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ETD Abstract Container

Abstract Header

Teaching and learning jazz trombone

Gendrich, Julia M.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1054757697

Abstract Details

2003, Doctor of Philosophy, Ohio State University, Music.
The purpose of the study was to identify and assess methods of teaching and learning jazz trombone improvisation that have been implemented by jazz trombone professors. Its intent was to describe learning procedures and areas of trombone study. A survey instrument was designed after interviewing 20 professional jazz trombonists. The survey was pilot-tested (n = 9) and adjustments were made. Jazz trombone professors (n = 377) were sent questionnaires, with a response rate of 28 percent after an additional reminder to all and follow-up phone calls to one-third of the sample. Of the 106 total respondents, 58 were deemed to be eligible participants as both trombonists and as teachers of jazz improvisation. Three areas were explored: 1) early stages of development, 2) teaching, and 3) trombone technique. Data showed that most of the professors (77%) had learned to improvise between 7th-12th grades. They identified the most important method of learning for themselves as listening and playing-along with recordings. Learning occurred on their own for many, though college also had an impact. Schools (K-12) were not strongly rated as being helpful in the trombonists learning to improvise (2.49 on a scale of one to five), though schools did provide many jazz performance experiences. Teachers ranked listening and playing-along with recordings as the most important method of teaching beginning jazz trombonists to play jazz. For intermediate and advanced college students, learning scales, licks and patterns were viewed as most important. Listening and playing-along was ranked second, with using books and other published materials ranked third. Teachers supplied suggested goals of learning for each of four years of college. In addition, they provided recommendations on books and recordings for students at three levels: beginning, intermediate and advanced. Teachers reported that the teaching of technical skills was important to the development of their students, especially in the first two years of jazz trombone study. With the exceptions of circular breathing and multiphonics, technical skills of all kinds were rated as being important to teach students. Based upon the findings, conclusions and recommendations were given.
William McDaniel (Advisor)
193 p.
Education, Music
Music; Teaching and Learning; Jazz; Trombone

Recommended Citations

Citations

  • Gendrich, J. M. (2003). Teaching and learning jazz trombone [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1054757697

    APA Style (7th edition)

  • Gendrich, Julia. Teaching and learning jazz trombone. 2003. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1054757697.

    MLA Style (8th edition)

  • Gendrich, Julia. "Teaching and learning jazz trombone." Doctoral dissertation, Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1054757697

    Chicago Manual of Style (17th edition)

osu1054757697
24,261
© 2003, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.
Release 3.2.12