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(2009) Narrative inquiry in music education, Dordrecht, Springer.
The role of the director of a successful high-school jazz band was explored using ethnographic techniques during one academic year of instruction. Participants in this study include primary informants (director, assistant director, student jazz band members, adult mentors) and secondary informants (guidance counsellor, principal, parents, non-jazz band member students). The following questions guided this study: How did this director become a successful high-school jazz band director? What role does the director have in the success of this jazz band? Data analysis revealed several themes as indicators of the success of this jazz band including the following: establishing a strong link to the jazz band's sole feeder programme, the director's philosophy, choosing music, rehearsal techniques, perceptions and attitudes of the students, and the director's drive for success. Results of this study found that the director's years of teaching and drive for learning jazz pedagogical methods contributed to his knowledge and success with directing a jazz band.
Publication details
DOI: 10.1007/978-1-4020-9862-8_15
Full citation:
Goodrich, A. (2009)., "G", in M. S. Barrett & S. L. Stauffer (eds.), Narrative inquiry in music education, Dordrecht, Springer, pp. 157-174.
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