Date of Graduation
Spring 2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Policy, Planning, and Administration
Committee Chairperson
Matthew Kruger-Ross, Ph.D.
Committee Member
Aubree Pacifico-Windish, Ed.D.
Committee Member
Jonathan Fowler, D.M.A.
Abstract
Jazz improvisation is a historically rich and culturally relevant art form that is also an underutilized pedagogy in higher education music performance programs (HEMPPs). Previous research has extensively unmasked the relationship of creative, social, and cognitive benefits of improvisational learning. Yet, postsecondary institutions continually rely upon Western European colonialist practices through the isolation of music history, music theory, piano, and compositioncourses. This disconnect results in curricular designs that fail to recognize the importance of experiential learning. In this qualitative inquiry semi-structured interviews were conducted with ten participants who perform and educate globally. Participant stories unearthed not only the current state of improvisational performance programs in higher education, but also a path forward by highlighting the need for a lived curriculum that deeply integrates experiential learning practices. Eight major themes emerged from the interviews: professor function, curricular design, music theory practices, music history, piano performance, integrative practices, focused and dedicated listening practices, and experiential learning opportunities. Participants unanimously argued that current jazz performance curriculum should advance by utilizing integrative practices and experiential learning opportunities in lieu of curricular reform entirely. The proposed integrative practices expand on experiential learning opportunities through reimagined course offerings of music theory, music history, and a newly developed course, Jam Session: A Lived Experience, modeled to bring an authentic performance experience into the classroom.
Final Version Confirmation
1
Recommended Citation
Manny, Jacob L., "Beyond the Book: Charting New Progressions Through Improvisational Experience in Higher Education Jazz Performance Programs" (2026). West Chester University Graduate Theses, Dissertations, and Final Projects. 46.
https://digitalcommons.wcupa.edu/all_capstones/46
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Curriculum and Instruction Commons, Music Education Commons, Music Performance Commons, Music Practice Commons, Music Theory Commons, Other Music Commons