Research Abstract:

The inclusion of jazz and in particular authentic jazz in a secondary dance education curriculum would strongly benefit students. This type of study provides a new kind of physical training that students rarely receive in their studios. They learn to drop their weight, move in tandem with the music and perhaps most importantly, by learning to develop their own style through improvisation, they develop individuality and self-esteem while also becoming part of a community. Providing a well-rounded, historically based education will set up students for success in the ever changing highly demanding world of dance. Intellectually, studying information through multiple lenses allows students to holistically engage with the content and expand the breadth of their knowledge. Including the history, musical elements and examining the movements from the roots to what is current enables students to engage critically with the art form. Also, the United States is a multicultural nation; actively highlighting the diverse cultures here will engage students on a deeper level as their own cultures are brought into the classroom. Jazz is uniquely American. By understanding where they came from, students can see where they can go. However, there is a great lack of scholarly research on the actual practice of including this sort of curriculum in secondary schools, the most effective ways to present this information to students, and the effects of implementing a program like this. Implementing a historically accurate and holistic jazz curriculum would highlight this problem and help to resolve it.