Abstract

Jazz music has, in its short history, risen to become an accepted art form in western society. Many universities which a short while ago only offered courses in classical music now also confer degrees in jazz. However, at the secondary level, when many young musicians are beginning their studies in music, jazz is, at best, slotted in when convenient. In most cases, learning methods usually vary from instructor to instructor. This thesis offers a proposal for the development of an introductory jazz-related curriculum for secondary level students. It is based on a critical evaluation of past pedagogical techniques in the field. Two aspects are proposed, historical and performance. Students learn the history of each stylistic period and then learn to play in that style. Twenty grade 9 students participated in a 2-period learning experience where 2 lessons from the Early Bop module were taught. Findings indicated that on the average students increased their knowledge of this jazz period. Scores increased from 34 to 82 per cent from pre to post-test. Student attitude sampling indicated that 62.9 per cent enjoyed or highly enjoyed the jazz lessons. Sex differences were obtained.