Perspectives of students who identify as female and women in secondary jazz ensembles

Rebone, Crystal

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https://hdl.handle.net/2142/110463 Copy

Description

Title

Perspectives of students who identify as female and women in secondary jazz ensembles

Author(s)

Rebone, Crystal

Issue Date

2021-04-14

Director of Research (if dissertation) or Advisor (if thesis)

Gallo, Donna

Doctoral Committee Chair(s)

Gray, Larry

Committee Member(s)

• Solis, Gabriel
• Spencer , Joel

Department of Study

Music

Discipline

Music

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

A.Mus.D.

Degree Level

Dissertation

Keyword(s)

• jazz
• jazz education
• women in jazz

Abstract

The purpose of this case study was to explore the perspectives of secondary-level students who identify as women and female on the musical and social aspects of participating in school jazz ensembles. The research questions were: 1) What reasons do students, who identify as women, female, and gender-expansive cite for their decisions to join and continue to participate jazz ensembles? What reasons do they cite for not continuing past their secondary education? 2) In what ways do jazz educators support students’ participation and musical growth in the ensemble, and how do they consider students’ gender identities in their instruction and personal interactions? The district selected exhibited equitable representation of female and women students. Three teacher participants and five student participants took part in interviews that revealed three categories: community influences, aspects of learning environments in jazz band, and plans to pursue jazz in the future. While participants did not believe gender played a role in the workings of this district, gender influenced all categories to some extent. The data revealed that peer-to-peer mentorship between middle school and high school students encouraged female and women students to participate in jazz band throughout their secondary education. Student participants showed hesitation around improvisation with no extra support received from teacher participants and a lack of female role models. Having summer jazz camps and events such as Jazz Girls Day for female and women students may foster this peer-to-peer mentorship as well as provide a safe space to explore improvisation.

Graduation Semester

2021-05

Type of Resource

Thesis

Permalink

http://hdl.handle.net/2142/110463

Copyright and License Information

Copyright 2021 Crystal Rebone

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