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Jazz continues, into its second century, as one of the most important musics taught in public middle and high schools. Even so, research related to how students learn, especially in their earliest interactions with jazz culture, is limited. Weaving together interviews and observations of junior and senior high school jazz players and teachers, private studio instructors, current university students majoring in jazz, and university and college jazz faculty, I developed a composite sketch of a secondary school student learning to play jazz. Using arts-based educational research methods, including the use of narrative inquiry and literary non-fiction, the status of current jazz education and the experiences by novice jazz learners is explored. What emerges is a complex story of students and teachers negotiating the landscape of jazz in and out of early twenty-first century public schools. Suggestions for enhancing jazz experiences for all stakeholders follow, focusing on access and the preparation of future jazz teachers.
ContributorsKelly, Keith B (Author) / Stauffer, Sandra (Thesis advisor) / Tobias, Evan (Committee member) / Kocour, Michael (Committee member) / Sullivan, Jill (Committee member) / Schmidt, Margaret (Committee member) / Arizona State University (Publisher)
Created2013
Description
This thesis describes a survey of multiple universities accredited by the National Association of Schools of Music (NASM) that offer wellness courses. The survey sought to identify topics to aid in furthering musicians' wellness. Ideally, the information provided will help aid Arizona State University and other universities create a wellness course for their students. For this research, 65 university music schools, departments, and conservatories were asked to provide information and syllabi on musicians' wellness courses they offered. Thirty-one schools replied and provided information (48%), and syllabi from 38 music courses were collected and analyzed. Content analysis revealed: (1) Topics of musicians' wellness varied from studying a specific technique to general overviews of multiple approaches to wellness; (2) The most frequently discussed topics were health, the Alexander Technique, wellness, prevention, anxiety, anatomy, Body Mapping, alignment, yoga, hearing, relaxation, and neurology; (3) All wellness courses offered one to three credits toward a music degree; (4) The courses were generally taught by a variety of professionals; (5) Intended course audiences ranged from undergraduates to graduate students and included specific vocal/instrumental performance areas. Results indicated that there are many ways that universities successfully aid their students by providing wellness information. Further consideration for wellness course options is suggested in practice and research, with the goal of offering performers strategies for optimal health and wellness.
ContributorsLaird, Julia Swan (Author) / Sullivan, Jill (Thesis director) / Weiss, Stephanie (Committee member) / School of Music (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
The Stan Kenton Clinics changed music education in American public schools by providing inspiring jazz learning experiences to countless students and music teachers. Stan Kenton was a well-known mid-twentieth century jazz big band leader who devoted his time, money, and fame in support of these educational clinics. The clinics began in 1959 under the auspices of the National Stage Band Camps and continued until Kenton's death in 1979. The present study comprises a first-of-its-kind history of the clinics, focusing primarily on the first five years of their existence. This history is subsequently used as a case for contemplating future changes to music education.
ContributorsBotts, Nathan (Author) / Tobias, Evan (Thesis advisor) / Stauffer, Sandra (Thesis advisor) / Sullivan, Jill (Committee member) / Jacob, Richard (Committee member) / Arizona State University (Publisher)
Created2023
Description
Older adults diagnosed with a serious mental illness (SMI) often face a lifetime of psychiatric institutionalization, making them a very vulnerable population. However, music therapy research has not been conducted with this specific population. The purpose of this thesis was to develop an evidence-based proposed music therapy program for geriatric patients diagnosed with SMI utilizing both music-based and non-music based theoretical frameworks. The music-based approach used for the program is Dalcroze and the non-music based approach is Wellness with a focus on quality of life. The population diagnosed with SMI and the complications of aging for this population are discussed as well as the results of previous music therapy studies conducted with adults diagnosed with SMI. The components of the Dalcroze and Wellness approaches are described and the elements that are incorporated into the program include improvisation and eurhythmics and client strengths and the physical domain (movement). The proposed music therapy program will have the therapeutic goals of increased social interaction, increased self-esteem, and increased quality of life. The data collection tools are mentioned and how to measure results. The program is described in detail with session plans consisting of warm-up, improvisation, movement, and closing interventions. The recommendations for clinical evidence-based practice are discussed.
ContributorsPark, Hayley Susanne (Author) / Belgrave, Melita (Thesis advisor) / Elliott, Melissa (Committee member) / Sullivan, Jill (Committee member) / Arizona State University (Publisher)
Created2019
Wellness resources at postsecondary music schools: a survey of how this information is being offered
Description
Musicians have the potential to experience health problems related to their
profession. The National Association of Schools of Music (NASM) requires schools to
provide information about wellness. There are 634 degree-granting, not for profit, NASM
accredited postsecondary music schools in America. This study examined the types of
wellness resources offered at 387 of these schools or 60%. Wellness information was
divided into three categories: physical, psychological and hearing. The types of resources
offered, category of information and the size of the school were considered. Schools were
emailed and their websites were searched for wellness information.
Forty-eight percent of the schools had website information, 32% offered wellness
workshops, 16% of the schools offered wellness courses, and 32% of the schools covered
wellness information through other methods. Nineteen percent of the schools said that
they did not offer courses or workshops and did not say how they are meeting the
requirement. Physical wellness information was most widely available, followed by
hearing information, while psychological wellness information was harder to find.
Smaller schools were less likely to offer wellness courses but otherwise the size of a
school did not play a significant role in the types of wellness resources they were able to
offer.
Based on the findings, more schools should incorporate wellness information on
their websites and hold wellness workshops. Psychological wellness information should
be more widely available. Schools should advertise the wellness information that they
offer so that students are aware of the options available to them.
profession. The National Association of Schools of Music (NASM) requires schools to
provide information about wellness. There are 634 degree-granting, not for profit, NASM
accredited postsecondary music schools in America. This study examined the types of
wellness resources offered at 387 of these schools or 60%. Wellness information was
divided into three categories: physical, psychological and hearing. The types of resources
offered, category of information and the size of the school were considered. Schools were
emailed and their websites were searched for wellness information.
Forty-eight percent of the schools had website information, 32% offered wellness
workshops, 16% of the schools offered wellness courses, and 32% of the schools covered
wellness information through other methods. Nineteen percent of the schools said that
they did not offer courses or workshops and did not say how they are meeting the
requirement. Physical wellness information was most widely available, followed by
hearing information, while psychological wellness information was harder to find.
Smaller schools were less likely to offer wellness courses but otherwise the size of a
school did not play a significant role in the types of wellness resources they were able to
offer.
Based on the findings, more schools should incorporate wellness information on
their websites and hold wellness workshops. Psychological wellness information should
be more widely available. Schools should advertise the wellness information that they
offer so that students are aware of the options available to them.
ContributorsFraser, Catherine (Author) / Spring, Robert (Thesis advisor) / Gardner, Joshua (Thesis advisor) / Caslor, Jason (Committee member) / Feisst, Sabine (Committee member) / Sullivan, Jill (Committee member) / Arizona State University (Publisher)
Created2016