Doctor of Philosophy / Department of Music / Frederick Burrack / The purpose of this study examined high school band directors and college music
educators’ attitudes in regard to implementing curricula requirements for music teacher training
programs in jazz education, as well as personal and professional characteristics to current and
past jazz cultures in music education. In addition, high school band directors and college music
educators were also asked to evaluate specific teaching skills and competencies necessary for
preparing music education students to teach jazz as an essential part of their teaching
responsibilities in Kansas’ schools. Primary participants in this study included high school band
directors (N=175) randomly selected from each of the six districts based upon geographical
location in Kansas: (1) Northeast, (2) North-central, (3) Northwest, (4) Southeast, (5) Southcentral,
and (6) Southwest, and college music educators (N=50) from eight Kansas institutions
that were members of the National Association of Schools of Music (NASM), and offer degrees
in music education.
The survey in this study used modified questions and statements that focused on teaching
instead of performance as highlighted in an existing research instrument by Walter Barr (1974),
“The Jazz Studies Curriculum.” Data compared between both studies revealed similar findings.
A descriptive method of research was used and designed to provide structured responses. The
survey was divided into five sections, included frequencies, rating scales, mean scores, yes-no
questions and 3-point Likert type questions. Data collected from this study described the
following: background characteristics, teaching skills and experiences, competencies for music
education majors, and jazz education as it relates to teacher preparation in Kansas.
Results from this study indicated that high school band directors and college music
educators agreed that the current music education programs in Kansas were not preparing music
education majors to teach jazz in the public schools. Respondents were asked to provide opinions
related to jazz and jazz course requirements for music education majors graduating and applying
for teacher certification. Respondents were also asked to provide statistical information regarding
the prioritization of courses in jazz pedagogy, jazz ensemble, jazz history, jazz theory, jazz
keyboard and jazz improvisation with regards to essential skills and competencies needed for
public school teaching. Tables were utilized to show statistical data and comparisons.
Implications from this study included the need for more teacher preparation in jazz education.
| Identifer | oai:union.ndltd.org:KSU/oai:krex.k-state.edu:2097/8565 |
| Date | January 1900 |
| Creators | Treinen, Craig Michael |
| Publisher | Kansas State University |
| Source Sets | K-State Research Exchange |
| Language | en_US |
| Detected Language | English |
| Type | Dissertation |
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