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Birth of the school: discursive methodologies in jazz education

Whyton, T 2006, 'Birth of the school: discursive methodologies in jazz education' , Music Education Research, 8 (1) , pp. 65-81.

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Abstract

This study examines the politics of jazz education and the implications of canon forming, and proposes a critical methodology that opens up the field of study to broader cultural analysis. In this context, I discuss the unique problems faced by jazz education and suggest that these issues are inherently linked to the nature of the music itself. I focus on three areas of significance, which feed off opposing positions in jazz: the ‘value’ of jazz education, geographical divides, and the perceived difference between jazz practice and social theory. My examination of the difficult social and cultural space occupied by education highlights the potential for educational methodologies to disrupt dominant ideologies, and to uncover related cultural myths. I conclude with a case study to suggest how these methodologies might usefully be employed.

Item Type: Article
Themes: Media, Digital Technology and the Creative Economy
Memory, Text and Place
Schools: Colleges and Schools > College of Arts & Social Sciences > School of Arts & Media > Salford Centre of Music Research
Colleges and Schools > College of Arts & Social Sciences
Colleges and Schools > College of Arts & Social Sciences > School of Arts & Media
Journal or Publication Title: Music Education Research
Publisher: Taylor & Francis
Refereed: Yes
ISSN: 1461-3808
Depositing User: AR Whyton
Date Deposited: 13 Jul 2011 11:49
Last Modified: 20 Aug 2013 17:00
URI: http://usir.eprints.org/id/eprint/16629

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