Introducing JAZZ improvisation to College-Level String Education and Performance Majors

2002 ◽  
Vol 52 (4) ◽  
pp. 60-67
Author(s):  
Martin Norgaard
Keyword(s):  
College Level ◽  
Jazz Improvisation ◽  
String Education ◽  
Performance Majors ◽  
And Performance

Aebersold’s Mediated Play-A-Long Pedagogy and the Invention of the Beginning Jazz Improvisation Student

2021 ◽  
pp. 002242942110318
Author(s):  
Matthew D. Thibeault
Keyword(s):  
Music Education ◽  
Sound Studies ◽  
Historical Study ◽  
Future Research ◽  
Generic Model ◽  
Black Music ◽  
Jazz Improvisation ◽  
Indiana University ◽  
And Performance ◽  
Scale Types

In this historical study, I present the emergence and evolution of Jamey Aebersold’s Play-A-Long volumes and their key role in bringing jazz improvisation to formal music education. Drawing on oral histories and using a framework from sound studies, I present chord-scales and pattern playing as Deweyan conceptual technologies that assist beginners in developing a mature technique. I recount how Aebersold learned these as a student of David Baker at Indiana University, then applied the idea through teaching improvisation with the Dorian mode over Davis’s “So What.” In 1967 Aebersold published volume 1, and the Play-A-Long evolved into a system over a dozen years as subsequent volumes included new scale types, like the blues scale; added idiomatic patterns; incorporated his new Scale Syllabus; and licensed standard repertoire. I then describe how these technologies imply the “soloist as such”: a generic model of learning improvisation as a process of learning tunes and tasks from simple to complex around a core unity of theory and performance. This model in particular addressed beginning improvisation and the slogan “Anyone Can Improvise.” Finally, I consider criticisms of the model, note that the chord-scale approach is Black music theory, and suggest future research.

Mobilizing Developmental Education: The Causal Effect of Mobile App Courseware on the College Outcomes of Developmental Education Students

2021 ◽  
pp. 016237372110137
Author(s):  
Matt S. Giani ◽  
Allison Martin
Keyword(s):  
Developmental Education ◽  
Student Performance ◽  
Causal Effect ◽  
Low Cost ◽  
Mobile App ◽  
College Level ◽  
Education Students ◽  
College Outcomes ◽  
Barriers To Implementation ◽  
And Performance

Developmental education, in which college students deemed unprepared for college-level coursework enroll in non-credit-bearing courses, is widespread in American higher education. This study evaluates the effect of mobile app courseware on the college outcomes of developmental education students. We used a research design that randomly assigned course sections to receive access to the apps or not. The results show that access to the apps significantly improved student performance in developmental education outcomes and marginally improved medium-term college persistence and performance but did not affect credential attainment in the study timeframe. Despite a number of barriers to implementation, the results suggest the intervention has the potential to improve the short-term outcomes of developmental education students in addition to being low-cost and scalable.

Mind wandering and musical creativity in jazz improvisation

2021 ◽  
pp. 030573562110333
Author(s):  
Pedro T. Palhares ◽  
Diogo Branco ◽  
Óscar F. Gonçalves
Keyword(s):  
Mind Wandering ◽  
Jazz Improvisation ◽  
Creative Behavior ◽  
Creative Cognition ◽  
Musical Creativity ◽  
Musical Improvisation ◽  
Performance Domains ◽  
And Performance ◽  
Thought Probes ◽  
Problem Solving Task

Mind wandering is a prevalent and ubiquitous phenomenon. Several studies suggest that mind wandering benefits creativity if it occurs in the incubation period of a creative problem-solving task. However, it could be impairing real-time expression of creative behavior if it occurs during the course of a creative task. This dissociation between incubation and performance suggests that mind wandering poses a double-edged sword to creative cognition. Jazz improvisation provides an ecologically useful framework for studying the effects of mind wandering on creativity. Here we hypothesized that mind wandering during a musical improvisation task would be associated with higher levels of musical creativity, compared with on-task attention. Nine experienced musicians performed several jazz improvisation tasks interleaved with the presentation of random thought probes. The results showed that musical improvisation during unintentional mind wandering was associated with higher musical creativity when compared with improvisation during on-task attention. However, mind wandering did not impact overall improvisational quality. Altogether, these data suggest that the positive relationship between mind wandering and creativity also extends to artistic performance domains.

College Students’ Motivation Toward Weight Training: An Application of Expectancy-Value Model

2008 ◽  
Vol 27 (3) ◽  
pp. 399-415 ◽  
Author(s):  
Zan Gao ◽  
Ping Xiang
Keyword(s):  
Weight Training ◽  
College Level ◽  
Expectancy Value ◽  
Task Values ◽  
Training Class ◽  
Achievement Outcomes ◽  
Subjective Task Values ◽  
And Performance ◽  
Value Model ◽  
Better Than

Guided by an expectancy-value model of achievement choice (Eccles et al., 1983; Wigfield & Eccles, 2000), the relationships among expectancy-related beliefs, subjective task values (importance, interest, and usefulness), and achievement outcomes (intention, engagement, and performance) were examined in a college-level beginning weight training class. A total of 156 students (73 males, 83 females) completed questionnaires assessing their expectancy-related beliefs, subjective task values, and intention for future participation. Their engagement was measured via self-recorded workout log entries in class, and their performance was determined by two skill tests. Results of the study supported the application of the expectancy-value model in the context of a college weight training class. Importance and interest were significant predictors of intention and engagement, whereas expectancy-related beliefs emerged as the only predictor of performance. Males reported higher scores on expectancy-related beliefs and performed better than females.

