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Jazz, serious business: The teaching...

Tonelli, Mark Louis.

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Jazz, serious business: The teaching and learning of entrepreneurship in college jazz programs and its impact on jazz musicians' careers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Jazz, serious business: The teaching and learning of entrepreneurship in college jazz programs and its impact on jazz musicians' careers./
作者:	Tonelli, Mark Louis.
面頁冊數:	473 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:	Dissertation Abstracts International76-07A(E).
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3683403
ISBN:	9781321575316

Jazz, serious business: The teaching and learning of entrepreneurship in college jazz programs and its impact on jazz musicians' careers.
Tonelli, Mark Louis.

Jazz, serious business: The teaching and learning of entrepreneurship in college jazz programs and its impact on jazz musicians' careers. - 473 p.

Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2015.

This item must not be sold to any third party vendors.

This study investigated the teaching and learning of entrepreneurship for college jazz majors and its impact on their careers. College jazz programs have traditionally instructed students in performance skills but may not always have instructed students in how to translate performance skills into employment. Consequently, entrepreneurship instruction, a new and expanding field in college jazz programs, appears to be on the rise, and it may create a bridge between academia and professional practice.

ISBN: 9781321575316Subjects--Topical Terms:

3168367
Music education.

Jazz, serious business: The teaching and learning of entrepreneurship in college jazz programs and its impact on jazz musicians' careers.
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245 1 0 $a Jazz, serious business: The teaching and learning of entrepreneurship in college jazz programs and its impact on jazz musicians' careers.
300 $a 473 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
500 $a Advisers: Harold Abeles; Lori Custodero.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a This study investigated the teaching and learning of entrepreneurship for college jazz majors and its impact on their careers. College jazz programs have traditionally instructed students in performance skills but may not always have instructed students in how to translate performance skills into employment. Consequently, entrepreneurship instruction, a new and expanding field in college jazz programs, appears to be on the rise, and it may create a bridge between academia and professional practice.
520 $a The methodology for this study was composed of two components, a multiple case study of three college jazz programs (two conservatories and one college of music) that require entrepreneurship of their jazz students, and a survey of graduates of college jazz programs who define themselves as professional jazz performers. The case studies were comprised of focus groups with current jazz majors, interviews with graduates of the jazz department who received entrepreneurship instruction, and interviews with faculty members and administrators of the entrepreneurship programs. The case studies also included syllabi examination of entrepreneurship courses and in-class observations of the basic entrepreneurship course in each of the three institutions. With respect to the survey, forty-two (n=42) respondents completed it.
520 $a Results indicated that entrepreneurship instruction emerged as a fourfold construct: business skills, interpersonal relations, individual and societal impact, and innovation. The instructional philosophy of entrepreneurship differed by institution, ranging from emphasizing artistic to monetary outcomes, with the overarching goal of teaching students to be their own businesses. Multiple logistical and philosophical challenges were sometimes associated with teaching and learning entrepreneurship to jazz students, which impacted its effectiveness.
520 $a The majority of research participants reported that entrepreneurship instruction had been or would be valuable to a jazz career. In addition, multiple participants reported that musical proficiency must precede entrepreneurial competency, but that entrepreneurship instruction could be as valuable or more valuable than musical proficiency because it teaches one how to create employment and build a sustainable career.
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