Jazz Theory Workbook

2019 ◽  
Author(s):  
Dariusz Terefenko
Keyword(s):  
2014 ◽  
Vol 62 (3) ◽  
pp. 291-301 ◽  
Author(s):  
Charles R. Ciorba ◽  
Brian E. Russell

The purpose of this study was to test a hypothesized model that proposes a causal relationship between motivation and academic achievement on the acquisition of jazz theory knowledge. A reliability analysis of the latent variables ranged from .92 to .94. Confirmatory factor analyses of the motivation (standardized root mean square residual [SRMR] = .067) and jazz theory (SRMR = .063) measures indicated a good fit of the predicted model to the observed data. Results of the latent path model indicated good fit (χ2 = 20.08, p = .692, df = 24, N = 102) and large, positive, and statistically significant direct effects of motivation (β = 0.65) and academic achievement (β = 0.56) on jazz theory knowledge acquisition. The successful identification of this proposed model lends enough support for continued investigation into the process surrounding the acquisition of jazz theory knowledge.


2017 ◽  
Author(s):  
Dariusz Terefenko
Keyword(s):  

2016 ◽  
Vol 64 (3) ◽  
pp. 360-378 ◽  
Author(s):  
C. Michael Palmer

The purpose of this exploratory study was to examine the role aural imitation ability, jazz theory knowledge, and personal background variables play in the development of jazz improvisation achievement. Participants ( N = 70) included 26 high school and 44 college instrumentalists with varying degrees of jazz improvisation experience. Data were collected using four researcher-designed instruments: (a) Participant Improvisation Experience Survey (PIES), (b) Improvisation Achievement Performance Measure (IAPM), (c) Aural Imitation Measure (AIM), and (d) the Jazz Theory Measure (JTM). Results indicate that aural imitation ability and technical facility are fundamental skills supporting jazz improvisation achievement. Other contributing factors include improvisation experience, jazz experience, practicing improvisation, perceived self-confidence, self-assessment, and jazz theory knowledge. Further analysis of results led to improvisation being viewed from a developmental perspective and achievement levels being distinguished on a developmental continuum (i.e., novice, intermediate, advanced) based on performance evaluations within musical categories (i.e., rhythm/time feel, harmony, melody/rhythmic development, style, expressivity, and creativity).


2020 ◽  
Vol 5 (2) ◽  
pp. 81-101
Author(s):  
Jennifer Sarah Cooper

The celebrated novel Pornopopéia, by Reinaldo Moraes, represents a type of joycean Ulysses of the city of São Paulo’s underground in the excesses of the 1980s extended to the beginning of the 21st century. Despite its importance in contemporary Brazilian literature and perhaps because of its literary and linguistic complexity in producing its distinct humor, it has never before been translated into English. This article reports some results of a post-doctoral research in which we carried out a literary, commented translation of this epic novel. The theoretical framework of the research was based in general on a model of language from the perspective of the Theory of Genre and Register (TGR) (MARTIN; ROSE, 2008) and on Berman’s concept of ‘tradutology’ (2012), while the translation practice was informed by adaptations of Rothenberg’s concept of ‘total translation’ (2010), Frota’s Jazz Theory (1989), Toury’s ‘norms’ (1995), Milton’s (1998) discussion of metaphors for the practice of translation. Some results point to the following features as contributing to humor and presenting distinct challenges in the process of translating them:  code-mixing and switching, punning haiku, rapid changes in registers from erudite to street, sonority (hard rhymes), neologisms, blends, and other linguistic, semantic and generic transgressions, along with those of a social nature. Ultimately, with this research we hope to offer the anglophone reader the pleasure of this text by Reinaldo Moraes, simultaneously disseminating Brazilian literature and culture to a broad anglophone speech community through the translation, and ultimately contributing to reflections on the practice of translation in translation studies. 


2003 ◽  
Vol 51 (3) ◽  
pp. 245-258 ◽  
Author(s):  
Lissa F. May

The primary purposes of this study were to identify factors underlying instrumental jazz improvisation achievement and to examine the extent to which knowledge of jazz theory, aural skills, aural imitation, and selected background variables predict achievement in instrumental jazz improvisation. Subjects were 73 undergraduate wind players enrolled in college jazz ensembles at five midwestern universities in the United States. Results indicated that objective measurement of instrumental jazz improvisation is possible on expressive as well as technical dimensions. Factor analysis revealed only one factor, suggesting that instrumental jazz improvisation is a single construct. Stepwise multiple regression revealed self evaluation of improvisation as the single best predictor of achievement in instrumental jazz improvisation with aural imitation ability as the second best predictor.


2014 ◽  
Author(s):  
Dariusz Terefenko
Keyword(s):  

Author(s):  
C. Michael Palmer

This chapter acknowledges the growth of jazz ensembles in instrumental music education and the value of preparing future music educators to teach jazz. It situates jazz pedagogy in an authentic, experiential framework, emphasizing the important role of the rhythm section and what it means to be culturally literate through improvisation. Topics such as jazz theory, swing feel, and jazz styles are examined. The chapter also discusses a paradigm shift in the conceptualization of music education, whereby an interpreter-performer perspective is replaced by a creator-performer perspective. Musicians’ roles as composers and improvisers in the jazz idiom suggest learning this art form is relevant for developing creative performers who may then be able to participate in a variety of other musical cultures.


2021 ◽  
pp. 002242942110245
Author(s):  
Bradley J. Regier

The purpose of this study was to examine relationships between high school jazz band directors’ efficacious sources, self-efficacy for teaching strategies, and pedagogical behaviors. Participants ( N = 264) completed the Jazz Band Director Self-Efficacy for Teaching Strategies Scale and responded to items about their formal and informal learning experiences, school characteristics, and demographics. Parental support was the best predictor of participants’ self-efficacy for jazz teaching strategies, followed by undergraduate participation in jazz performance and improvisation courses, school enrollment, and completing a doctorate or master’s degree. Participants with greater scores on self-efficacy for teaching strategies also indicted greater comfort for teaching various styles commonly performed by high school jazz bands and dedicated more class time to teaching improvisation and jazz theory. Jazz directors may improve their self-efficacy for teaching strategies by developing parental trust and engagement with the jazz program and seeking feedback from effective mentors when refining jazz teaching strategies.


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