Profiling the jazz singer

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Author(s)
Hargreaves, Wendy
Griffith University Author(s)
Year published
2013
Metadata
Show full item recordAbstract
This paper presents new data extracted from the National Survey of Jazz Instrumentalists and Vocalists. The survey was administered to 209 professional jazz musicians who resided and performed in Australia during 2009-2010. Presented here are five statistically significant characteristics which differentiate vocalists' experiences from other jazz musicians. These are: the singers' preference for learning by imitation, their use of chords to find starting notes, their reliance on aural feedback, their greater sense of personal risk in improvisation, and their desire to be comfortable when performing lyrics. The results are ...
View more >This paper presents new data extracted from the National Survey of Jazz Instrumentalists and Vocalists. The survey was administered to 209 professional jazz musicians who resided and performed in Australia during 2009-2010. Presented here are five statistically significant characteristics which differentiate vocalists' experiences from other jazz musicians. These are: the singers' preference for learning by imitation, their use of chords to find starting notes, their reliance on aural feedback, their greater sense of personal risk in improvisation, and their desire to be comfortable when performing lyrics. The results are accompanied by suggestions as to how jazz educators may respond to the findings.
View less >
View more >This paper presents new data extracted from the National Survey of Jazz Instrumentalists and Vocalists. The survey was administered to 209 professional jazz musicians who resided and performed in Australia during 2009-2010. Presented here are five statistically significant characteristics which differentiate vocalists' experiences from other jazz musicians. These are: the singers' preference for learning by imitation, their use of chords to find starting notes, their reliance on aural feedback, their greater sense of personal risk in improvisation, and their desire to be comfortable when performing lyrics. The results are accompanied by suggestions as to how jazz educators may respond to the findings.
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Journal Title
British Journal of Music Education
Volume
30
Issue
3
Copyright Statement
© 2013 Cambridge University Press. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Subject
Music Performance
Curriculum and Pedagogy
Specialist Studies in Education
Performing Arts and Creative Writing