Jazz Improvisation Pedagogy
Evaluating the Effectiveness of a Beginning Jazz Improvisation Learning Environment for Middle School Instrumentalists
Bibliographic Data
| ID | 10201211 |
|---|---|
| Authors | Sara E Marino (0000-0001-9303-5015, Rutgers University, New Brunswick, NJ, USA, corresponding author), Clark A Chinn (0000-0002-5663-7794, Rutgers University, New Brunswick, NJ, USA) |
| Year | 2023 |
| Volume | 71 |
| Issue | 3 |
| Pages | 322-342 |
| Publication date | 2023-01-30 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Music Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4294 • E-ISSN: 1945-0095 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/00224294221150019 |
| OpenAlex | W4318476257 |
| Language | EN |
| Citations received | 1 |
| References cited | 36 |
The purpose of this study was to investigate the effectiveness of a beginning jazz improvisation learning environment for middle school instrumentalists, including whether one of two instructional sequences of harmonic form improvisation tasks better supported four outcomes: achievement, self-assessment, self-efficacy, and motivation. Over 12 weeks, fifth- to eighth-grade instrumentalists ( n = 43) studied jazz improvisation in a learning environment with four critical features: (a) forming cooperative jazz combos, (b) making jazz thinking visible, (c) encouraging specific feedback, and (d) implementing harmonic form sequencing. Quantitative data for all outcomes were collected pre-, mid-, and postinstruction. Primary findings showed: (a) a significant effect on all outcomes over time, not only for the 12-week duration of the instructional period but even in the first 6 weeks; (b) a significant interaction between assessed task (i.e., a modal- or blues-based improvisation) and achievement; (c) evidence of transfer of learning when, midinstruction, participants significantly improved at both tasks after only studying one; and (d) no significant effect according to instructional sequence of harmonic form (i.e., modal/blues vs. blues/modal)
Art · Blues · Improvisation · Jazz · Mathematics education · Modal · Pedagogy · Visual arts · Chemistry · Diverse Music Education Insights · Early Childhood Education and Development · Neuroscience and Music Perception · Psychology
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| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |