The Acceptance of Jazz in the Music Education Curriculum: A Model for Interpreting a Historical Process.

Abstract

The music literature used in music education is a direct reflection of the values of music educators. The literature represents what teachers believe to be so important tfiat it should be conveyed to students. The acceptance of jazz into the music curriculum in the late 1 960s constituted a change of values by music teachers. Prior to that period, music educators mistrusted jazz as an art form and treated it condescendingly. Six decades ago, when jazz was young, Stringham (1926) wrote:

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