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PART I. RATIONALE FOR THE DEVELOPMEN...

KNUDTSEN, JERE WILLIAM.

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PART I. RATIONALE FOR THE DEVELOPMENT OF AN INTRODUCTION TO JAZZ TEXTBOOK BASED ON A PERFORMER'S PERSPECTIVE. PART II. DOCUMENTATION FOR TWO DOCTORAL RECITALS. (PERFORMANCE) (MUSIC LANGUAGE, INSTRUCTION, CONCEPTS).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	PART I. RATIONALE FOR THE DEVELOPMENT OF AN INTRODUCTION TO JAZZ TEXTBOOK BASED ON A PERFORMER'S PERSPECTIVE. PART II. DOCUMENTATION FOR TWO DOCTORAL RECITALS. (PERFORMANCE) (MUSIC LANGUAGE, INSTRUCTION, CONCEPTS)./
作者:	KNUDTSEN, JERE WILLIAM.
面頁冊數:	205 p.
附註:	Source: Dissertation Abstracts International, Volume: 46-10, Section: A, page: 2956.
Contained By:	Dissertation Abstracts International46-10A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8529915

PART I. RATIONALE FOR THE DEVELOPMENT OF AN INTRODUCTION TO JAZZ TEXTBOOK BASED ON A PERFORMER'S PERSPECTIVE. PART II. DOCUMENTATION FOR TWO DOCTORAL RECITALS. (PERFORMANCE) (MUSIC LANGUAGE, INSTRUCTION, CONCEPTS).
KNUDTSEN, JERE WILLIAM.

PART I. RATIONALE FOR THE DEVELOPMENT OF AN INTRODUCTION TO JAZZ TEXTBOOK BASED ON A PERFORMER'S PERSPECTIVE. PART II. DOCUMENTATION FOR TWO DOCTORAL RECITALS. (PERFORMANCE) (MUSIC LANGUAGE, INSTRUCTION, CONCEPTS). - 205 p.

Source: Dissertation Abstracts International, Volume: 46-10, Section: A, page: 2956.

Thesis (D.M.A.)--University of Washington, 1985.

This study supports the position, that, because jazz introductory textbooks are not organized around the concepts of music, students enrolled in introductory-level courses utilizing such textbooks often do not develop an understanding of the language of music. While agents contributing to this fact are undoubtedly numerous, it was theorized that the traditional use of spoken-written language as a tool for processing information in the contemporary education system, of which jazz textbooks are a part, has a significant effect.Subjects--Topical Terms:

1017808
Education, Music.

PART I. RATIONALE FOR THE DEVELOPMENT OF AN INTRODUCTION TO JAZZ TEXTBOOK BASED ON A PERFORMER'S PERSPECTIVE. PART II. DOCUMENTATION FOR TWO DOCTORAL RECITALS. (PERFORMANCE) (MUSIC LANGUAGE, INSTRUCTION, CONCEPTS).
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245 1 0 $a PART I. RATIONALE FOR THE DEVELOPMENT OF AN INTRODUCTION TO JAZZ TEXTBOOK BASED ON A PERFORMER'S PERSPECTIVE. PART II. DOCUMENTATION FOR TWO DOCTORAL RECITALS. (PERFORMANCE) (MUSIC LANGUAGE, INSTRUCTION, CONCEPTS).
300 $a 205 p.
500 $a Source: Dissertation Abstracts International, Volume: 46-10, Section: A, page: 2956.
502 $a Thesis (D.M.A.)--University of Washington, 1985.
520 $a This study supports the position, that, because jazz introductory textbooks are not organized around the concepts of music, students enrolled in introductory-level courses utilizing such textbooks often do not develop an understanding of the language of music. While agents contributing to this fact are undoubtedly numerous, it was theorized that the traditional use of spoken-written language as a tool for processing information in the contemporary education system, of which jazz textbooks are a part, has a significant effect.
520 $a In order to facilitate the congruence between spoken-written language and music, music concepts were identified from the works of selected authors and categorized according to specific procedures.
520 $a As a model of instruction, Ausubel's advance organizer was determined appropriate for developing a musical understanding of jazz from a performer's perspective. Reasons for such a selection include an instructional format which emphasizes conceptual understanding and a structure of learning that parallels human perception of sound according to Neisser (1974).
520 $a An examination of instructional theory revealed Bruner's modes of representation as useful in creating an instructional strategy which, also from a performer's perspective, will aid in developing a musical understanding of jazz.
590 $a School code: 0250.
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710 2 0 $a University of Washington. $3 545923
773 0 $t Dissertation Abstracts International $g 46-10A.
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791 $a D.M.A.
792 $a 1985
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