It isn't always about playing the right notes-- : meeting the needs of gifted secondary school students with jazz improvisation

Thesis (M.Ed.)--University of Melbourne, Faculty of Education, 2007The aim of this research is to examine what particular aspects of gifted education and gifted learning are evident within a secondary school based jazz combo. The curriculum content focussed on jazz improvisation: this curriculum and the combo setting are examined and analysed through the lens of a gifted learning pedagogy. The experience of the Jazz Combo is examined through the experiences of two students who form the case studies from which all data was created. Both students were interviewed at the beginning and end of ten week period and their responses were analysed for evidence of gifted learning. This study suggests that a jazz improvisation curriculum is a valid and beneficial learning area for gifted music students. Particular gifted learning processes including creative thinking, producing creative outcomes, ability based grouping, and small group learning were all evident and of value in this project. This research reveals creativity and freedom as potential motivating factors for gifted students while highlighting the need for gifted students to be involved in specialised learning environments that target their needs