Faculty of Education - Theses

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Start date: 2000 × Type: Masters Research thesis × Subject: Jazz ×

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    It isn't always about playing the right notes-- : meeting the needs of gifted secondary school students with jazz improvisation
    Reid, Shane ( 2007)
    The aim of this research is to examine what particular aspects of gifted education and gifted learning are evident within a secondary school based jazz combo. The curriculum content focussed on jazz improvisation: this curriculum and the combo setting are examined and analysed through the lens of a gifted learning pedagogy. The experience of the Jazz Combo is examined through the experiences of two students who form the case studies from which all data was created. Both students were interviewed at the beginning and end of ten week period and their responses were analysed for evidence of gifted learning. This study suggests that a jazz improvisation curriculum is a valid and beneficial learning area for gifted music students. Particular gifted learning processes including creative thinking, producing creative outcomes, ability based grouping, and small group learning were all evident and of value in this project. This research reveals creativity and freedom as potential motivating factors for gifted students while highlighting the need for gifted students to be involved in specialised learning environments that target their needs.
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    Why play jazz?: an investigation into meaning of participation in a primary school music ensemble
    Arnold, Martin A. ( 2000)
    This study investigates the meaning which students find through membership of a music ensemble. As teacher-researcher data was collected from interviews, rehearsals and performances. The work is based on observation of thirteen members of a primary school jazz ensemble. The case studies are presented in a narrative style focussing on individual students. The reports have been grouped according to similarities in their responses. The study identifies five main factors which give meaning to music making for individual members of the ensemble. It then draws some inferences for making music meaningful for students.