• Implicit Learning As A Means Of Tonal Jazz Pitch-Listening Skills Acquisition

    Author(s):
    David Mosher (see profile)
    Date:
    2019
    Group(s):
    Society for Music Theory – Jazz Interest Group
    Subject(s):
    Jazz studies, Music theory, Music, Pedagogy, Music cognition
    Item Type:
    Dissertation
    Institution:
    University of Massachusetts Amherst
    Tag(s):
    jazz ear-training, music theory pedagogy, music cognition and perception, statistical learning, jazz aural skills
    Permanent URL:
    http://dx.doi.org/10.17613/ka8f-8g31
    Abstract:
    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.
    Metadata:
    Status:
    Pending Review
    Last Updated:
    6 days ago
    License:
    All Rights Reserved

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