Multi-stylistic fluency on the saxophone: Delineating pedagogical strategies for the interpretation of jazz-influenced classical saxophone works

摘要

Since the beginning of the twentieth century, classical saxophone composers haveudconsistently looked for ways to blur the lines that divide the jazz and the classical genres byudcreating works that borrow musical elements from the other. This means classicaludsaxophonists are presented with a challenge that other classical musicians rarely have to faceud– interpreting jazz influenced classical works with only classical training. In recognising theudneed for classical saxophonist to acquire these interpretive skills, researchers and pedagoguesudhave begun exploring ways of integrating both classical and jazz styles into saxophoneudpractice routines. While the current literature in this field acknowledges the benefits andudchallenges of moving from one style to another and offer glimpses of technical work thatudmight help achieve such fluency, little research has gone into charting out areas of agreementudthat might be considered “best practice” in relation to the acquisition of multi-stylistic fluencyudon the saxophone and even less has been undertaken in terms of unpacking these areas ofudagreement in relation to pedagogical approach.udThis thesis attempts to find ways of improving the current pedagogical practice for multistylisticudfluency on saxophone by seeking the advice of prominent artists in this field withinudSydney in the form of a group discussion. Based on the data from the group discussion,udagreements and some pedagogical strategies for achieving multi-stylistic fluency onudsaxophone have been charted out. I have then unpacked these strategies in relation to a seriesudof music education studies on the efficacy of modelling and put forth several evidence basedudlesson plans for more effectively implementing these strategies in one-to-one studio teaching.