The Instruction of Jazz Saxophone Improvisation Skill for Undergraduate Students

Abstract

This research aims to examine the teaching and learning condition of jazz saxophone improvisation skill. This study employed a qualitative research design, using purposive sampling to select informants. The participants were organized into three groups, each consisting of three individuals: program faculty members, jazz saxophone performance instructor, and undergraduate students majoring in saxophone. Data were collected through interviews and classroom observation, and subsequently analyzed using inductive methods.

            The results of this research are as follows: The teaching and learning of jazz saxophone improvisation skills are influenced by four key components: 1) instructors’ knowledge, skills, and professional ethics; 2) learners’ knowledge, skills, ethics, and personal attributes in line with undergraduate learning outcomes; 3) the content, including objective, material selection, and sequencing; and 4) the teaching process, encompassing instructional activities, learning resources, and assessment methods.