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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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Improvisation implies a deep connection between the personal and the communal, self and world. A “good” improviser successfully navigates musical and institutional boundaries and the desire for self-expression, pleasing not only herself but the listener as well.

– Rob Wallace