Abstract:The purpose of this study was to investigate the effectiveness of a beginning jazz improvisation learning environment for middle school instrumentalists, including whether one of two instructional sequences of harmonic form improvisation tasks better supported four outcomes: achievement, self-assessment, self-efficacy, and motivation. Over 12 weeks, fifth- to eighth-grade instrumentalists ( n = 43) studied jazz improvisation in a learning environment with four critical features: (a) forming cooperative jazz co… Show more
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