Article by Pauline Black published in special edition of Frontiers in Education: Jazz and Improvisat

Article by Pauline Black published in special edition of Frontiers in Education: Jazz and Improvisat

Jazz and improvising: experiences, attitudes and beliefs of United Kingdom (UK) secondary school music teachers: listening for gender

This mixed methods study of secondary school music teachers (classroom and instrumental) investigates their experiences, attitudes and beliefs in relation to jazz and improvising in their practice. The data show that gender is a significant factor when considering amount and type of activity, as well as confidence and anxiety in jazz and improvising. Barriers exist for women and girls in schools that need to be addressed if changes in gender participation in jazz and improvising are to happen. The study provides implications for future educational practice in order that gender inequities might be addressed.

Click on the link to access the article: 

https://www.frontiersin.org/articles/10.3389/feduc.2023.1084761/full

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