Date of Conferral

5-14-2024

Date of Award

May 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Dr. Mary Hallums

Abstract

The inclusion of jazz studies in the secondary school curriculum varies widely across the United States. School district personnel could miss opportunities to instruct students about cultural diversity, self–expression, and collaboration. The purpose of this basic qualitative study was to explore the experiences of music educators' challenges integrating jazz studies into their curriculum. Elements from constructivism and culturally relevant pedagogy formed the conceptual framework. The research questions focused on how music educators described their challenges and what skills and strategies were needed to integrate jazz studies into the curriculum. Data were collected through semistructured interviews with 12 participants across three urban school districts in the Western United States. A combination of a priori and open coding was used to support thematic analysis. Emergent themes included educators' concerns, the role of music, student support, and the quality of education for urban students. Participants emphasized the value of cultural diversity and its relevance to students, parents, administrators, and community involvement. Integrating jazz into the curriculum can be made possible by educators and school administrators supporting an appropriate curriculum design. Educators need to follow up and supervise the plans for a quality jazz program; music programs should be evaluated before, during, and after the inclusion of jazz in the offerings. Jazz is a significant part of U. S. cultural heritage that evolved through various social landscapes, emphasizing improvisation, a hallmark of creativity and imaginative thinking. Implications for positive social change include addressing a gap in practice, potentially advancing music, and improving student learning.

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