University of Illinois Urbana-Champaign

The jazz toolbox: Investigation of a linguistic supplement to jazz pedagogy

Tomski, Ryan

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https://hdl.handle.net/2142/100078

Description

Title
The jazz toolbox: Investigation of a linguistic supplement to jazz pedagogy
Author(s)
Tomski, Ryan
Issue Date
2018
Doctoral Committee Chair(s)
Stephens, John Chip
Committee Member(s)
  • Lund, Erik
  • "McNeill, Charles ""Chip"""
  • Spencer, Joel
Department of Study
School of Music
Discipline
Music
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
A.Mus.D. (doctoral)
Keyword(s)
  • Rhetoric
  • Improvisation
  • Pedagogy
  • Linguistics
  • Supplement
  • Jazz
  • Devices
  • Toolbox
Language
en
Abstract
The goal of this study is to test the practicality and effectiveness of supplementing traditional jazz improvisation pedagogy with a method book that centers around rhetorical devices more commonly associated with the field of linguistics. Although research in this field has proven that a codified system of rhetorical analysis of jazz is not only possible but fruitful, predictions and assumptions regarding their effectiveness in applied lessons have not yet been tested in any systematic way. This original method book, tested on six undergraduate, non-music majors interested in learning jazz piano, is designed to teach beginning and intermediate-level instrumentalists about rhetorical devices including figures of repetition and analogy, starting with the most basic and universal and increasing in complexity chapter-by-chapter, as a means for constructing convincing solos. Questionnaires and performance assessments judging twelve improvisation-related skills hypothesized to be most or least affected are gathered and compared against a control group of two additional students being taught using more traditional methods that focused on chord-scale relationships, learning patterns or “licks,” and understanding goal tones. Conclusions are drawn from the results of this study including the meaning of the overall positive impact of this teaching tool, positive and negative effects on specific skills and ways to use this information to the benefit of students. Additionally, possible reasons for and importance of incorrect hypotheses, and the potential for future work are also explored.
Type of Resource
  • text
  • image
Permalink
http://hdl.handle.net/2142/100078
Copyright and License Information
Copyright 2018 Ryan Tomski

Owning Collections

Doctoral Project Theses [Option 2] - Music PRIMARY