Abstract
The Audiotactile Music Theory offers new perspectives for considering the issues associated with the institutionalization of jazz education and the gradual transition from informal transmission situations to formalized curricula. The aim of this article is to show how certain central the concepts of the ‘Audiotactile Music Theory’ can be used in a dual historical and pedagogical perspective, to overcome certain dichotomies that structure discourses on jazz teaching at different times: written/oral, formal/informal and art/popular music. The Audiotactile Music Theory also allows us to question the place of jazz in music teaching institutions today, and our own pedagogical practice.
Recommended Citation
Audard, Stéphane
(2024)
"Audiotactile Music Theory and jazz education: historical and pedagogical perspectives,"
The IASJ Journal of Applied Jazz Research: Vol. 2:
Iss.
1, Article 7.
Available at:
https://scholarworks.gvsu.edu/iasj_journal/vol2/iss1/7
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