東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

"The jazz problem": The Victorian-Mo...

Hardesty, Jacob.

FindBook

Google Book

Amazon

博客來

"The jazz problem": The Victorian-Modern tension in 1920s secondary and tertiary schools.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	"The jazz problem": The Victorian-Modern tension in 1920s secondary and tertiary schools./
作者:	Hardesty, Jacob.
面頁冊數:	262 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3599187
ISBN:	9781303483455

"The jazz problem": The Victorian-Modern tension in 1920s secondary and tertiary schools.
Hardesty, Jacob.

"The jazz problem": The Victorian-Modern tension in 1920s secondary and tertiary schools. - 262 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2013.

In my dissertation, I explore educators' perceptions and responses toward the impact jazz would have on young people in the 1920s. More than a musical genre, jazz operated as the clearest diving line between a Victorianist ethos of restrain and an emerging modernist alternative. My analysis primarily focuses on student age and level of education. I argue that, despite a general dislike among both groups, university faculty and administrators allowed students more agency to shape the culture of their institutions than their secondary school colleagues, who sought to minimize young people's exposure to jazz. While secondary school teachers and their allies actively worked to separate students from jazz, faculty and administrators in higher education generally allowed students greater authority and autonomy on campus. As a secondary theme, I also examine the role race played in critics' complaints. White educators used a sort of coded racialized language to evoke a sense of the primitive and lack of restraint that accompanied jazz. African American educators' critique was more specific. They voiced concerns that the secular genre could corrupt the sacred spiritual, the primary musical source of racial pride.

ISBN: 9781303483455Subjects--Topical Terms:

599244
Education, History of.

"The jazz problem": The Victorian-Modern tension in 1920s secondary and tertiary schools.
LDR:02118nam a2200277 4500 001 1963524
005 20141003074105.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303483455
035 $a (MiAaPQ)AAI3599187
035 $a AAI3599187
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hardesty, Jacob. $3 2099793
245 1 0 $a "The jazz problem": The Victorian-Modern tension in 1920s secondary and tertiary schools.
300 $a 262 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
500 $a Advisers: Donald Warren; Dionne Danns.
502 $a Thesis (Ph.D.)--Indiana University, 2013.
520 $a In my dissertation, I explore educators' perceptions and responses toward the impact jazz would have on young people in the 1920s. More than a musical genre, jazz operated as the clearest diving line between a Victorianist ethos of restrain and an emerging modernist alternative. My analysis primarily focuses on student age and level of education. I argue that, despite a general dislike among both groups, university faculty and administrators allowed students more agency to shape the culture of their institutions than their secondary school colleagues, who sought to minimize young people's exposure to jazz. While secondary school teachers and their allies actively worked to separate students from jazz, faculty and administrators in higher education generally allowed students greater authority and autonomy on campus. As a secondary theme, I also examine the role race played in critics' complaints. White educators used a sort of coded racialized language to evoke a sense of the primitive and lack of restraint that accompanied jazz. African American educators' critique was more specific. They voiced concerns that the secular genre could corrupt the sacred spiritual, the primary musical source of racial pride.
590 $a School code: 0093.
650 4 $a Education, History of. $3 599244
650 4 $a Education, Music. $3 1017808
690 $a 0520
690 $a 0522
710 2 $a Indiana University. $b History. $3 1273335
773 0 $t Dissertation Abstracts International $g 75-02A(E).
790 $a 0093
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3599187