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Author ORCID Identifier

N/A

AccessType

Open Access Dissertation

Document Type

dissertation

Degree Name

Doctor of Philosophy (PhD)

Degree Program

Music

Year Degree Awarded

2019

Month Degree Awarded

February

First Advisor

Gary S. Karpinski

Second Advisor

Stefan Love

Third Advisor

Felipe Salles

Fourth Advisor

Lisa Sanders

Subject Categories

Music Pedagogy | Music Theory

Abstract

In this dissertation, I present a method for developing tonal jazz pitch-listening skills (PLS) which is rooted in scientific experimental findings from the fields of music cognition and perception. Converging experimental evidence supports the notion that humans develop listening skills through implicit learning via immersive, statistically rich exposure to real music from a particular musical idiom, such as tonal jazz. Therefore, I recommend that to acquire tonal jazz pitch-listening skills, learners should (1) immerse themselves in the real music of that idiom, (2) remediate their listening skills, where necessary, by listening to slowed-down versions with exaggerated features, and (3) organize their listening experiences with explicit theoretical labels for particular pitch structures, if they want to communicate about those pitch structures in speech or writing. In order to aid in the practical application of this process, I offer a four-semester learning sequence for the development of tonal jazz pitch-listening skills as well as a variety of formal assessment methods.

DOI

https://doi.org/10.7275/13372877

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