Charles R. Ciorba and Brian E. Russell are Professors of Music at University of Oklahoma and University of Miami, respectively. Ciorba and Russell discuss the acquisition of jazz theory and the types of students that are most likely able to acquire that knowledge and apply it to jazz improvisation. Ciorba and Russell begin by pointing out the problems of traditionally acquiring knowledge in jazz theory, which was almost entirely trial and error (sec 1.2). They then discuss the importance of motivated students, which they divided into two measurable categories, that both have subcategories, Motivational Factors and Magnitude of Motivation (sec 1.4). Ciorba and Russell started an experiment in 2006 with high school jazz ensemble students and
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Which were then added to measured variables of motivation such as: “(a) personal commitment to music, (b) commitment to school music, (c) commitment to music compared to other activities, and (d) self-concept of music ability,” (sec. 2.2). Ciorba and Russell also measured the initial jazz theory knowledge of the students through the Jazz Theory Assessment Measure (JTAM). This assessment was given by famous jazz pianist Jamey Aebersold at a summer jazz workshop. This test was strictly written with no performance component or ear-training activity. Ciorba and Russell determine that students that are more motivated perform better than students that have a natural knowledge of jazz theory (sec. 4.3). Ciorba And Russell also determine that motivated students need to be in the proper environment to learn with a teacher that will encourage them through the initial struggle to improvise. Ciorba and Russell relate that motivated students have the highest probability to succeed as improvisers if they can learn the theory behind jazz improvisation before attempting to improvise. Ciorba and Russell prove that this approach leaves students less frustrated and more likely to persevere with their own creative and unique approach to jazz improvisation. Ciorba and Russell conclude that educators should focus the students more on how to acquire jazz theory knowledge rather than actually teaching them the knowledge. Ciorba and Russell expand the boundaries of jazz improvisation research by providing a very specific and scientific way for educators to teach and students to
Which were then added to measured variables of motivation such as: “(a) personal commitment to music, (b) commitment to school music, (c) commitment to music compared to other activities, and (d) self-concept of music ability,” (sec. 2.2). Ciorba and Russell also measured the initial jazz theory knowledge of the students through the Jazz Theory Assessment Measure (JTAM). This assessment was given by famous jazz pianist Jamey Aebersold at a summer jazz workshop. This test was strictly written with no performance component or ear-training activity. Ciorba and Russell determine that students that are more motivated perform better than students that have a natural knowledge of jazz theory (sec. 4.3). Ciorba And Russell also determine that motivated students need to be in the proper environment to learn with a teacher that will encourage them through the initial struggle to improvise. Ciorba and Russell relate that motivated students have the highest probability to succeed as improvisers if they can learn the theory behind jazz improvisation before attempting to improvise. Ciorba and Russell prove that this approach leaves students less frustrated and more likely to persevere with their own creative and unique approach to jazz improvisation. Ciorba and Russell conclude that educators should focus the students more on how to acquire jazz theory knowledge rather than actually teaching them the knowledge. Ciorba and Russell expand the boundaries of jazz improvisation research by providing a very specific and scientific way for educators to teach and students to