Opening Closed Forms In Collegiate Jazz Pedagogy

Abstract

The second half of jazz’s history has been defined by its expansion from more informal spaces into academies and concert halls. Integral to this cultural transformation has been the advent and standardization of collegiate jazz education. This paper explores the peda-gogical and institutional responsibilities of institutional jazz education through two broad categories: its commitment to the formation of diverse, individual creative voices and its impact on the continued celebration and honoring of Black history and culture. Through this analysis, a number of recommendations can be made in the interests of honoring and upholding the Blackness of this art form, whilst acknowledging the radical openness and creative thinking that allowed it to flourish.