A new association for Canadian jazz education

摘要

The purpose of this research was to create a blueprint for a new Canadian Association for Jazz Education. The demise of the International Association for Jazz Education in 2008 presented an opportunity for Canadian jazz education leadership to create a new and distinct member-owned and -operated organization. In order to understand teacher needs and suggest initial offerings for a new association, a national online survey was created to collect data to illuminate issues impacting music educators. A framework was constructed using a) adult learning theory, to address the professional development of each member; b) organizational theory, to set goals for the association; and c) jazz improvisation, as a subject-centered metaphor. These three methods were cross-compared and three professional identities emerged: person-based, affiliate-based, and innovation-based. Research questions sought to discover how pedagogical, professional community, professional development, and resource needs were reflected in the person-, affiliate-, and innovator-based levels of the framework. The survey was accessible to all Canadian music educators through the organization's website and social media.;Survey respondents (N = 112) were past IAJE Canada members and/or Canadian music educators recruited through social media and the association website. Respondents were located throughout Canada and most had over 21 years teaching experience. They included early childhood, K-12, college and university educators, private teachers, and community-based music directors. Resources addressing the development and sustaining of jazz programs, teaching jazz fundamentals, and regional guides to performance venues, teaching artists, and festivals were suggested as examples of useful CAJE offerings.;Survey responses suggested that most educators had person-based needs requiring resources and methods to teach improvisation and coach the rhythm section, yet most respondents suggested that CAJE offer affiliation activities such as conferences and web forums. This combination of person- and affiliate-based levels speaks to the fluidity of the framework. There were few innovation-based responses. These findings suggest roles for CAJE, providing opportunities for person-based educators to move toward an affiliate-based community and provide an environment for membership to develop innovation-based leadership roles within and beyond the organization.