Conducting the School Jazz Ensemble

2021 ◽  
pp. 214-230
Author(s):  
Daniel Fabricius
Keyword(s):  
Jazz Ensemble

scholarly journals God et al.— World-Making as Collaborative Improvisation: New Metaphors for Open Theists

2021 ◽  
pp. 311-337
Author(s):  
Mark Steen
Keyword(s):  
Classical Music ◽  
Coarse Grained ◽  
Jazz Ensemble ◽  
Fine Grained ◽  
Collaborative Improvisation

AbstractThe Abrahamic traditions regard God as the world’s author. But what kind of author? A novelist? A playwright? Perhaps a composer of classical music? I will argue that it is best to regard God as like an improvisational play director or the leader of a jazz ensemble. Each determines the broad melodic contours or coarse-grained plot beforehand, while allowing their musicians or actors, and chance, to fill in the more fine-grained details. This analogy allows us to regard God as the ultimate author of this world, while allowing us to be, while less than co-authors, more than mere enactors of a pre-written piece. These metaphors are particularly well-suited to illustrate and flesh out an Open Theistic view of things.

The Jazz Ensemble

2017 ◽  
pp. 161-181
Author(s):  
Richard J. Colwell ◽  
Michael P. Hewitt ◽  
Mark Fonder
Keyword(s):  
Jazz Ensemble

High School Woodwinds and Brass

2019 ◽  
pp. 103-112
Author(s):  
Andrew Goodrich
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Strategies ◽  
Listening Skills ◽  
School Students ◽  
Jazz Ensemble

When rehearsing the high school jazz ensemble, it is important to guide high school students toward becoming musicians who can make independent musical decisions. Doing so will ultimately make the jazz ensemble experience more enjoyable for both the students and the director. This chapter provides the jazz ensemble director with musical exercises, teaching strategies, and a discussion of the roles of each section within the jazz ensemble. The musical exercises and teaching strategies will assist directors with enhancing the listening skills of their students. Exercises include how to teach, improve, and maintain intonation, groove, balance, blend, and articulations. Strategies include teaching students to understand how to listen to themselves, within their respective sections, and to other sections in the ensemble—including how to interact with and connect to the rhythm section.

The Swing and Show Choir and Vocal Jazz Ensemble Handbook

1975 ◽  
Vol 62 (4) ◽  
pp. 90-90
Author(s):  
Gary D. Funk
Keyword(s):  
Vocal Jazz ◽  
Jazz Ensemble ◽  
Show Choir

Reducing Risk of Noise-Induced Hearing Loss in Collegiate Music Ensembles Using Ambient Technology

2017 ◽  
Vol 32 (3) ◽  
pp. 132-138
Author(s):  
Jason Powell ◽  
Kris Chesky
Keyword(s):  
Hearing Loss ◽  
Noise Induced Hearing Loss ◽  
Jazz Ensemble ◽  
Statistical Measures ◽  
Instructional Activities ◽  
Behavioral Theories ◽  
Ambient Displays ◽  
Music Ensembles ◽  
Within Subjects ◽  
Instructor Behaviors

Student musicians are at risk for noise-induced hearing loss (NIHL) as they develop skills and perform during instructional activities. Studies using longitudinal dosimeter data show that pedagogical procedures and instructor behaviors are highly predictive of NIHL risk, thus implying the need for innovative approaches to increase instructor competency in managing instructional activities without interfering with artistic and academic freedom. Ambient information systems, an emerging trend in human-computer interaction that infuses psychological behavioral theories into technologies, can help construct informative risk-regulating systems. The purpose of this study was to determine the effects of introducing an ambient information system into the ensemble setting. The system used two ambient displays and a counterbalanced within-subjects treatment study design with six jazz ensemble instructors to determine if the system could induce a behavior change that alters trends in measures resulting from dosimeter data. This study assessed efficacy using time series analysis to determine changes in eight statistical measures of behavior over a 9-wk period. Analysis showed that the system was effective, as all instructors showed changes in a combination of measures. This study is in an important step in developing non-interfering technology to reduce NIHL among academic musicians.

Peer Mentoring in a High School Jazz Ensemble

2007 ◽  
Vol 55 (2) ◽  
pp. 94-114 ◽  
Author(s):  
Andrew Goodrich
Keyword(s):  
High School ◽  
Data Analysis ◽  
Peer Mentoring ◽  
Teacher Educators ◽  
Guidance Counselor ◽  
Jazz Ensemble ◽  
Assistant Director ◽  
Jazz Band ◽  
Adult Mentors ◽  
Academic Year

The use of peer mentoring in a successful high school jazz band was explored during one academic year of instruction using ethnographic techniques. Participants included primary informants (student jazz band members, director, assistant director, adult mentors) and secondary informants (guidance counselor, principal, parents, nonjazz band member students). Data analysis revealed that peer mentoring contributed to the success of a high school jazz band. Five themes emerged: (a) mentoring from the adult perspective, (b) peer mentoring for musicianship, (c) mentoring in rehearsals, (d) mentoring outside jazz band rehearsals, and (e) social mentoring. Suggestions for teacher educators include supporting, developing, and implementing peer mentoring, which can aid directors in instruction and rehearsal efficiency.

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