Download or read book A Curricular Outline for Teaching Beginning Improvisation in the High School Jazz Ensemble Based on a Survey of Band Directors' Practices and Opinions written by John Christopher Porter and published by . This book was released on 2014 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary purpose of this study was to investigate and analyze the practices and opinions of high school band directors regarding the teaching of beginning improvisation in jazz ensemble rehearsal. The secondary purpose was to outline a curriculum for teaching beginning jazz improvisation in said rehearsals. Participants (N = 57) for the Instrumental Jazz Improvisation Instruction Questionnaire were Indiana high school band directors. Regarding whether or not improvisation should be taught in a large jazz ensemble setting, an overwhelming majority (93%) of respondents felt that the skill should be taught in rehearsal. Concerning an appropriate amount of jazz ensemble rehearsal time to dedicate to improvisation, the largest percentage (42%) selected was 11-16 minutes. However, at the time the IJIIQ was distributed, the largest percentage of directors (46%) allotted only 5-10 minutes. Regarding what to include in a beginning jazz improvisation curriculum, the highest rated item, considered "extremely important," was listening to expert recordings. Other items considered "very important" were chord-scale relationships, ear training, aural imitation, call and response, melodic embellishment, guide tones, and melodic devices. Concerning what is most difficult about learning to improvise, directors most frequently reported "playing the right notes/chord changes" when referring to their own playing. In the case of their students, "fear" was most frequently reported. Finally, with regard to what is most difficult about teaching jazz improvisation, directors most frequently reported "student inhibitions."