A01=Ken Prouty
American studies
audiences
Author_Ken Prouty
Black studies
canon
Category=AVA
Category=AVC
Category=AVLP
composition
education
eq_art-fashion-photography
eq_bestseller
eq_isMigrated=1
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eq_music
eq_nobargain
eq_non-fiction
ethnomusicology
higher education
historiography
institutions
Jazz
learning
media
music
musician
musicology
pedagogy
performance
popular music
public pedagogy
publishing
race
virtuosity
whiteness
Product details
- ISBN 9781496847911
- Weight: 272g
- Dimensions: 152 x 229mm
- Publication Date: 27 Nov 2023
- Publisher: University Press of Mississippi
- Publication City/Country: US
- Product Form: Paperback
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Learning Jazz: Jazz Education, History, and Public Pedagogy addresses a debate that has consumed practitioners and advocates since the music's early days. Studies on jazz learning typically focus on one of two methods: institutional education or the kinds of informal mentoring relationships long associated with the tradition. Ken Prouty argues that this distinction works against a common identity for audiences and communities. Rather, what happens within the institution impacts—and is impacted by—events and practices outside institutional contexts.
While formal institutions are well-defined in educational and civic contexts, informal institutions have profoundly influenced the development of jazz and its discourses. Drawing on historical case studies, Prouty details significant moments in jazz history. He examines the ways that early method books capitalized on a new commercial market, commandeering public expertise about the music. Chapters also discuss critic Paul Eduard Miller and his attempts to develop a jazz canon, as well as the disconnect between the spotlighted "great men" and the everyday realities of artists. Tackling race in jazz education, Prouty explores the intersections between identity and assessment; bandleaders Stan Kenton and Maynard Ferguson; public school segregation; Jazz at Lincoln Center; and more. He further examines jazz’s "public pedagogy," and the sometimes-difficult relationships between "jazz people" and the general public. Ultimately, Learning Jazz posits that there is room for both institutional and non-institutional forces in the educational realm of jazz.
While formal institutions are well-defined in educational and civic contexts, informal institutions have profoundly influenced the development of jazz and its discourses. Drawing on historical case studies, Prouty details significant moments in jazz history. He examines the ways that early method books capitalized on a new commercial market, commandeering public expertise about the music. Chapters also discuss critic Paul Eduard Miller and his attempts to develop a jazz canon, as well as the disconnect between the spotlighted "great men" and the everyday realities of artists. Tackling race in jazz education, Prouty explores the intersections between identity and assessment; bandleaders Stan Kenton and Maynard Ferguson; public school segregation; Jazz at Lincoln Center; and more. He further examines jazz’s "public pedagogy," and the sometimes-difficult relationships between "jazz people" and the general public. Ultimately, Learning Jazz posits that there is room for both institutional and non-institutional forces in the educational realm of jazz.
Ken Prouty is associate professor of musicology and jazz studies at Michigan State University, where he teaches courses in jazz history, popular music, and American music. His first book, Knowing Jazz: Community, Pedagogy, and Canon in the Information Age, was published by University Press of Mississippi.
