| Abstract [eng] |
The master's thesis "Jazz Improvisation Teaching in the Process of Formal and Non-Formal Music Education" examines the concept of musical improvisation, the interrelationships of improvisation in different musical styles, as well as the interplay of elements of Indian music and jazz music. The master‘s thesis suggests how to implement all these elements in the educational process: what are the most important aspects of working with these subjects. The research subject is the peculiarities of improvisation teaching in the educational processes of upper classes of gymnasiums and non-formal education institutions. The goal of the thesis is to identify the most effective educational methods for teaching improvisation in gymnasiums and non-formal education institutions. The following tasks were established: to present the historical development of art of improvisation in the context of time period and geographical region; to compare improvisation in contemporary art music and jazz music; to present the most effective examples of improvisation teaching; to interview improvisation teachers in order to explore the specifics of teaching improvisation. First two theoretical chapters contain the analysis of the main elements of jazz improvisation: melody, harmony and rhythm. The empirical research is based on the interview of Lithuanian teachers who include improvisation teaching in their educational process. This research has revealed the problems that teachers lack the understanding of improvisation and many of them choose an inappropriate methodological tools working with students. After analyzing the theory, the following conclusions were obtained. The phenomenon of improvisation can be found in both Eastern and Western cultures in different historical periods. The essential features of improvisation are the indeterminacy of the notation and the spontaneity of the performer, which determines the principle of "here and now". There are three methods of improvising in classical jazz: melodic, harmonic and motif-based. Jazz improvisation is characterized by complex harmonies and complicated rhythmic patterns. Free improvisation developed in the mid-to-late 1970s in the United States and Europe, and derived from free jazz and modern art music. A characteristic feature of free improvisation is the continuous pulsation is inactive per meter. Jazz music is based on various music traditions therefore, even free jazz improvisation can sense brighter or modest swing feel including rhythm and phrasing. When it comes to jazz improvisation teaching methods, it is essential to analyse importance of every musical element expression on a practical level. All elements of improvisation must form unified vision: rhythm, melody, harmony being the base of improvisation and it is essential to learn those in order to gain knowledge on improvisation. It is common to see theoretical and methodology recommendations of improvisation in the work produced by majority of educators. Carl Orff and Emile-Jacques Dalcroze teaching methods are based on improvisational practise. With regard to jazz methodologies, it is important to mention J. Aebersold's work related to stylistic and teaching practises. The most effective methods, which are excluded in the theory part are music theory, technique and music listening and complex combining of same during improvisation lessons. After analysing results of this research, it is evident that teachers are lacking methodical creativity and are reluctant to express interest in performers and to analyse performances. In addition, it is important to emphasise that educators seem to focus on knowledge of theory, which they can later use during instrument classes while teaching improvisation. Some educators state that students' psychological aspects such as motivation and willingness to learn are important to consider. Some educators state that educators role also play a big part. Therefore, the most important thing is to establish connection and balance between educator's willingness to pass on the knowledge and student's willingness to receive and use this knowledge. |
