Finding pedagogical strategies for combined classical and jazz saxophone applied studies at the college level: Based on interviews and a panel discussion with Branford Marsalis, Donald Sinta, Thomas Walsh, Thomas Bergeron, Andrew Bishop, Andrew Dahlke, Gunnar Mossblad, James Riggs, Rick VanMatre, Steve Duke.

摘要

The saxophonist, due to the instrument's strong link to jazz music, has become an integral part of college jazz programs. However, American music schools maintain a strong link to European conservatory traditions, thus the saxophonist is also expected to fit into, and to serve, the prevailing model based on the western European classical tradition. This development has created a demand for saxophonists that are able to perform and teach in both classical and jazz genres. This dissertation aims to find more effective and efficient teaching strategies for the university educator teaching classical and jazz to the college-level saxophonist, as there has been minimal substantive research presented in the field of saxophone pedagogy for the multi-faceted saxophone educator.;This dissertation compares and contrasts expert opinions on a wide array of themes related to multi-faceted saxophone performance and pedagogy. Ten leading saxophone pedagogues and performers are participating in the research and share their ideas and pedagogical strategies. The interviews have been synthesized by themes and subthemes, and the reader is able to see direct comparisons between the experts on each subtheme and will be able to learn from the majority and minority opinions.;Themes covered include differences and overlapping areas in jazz and classical saxophone technique: embouchure, tonguing, tone, oral cavity and throat position. It also covers philosophical themes: conception, managing teaching and practice time, time-saving strategies, improvisation as part of lessons, becoming a multi-faceted saxophonist, and responding to market demands. The participating experts outline clear strategies and solutions to these themes.