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Schooling the Future: Perceptions of Selected Experts on Jazz Education

Roger Mantie

Published: 2007-12-03

This paper is a re-interpretation of data collected for the author's Master's thesis that examines jazz education practices at the secondary school level. Interviews of selected experts revealed that improvisation is considered fundamental to jazz curricula, and yet it is largely neglected in the performing practices of school jazz ensembles. School jazz education practices are examined through the theoretical lens of Lave and Wenger's "situated learning," with implications presented for culture and society.

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...partly because I know that’s the only way that we could solve a creative problem [using improvisation with children ranging in abilities] and what doesn’t work is trying to impose a template on the students who are not able to respond to that template.

– Pauline Oliveros (in working with Abilities First)