About this paper

Appears in:
Pages: 7723-7728
Publication year: 2014
ISBN: 978-84-616-8412-0
ISSN: 2340-1079

Conference name: 8th International Technology, Education and Development Conference
Dates: 10-12 March, 2014
Location: Valencia, Spain

TWO TRADITIONS: THE THREE P’S OF VOCAL JAZZ PEDAGOGY IMPACTING VOCAL EDUCATORS

L. Hammonds

North Carolina Central University (UNITED STATES)
The purpose of this virtual presentation of an investigative study is to examine how the gap in vocal educator preparedness has implications on pedagogical content and heterogeneity of vocal repertoire, and how vocal educator preparedness in turn has an impact on the performance careers of vocal students. The research questions being addressed are: Why has the research of the last twenty years failed to verify vocal jazz pedagogy applicable to general vocal educator training? Is there a direct impact on student outcomes in vocal jazz programs run by vocal music educators lacking in vocal jazz performance experience? What are the perceptions supporting competing paradigms espousing teacher preparation programs’ exclusion of non-traditional genres of vocal and choral repertoire - namely world music, contemporary music (gospel, pop, musical theatre) and vocal jazz? High-school and university vocal educators were interviewed for this study with open-ended questions about their perceptions, training and experience in traditional and non-traditional vocal repertoire. Methodologies used for additional data collection included interviews and surveys with faculty, senior administrators, jazz studies alumni, and professional musicians. Three themes were derived from the interviews: a) decisions about the significance of multi-genre vocal education are wholly dependent upon perceived value and the individual’s efficacy in matching his/her experience as a vocal musician and teacher into a multi-genre framework. b) vocal educators rely on traditional choral or vocal repertoire, overwhelmed at how to validly address contemporary music forms; and c) a disparity in knowledge and achievement in a field like Jazz - regarded as high art and demanding mastery of musicianship - will render prospective jazz vocal professionals as outliers, potentially struggling to maintain sustainable careers and professional success. Educational implications of these findings are discussed in this virtual presentation for their impact on vocal jazz education in secondary and post-secondary education with respect to informing vocal jazz curriculum revision and vocal jazz educator preparation.
@InProceedings{HAMMONDS2014TWO,
author = {Hammonds, L.},
title = {TWO TRADITIONS: THE THREE P’S OF VOCAL JAZZ PEDAGOGY IMPACTING VOCAL EDUCATORS},
series = {8th International Technology, Education and Development Conference},
booktitle = {INTED2014 Proceedings},
isbn = {978-84-616-8412-0},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {10-12 March, 2014},
year = {2014},
pages = {7723-7728}}
TY - CONF
AU - L. Hammonds
TI - TWO TRADITIONS: THE THREE P’S OF VOCAL JAZZ PEDAGOGY IMPACTING VOCAL EDUCATORS
SN - 978-84-616-8412-0/2340-1079
PY - 2014
Y1 - 10-12 March, 2014
CI - Valencia, Spain
JO - 8th International Technology, Education and Development Conference
JA - INTED2014 Proceedings
SP - 7723
EP - 7728
ER -
L. Hammonds (2014) TWO TRADITIONS: THE THREE P’S OF VOCAL JAZZ PEDAGOGY IMPACTING VOCAL EDUCATORS, INTED2014 Proceedings, pp. 7723-7728.
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