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.
Foreword
Keith Waters
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
Coalescing Learning around a Coltrane Classic
Shersten Johnson
Rhythm Changes, Improvisation, and Chromaticism: Who Could Ask for Anything More?
Garrett Michaelsen
Transcription-Application Pedagogy: Learning Theory through Performance
Ben Britton
Bringing Jazz Repertoire, Improvisation, and Active Thinking into the Study of Motives
Timothy Chenette
Figured Bass as “Hollowed-Out” Lead-Sheet Chord Symbols
Joon Park
Strange Changes
Chris Stover
Fin de Siècle Harmony – A Jazz Perspective
Dariusz Terefenko
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