Engaging Students: Essays in Music Pedagogy, vol. 4, Engaging Students Through Jazz

Table of Contents

Engaging Students: Essays in Music Pedagogy presents short essays on the subject of student-centered learning, and serves as an open-access, web-based resource for those teaching college-level classes in music. This is the fourth volume, Engaging Students Through Jazz. You can find the original collection and read more about the vision behind this project here.

We hope that you enjoy reading this volume as much as we have enjoyed putting it together.

Front matter

Keith Waters


Rhythm, Meter, and Form

Stable Norms and Salient Deviations: Multilayered Listening in Jazz and Common-Practice Music
Rich Pellegrin

Multi-Part Group Rhythm Exercises
Rory Stuart

On Using Jazz to Strengthen the Teaching of Rhythm and Meter in the Music Theory Classroom
Margaret Thomas

Canonic Jazz Works and Schemata

Coalescing Learning around a Coltrane Classic
Shersten Johnson

Rhythm Changes, Improvisation, and Chromaticism: Who Could Ask for Anything More?
Garrett Michaelsen

Transcription and Its Analysis

Transcription-Application Pedagogy: Learning Theory through Performance
Ben Britton

Bringing Jazz Repertoire, Improvisation, and Active Thinking into the Study of Motives
Timothy Chenette

Harmony and Harmonic Nomenclature

Figured Bass as “Hollowed-Out” Lead-Sheet Chord Symbols
Joon Park

Strange Changes
Chris Stover

Fin de Siècle Harmony – A Jazz Perspective
Dariusz Terefenko

Back matter


Editorial & Review Board

Danny Arthurs, University of Tulsa
Carla Colletti, Webster University
Philip Duker, University of Delaware, co-editor
Dave Easley, Oklahoma City University
Anna Gawboy, Ohio State University, co-editor
Stephen Gosden, University of North Florida
Bryn Hughes, University of Lethbridge, co-editor
Enoch Jacobus, independent scholar, Berea, Kentucky
Stefan Love, University of Massachusetts–Amherst
Michael McClimon, Furman University
Garrett Michaelsen, University of Massachusetts–Lowell, special issue co-editor
Brian Moseley, The University at Buffalo, SUNY
Meghan Naxer, Kent State University, production editor
Colin Roust, University of Kansas
Keith Salley, Shenandoah University
Kris Shaffer, University of Mary Washington, production editor
Daniel Stevens, University of Delaware
Chris Stover, New School, special issue co-editor
Dariusz Terefenko, Eastman School of Music, special issue co-editor