Matching Items (26)
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- All Subjects: Jazz
- Creators: Ruth, Bryon
Description
This study examines the experiences of participants enrolled in an online community college jazz history course. I surveyed the participants before the course began and observed them in the online space through the duration of the course. Six students also participated in interviews during and after the course. Coded data from the interviews, surveys, and recorded discussion posts and journal entries provided evidence about the nature of interaction and engagement in learning in an online environment. I looked for evidence either supporting or detracting from a democratic online learning environment, concentrating on the categories of student engagement, freedom of expression, and accessibility. The data suggested that the participants' behaviors in and abilities to navigate the online class were influenced by their pre-existing native media habits. Participants' reasons for enrolling in the online course, which included convenience and schedule flexibility, informed their actions and behaviors in the class. Analysis revealed that perceived positive student engagement did not contribute to a democratic learning environment but rather to an easy, convenient experience in the online class. Finally, the data indicated that participants' behaviors in their future lives would not be affected by the online class in that their learning experiences were not potent enough to alter or inform their behavior in society. As online classes gain popularity, the ability of these classes to provide meaningful learning experiences must be questioned. Students in this online jazz history class presented, at times, a façade of participation and community building but demonstrated a lack of sincerity and interest in the course. The learning environment supported accessibility and freedom of expression to an extent, but students' engagement with their peers was limited. Overall, this study found a need for more research into the quality of online classes as learning platforms that support democracy, student-to-student interaction, and community building.
ContributorsHunter, Robert W. (Author) / Stauffer, Sandra L (Thesis advisor) / Tobias, Evan (Thesis advisor) / Bush, Jeffrey (Committee member) / Kocour, Michael (Committee member) / Pilafian, Sam (Committee member) / Arizona State University (Publisher)
Created2011
Description
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
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
ContributorsRuth, Bryon (Director) / Green, Peter (Performer) / Stiles, Chris (Performer) / Fauset, Ramsey (Performer) / Glenn, Michael (Performer) / Schmidt, Peter (Performer) / O'Donohoe, Colin (Performer) / Student Jazz Combo C (Performer) / ASU Library. Music Library (Publisher)
Created1999-02-24
ContributorsRuth, Bryon (Director) / Ravel, Bill (Performer) / Sanchez, Johnny (Performer) / Rizzo, Nick (Performer) / Johnson, Gabe (Performer) / Perkins, Dan (Performer) / Owens, Marcus (Performer) / Combo #2 (Performer) / ASU Library. Music Library (Publisher)
Created1998-04-29
ContributorsMarcelli, Andrea (Performer) / Ruth, Bryon (Performer) / Kocour, Mike (Performer) / Hedquist, Ben (Performer) / ASU Library. Music Library (Publisher)
Created2012-10-02
ContributorsPilafian, Sam (Performer) / Marohnic, Chuck (Performer) / Lovelady, Hugh (Performer) / Ruth, Bryon (Performer) / Jones, Warren (Performer) / Moio, Dom (Performer) / Young Sounds of Arizona (Performer) / Arizona Jazz Faculty Nonet (Performer) / ASU Library. Music Library (Publisher)
Created1999-03-08
Description
In the early history of jazz, many of the songs that were popularized by jazz musicians became known as jazz standards, and these songs remain a central component of the jazz repertoire today. Many of these jazz standards were adapted from early Broadway musicals and revues. Rodgers and Hammerstein's Oklahoma! is widely considered to be the most significant musical in the history of Broadway theater. Its innovative blending of song, dance, and a cohesive dramatic story has profoundly influenced the structure of Broadway musicals to this day. However, none of the songs from this show have risen to the status of a jazz standard, and many appear to have not been adapted to the jazz idiom at all. In my Barrett Honors creative project, I have reimagined and arranged nine songs from the original Rodgers and Hammerstein production. I then led a jazz quintet through two months of rehearsals, culminating in a performance of the work for my senior jazz performance recital. A link to the performance at the ASU School of Music Recital Hall is included here: https://www.youtube.com/watch?v=jeOs4muj12M
ContributorsKarnick, Ian (Author) / Ruth, Bryon (Thesis director) / Kocour, Michael (Committee member) / Barrett, The Honors College (Contributor) / Electrical Engineering Program (Contributor) / School of Music, Dance and Theatre (Contributor)
Created2024-05
ContributorsRuth, Bryon (Contributor) / Ozuna, Mike (Performer) / Koller, Jacom (Performer) / Jones, Andy (Performer) / Fogel, Corey (Performer) / ECM Combo (Performer) / ASU Library. Music Library (Publisher)
Created2001-03-28
ContributorsGoodrich, Andrew (Performer) / Ruth, Bryon (Performer) / Kilian, Dwight (Performer) / Moio, Dom (Performer) / Jazz Faculty Combo (Performer) / ASU Library. Music Library (Publisher)
Created2002-02-13