Off-campus UMass Amherst users: To download campus access dissertations, please use the following link to log into our proxy server with your UMass Amherst user name and password.
Non-UMass Amherst users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Dissertations that have an embargo placed on them will not be available to anyone until the embargo expires.
Author ORCID Identifier
Open Access Dissertation
Doctor of Philosophy (PhD)
Year Degree Awarded
Month Degree Awarded
Dr. Gary S. Karpinski
Dr. Stefan Love
Dr. Felipe Salles
Dr. Lisa Sanders
Music Pedagogy | Music Theory
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.
Mosher, David, "Implicit Learning As A Means Of Tonal Jazz Pitch-Listening Skills Acquisition" (2019). Doctoral Dissertations. 1497.