and categorisation, which led to the identification of five themes.
The five themes that emerged from the data analysis were: feeling the music in my
body, supporting development as a jazz musician, building character, building
relationships, and stimulating and motivating learning. This study provides an
understanding of the connection between jazz improvisation and Dalcroze Eurhythmics
as well as how students experience learning jazz improvisation through Dalcrozeinspired
activities. Through this understanding this study proposes a more holistic
approach to jazz improvisation teaching that can inform further research and application
of Dalcroze Eurhythmics in jazz pedagogy. / MMus (Musicology), North-West University, Potchefstroom Campus, 2015
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/14230 |
| Date | January 2014 |
| Creators | Davel, Dewald Hattingh |
| Source Sets | North-West University |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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