A Case Study of Pedagogy and Practice of Successful Jazz Educators

Abstract

School jazz ensemble pedagogy has long been overlooked in research, evidenced by few studies on ensemble instruction and inconsistent preservice preparation. This study examined the pedagogical values and instructional strategies of jazz educators whose ensembles achieved national competitive recognition. Drawing on the Seattle metropolitan area’s reputation for success at competitions such as Essentially Ellington , I conducted a qualitative case study of eight Washington educators using interviews, observations, and document analysis. Guided by Saldaña’s coding approach, I constructed five key themes related to repertoire, interpretation, rhythm section development, listening, and professional development. Findings revealed that expert educators prioritize authentic repertoire, scaffold difficulty, integrate the Black American roots of jazz into instruction, and cultivate rhythm section independence and cohesion through modeling and guided listening. These practices foster stylistic authenticity and artistry beyond technical proficiency. To situate these findings within a broader pedagogical perspective, data were analyzed using Shulman’s Pedagogical Content Knowledge framework, focusing on how expert teachers organize thinking, sequence lessons, and deliver instruction. Implications include the need for preservice programs to embed jazz pedagogy as a core competency, emphasizing repertoire selection and study, rhythm section instruction, and culturally informed teaching to prepare confident, stylistically authentic educators.