scholarly journals Spatial ability of transitioning 2d to 3d apparel design : applying apparel spatial visualization test (asvt) into virtual environment

2021 ◽  
Author(s):  
◽  
Anna Moritz
Keyword(s):  
Product Development ◽  
Spatial Ability ◽  
Mental Imagery ◽  
Virtual Prototyping ◽  
Spatial Visualization ◽  
College Level ◽  
Significant Difference ◽  
Ability Tests ◽  
And Performance ◽  
Development Course

The purpose of this was to develop a 3D Apparel Spatial Visualization Test to examine visualization skills and mental imagery in a virtual prototyping environment of students who major in textile apparel management at the college level. By examining the visualization skills and mental imagery in a virtual prototyping, this research sought to understand how 3D ASVT training could influence student's performance in a product development course. It also sought to examine how experience level (i.e.., number of courses a student has taken) effects performance on 3D ASVT. Results from this study indicated there was no relationship among general spatial ability tests and the developed 3D ASVT. Generally speaking, the study found that the number of product development courses taken positively influence scores on 3D ASVT; and there was not a significant difference among number of courses taken and performance. The study also found that scores on 3D ASVT positively influence performance in product development course

You Can Make a Difference: National Foundation to Promote String Teaching and Playing

2002 ◽  
Vol 52 (2) ◽  
pp. 28-28
Keyword(s):  
String Education ◽  
National Foundation ◽  
The World ◽  
And Performance ◽  
Industry Professionals

The mission of the National Foundation to Promote String Teaching and Playing, a division of ASTA with NSOA, is to advance string education and performance throughout our nation and around the world by sponsoring a variety of programs and projects for students, teachers, performers, and string industry professionals.

Omar Zoboli

2020 ◽  
pp. 265-274
Author(s):  
Michele Fiala
Keyword(s):  
Early Career ◽  
International Competition ◽  
Teaching Philosophy ◽  
Jazz Improvisation ◽  
Tone Production ◽  
And Performance ◽  
Period Instruments

Omar Zoboli is professor at the Musikhochschule Basel, Switzerland. He won first prize at the International Competition of Ancona and at the Italian Television (RAI) Competition for Young Performers in 1978. In this interview, he discusses his early career, studying with Heinz Holliger, and his inspirations. He also talks about his sound concept and performance on period instruments. Zoboli speculates about Antonino Pasculli’s instrument and reeds. He talks about tone production and his teaching philosophy. Finally, he talks about repertoire, solo playing, and jazz improvisation.

Anxiety Sensitivity and Performance Anxiety in College Music Students

2005 ◽  
Vol 20 (3) ◽  
pp. 119-125
Author(s):  
Hugh Stephenson ◽  
Nicholas F Quarrier
Keyword(s):  
Anxiety Sensitivity ◽  
Performance Anxiety ◽  
Treatment Programs ◽  
Music Students ◽  
Future Research ◽  
College Level ◽  
Sensitivity Report ◽  
College Music ◽  
And Performance ◽  
Fear Of Bodily Sensations

The role of individual differences in anxiety sensitivity was explored in a sample of 67 college-level music students. Individuals high in anxiety sensitivity report greater fear of bodily sensations. Although developed in research on panic disorder, anxiety sensitivity was hypothesized to predict performance anxiety. Anxiety sensitivity was found to predict performance anxiety and was a better predictor than trait anxiety. Overall, anxiety sensitivity was a better predictor of performance anxiety in women than men, and sensitivity to cognitive symptoms was a better predictor of performance anxiety than sensitivity to physiologic symptoms for both men and women. Gender differences emerged in the patterns of anxiety sensitivity, with men having stronger associations between fears of cognitive dyscontrol and performance anxiety than women, while women alone had associations between fears of cardiovascular and respiratory symptoms and performance anxiety. Those highest in anxiety sensitivity were found also to report less enjoyment while playing and more pain. Suggestions for future research are made, and implications for treatment programs are explored.

scholarly journals Modes of communication during jazz improvisation

2005 ◽  
Vol 22 (1) ◽  
pp. 47-61 ◽  
Author(s):  
Frederick A. Seddon
Keyword(s):  
Music Education ◽  
Theoretical Concept ◽  
Jazz Improvisation ◽  
Individual Contribution ◽  
Practical Applications ◽  
Communication Instruction ◽  
And Performance ◽  
A Performance

This study investigated modes of communication adopted by six student jazz musicians during rehearsal and performance. Six one-hour rehearsal sessions and a performance were observed and videotaped for analysis. Results revealed six modes of communication that formed two main categories, verbal and non-verbal, each containing three distinct modes of communication: instruction, cooperation and collaboration. Non-verbal collaborative mode displayed empathetic attunement, which is a vehicle for empathetic creativity. Empathetic creativity is a theoretical concept proposed by the author based on the concept of empathetic intelligence (Arnold, 2003, 2004). Practical applications of empathetic creativity are discussed with reference to music education, focusing on evaluation of individual contribution to group creative performances.

Sign in / Sign up

Export Citation Format

Share Document