Developing a conceptual framework for online jazz piano teaching at a University of Technology
Moses, Roland (2024)
2024
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https://urn.fi/URN:NBN:fi:amk-202404116246
https://urn.fi/URN:NBN:fi:amk-202404116246
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The purpose of the thesis was to develop a conceptual framework for online jazz piano teaching at a University of Technology (UoT) music department. The objectives encompassed identifying the essential elements of current online jazz piano curriculum at the higher education level, identifying the thematic elements that influence instructional design and facilitation in online jazz piano courses at the higher education level, and developing a conceptual framework for online jazz piano teaching to suit the specific challenges of music students at the UoT.
The theoretical framework was based on the constructivist approach which allowed knowledge to be constructed through meaning and was fundamental in determining an online music learning environment that catered for the specific challenges encountered by music students at a UoT.
Employing a qualitative approach and interpretive research paradigm, the study adopted an exploratory research design. The study employed the desk research method to investigate online jazz piano curriculum at higher education level. The desk study focused on the challenge of online learning and developed a conceptual framework for an online jazz piano teaching. The systematic literature review methodology together with document and content analysis was employed to provide an overview of online music teaching and learning and jazz piano pedagogy. This approach facilitated the development of a conceptual framework for online jazz piano teaching at a UoT.
To gain insight into online jazz piano training, the study employed purposive sampling and identified and selected relevant empirical evidence. The identified purposive sample population consisted of documents (jazz piano method books, online jazz courses and academic publications on jazz piano pedagogy) that provided information on developing a conceptual framework for online jazz piano teaching at a UoT. The study combined content and thematic analysis to interpret and categorise the data into themes and determined the essential elements of current online jazz piano courses at the higher education level and how these elements can influence instructional design. Furthermore, data analysis informed the development of a conceptual model for developing online jazz piano music courses to suit the specific challenges of music students at a UoT.
Through data analysis, the thematic musical elements were extracted and ranked within the top twenty-one. These top twenty-one musical themes provided a solid foundation for constructing a conceptual framework for online jazz piano music education suitable for both undergraduate and postgraduate degree programmes. Additionally, the top ten musical themes proved particularly relevant for higher-certificate music programmes.
To address the specific challenges faced by the UoT students and ensure relevance in the South African context, the thematic musical elements were adapted. These adaptations focused on incorporating elements of South African jazz, including repertoire, style, and music performance practice.
The instructional design was carefully aligned with the adapted thematic musical elements, aiming to enhance learning by adjusting the learning method, student approach to learning and integrating online technology. Drawing on the TPACK (technological, pedagogy and content knowledge) model, the learning approach integrated technology-based music applications to enhance student learning.
The development of an online jazz piano conceptual framework tailored for a UoT and the South African context represents a significant milestone in advancing music education in the digital age. By drawing on the rich tapestry of South African jazz elements, including repertoire, style, and performance practices, the proposed conceptual framework addresses the specific challenges faced by music students at UoTs and embraces the cultural diversity inherent in the South African musical landscape.
In conclusion, through the integration of technology, guided by social constructivism and the TPACK model, the proposed framework for online jazz piano learning at a UoT has harnessed the power of synchronous and asynchronous learning methods, multimedia resources, and social media tools.
The theoretical framework was based on the constructivist approach which allowed knowledge to be constructed through meaning and was fundamental in determining an online music learning environment that catered for the specific challenges encountered by music students at a UoT.
Employing a qualitative approach and interpretive research paradigm, the study adopted an exploratory research design. The study employed the desk research method to investigate online jazz piano curriculum at higher education level. The desk study focused on the challenge of online learning and developed a conceptual framework for an online jazz piano teaching. The systematic literature review methodology together with document and content analysis was employed to provide an overview of online music teaching and learning and jazz piano pedagogy. This approach facilitated the development of a conceptual framework for online jazz piano teaching at a UoT.
To gain insight into online jazz piano training, the study employed purposive sampling and identified and selected relevant empirical evidence. The identified purposive sample population consisted of documents (jazz piano method books, online jazz courses and academic publications on jazz piano pedagogy) that provided information on developing a conceptual framework for online jazz piano teaching at a UoT. The study combined content and thematic analysis to interpret and categorise the data into themes and determined the essential elements of current online jazz piano courses at the higher education level and how these elements can influence instructional design. Furthermore, data analysis informed the development of a conceptual model for developing online jazz piano music courses to suit the specific challenges of music students at a UoT.
Through data analysis, the thematic musical elements were extracted and ranked within the top twenty-one. These top twenty-one musical themes provided a solid foundation for constructing a conceptual framework for online jazz piano music education suitable for both undergraduate and postgraduate degree programmes. Additionally, the top ten musical themes proved particularly relevant for higher-certificate music programmes.
To address the specific challenges faced by the UoT students and ensure relevance in the South African context, the thematic musical elements were adapted. These adaptations focused on incorporating elements of South African jazz, including repertoire, style, and music performance practice.
The instructional design was carefully aligned with the adapted thematic musical elements, aiming to enhance learning by adjusting the learning method, student approach to learning and integrating online technology. Drawing on the TPACK (technological, pedagogy and content knowledge) model, the learning approach integrated technology-based music applications to enhance student learning.
The development of an online jazz piano conceptual framework tailored for a UoT and the South African context represents a significant milestone in advancing music education in the digital age. By drawing on the rich tapestry of South African jazz elements, including repertoire, style, and performance practices, the proposed conceptual framework addresses the specific challenges faced by music students at UoTs and embraces the cultural diversity inherent in the South African musical landscape.
In conclusion, through the integration of technology, guided by social constructivism and the TPACK model, the proposed framework for online jazz piano learning at a UoT has harnessed the power of synchronous and asynchronous learning methods, multimedia resources, and social media tools.