A model for the introduction of jazz into the South African secondary music education curriculum

English: It has been found that there exists a definite lack of suitable, comprehensive teaching models which include both a detailed learning content for jazz and a plan or method for successfully presenting this content to secondary school learners. This research therefore aims to develop a suitable model for the presentation of jazz in secondary music education. The proposed model consists of two parts. In the first part (Chapters 2 to 7) research is undertaken to determine the learning content to be used in the model. It provides the teacher with a single, comprehensive and detailed source on jazz, illustrated with relevant transparency masters and music examples. An extensive historical perspective of jazz is provided. This includes an explanation of the term and the concept of jazz as well as a fairly thorough discussion of the geographically-based aspects and the different types of music which gave rise to jazz. All the different styles jazz went through during the course of its history are indicated. Each style is discussed more or less with regard to its structure and/or characteristics, exponents and instrumental ensembles. The various elements that constitute and shape the structure of jazz are dealt with. The life and music of the most prominent jazz instrumentalists are discussed. In addition, the more prominent male and female jazz vocalists also receive attention. The (essential and optional) musical instruments found in jazz groups are dealt with. They are discussed more or less with regard to what each instrument looks like, its sound, compass, perhaps a brief history and some playing techniques, and its use during the course of jazz history. Large and small instrumental jazz groups are discussed more or less with regard to the construction of the groups, their historical development and the various bands and combos that existed during the course of jazz history. In the second part of the model (Chapter 8) a plan or method is decided on with which to best present the learning content of jazz, presented in the first part of the model, to secondary school learners. Firstly, the learning content is systemised into a logical, more manageable modular system of six modules, each of which is divided into a number of teaching units or lessons. Secondly, the didactic situation in which the model would find expression is introduced. Thirdly, potentially suitable lesson plans from a variety of literature are investigated to determine a general framework and guidelines (criteria) for a pedagogically- and didactically-sound lesson plan, which is also scientifically and theoretically grounded. Finally, an example of a worked-out (demonstration) lesson, using the learning content presented in part one of the model, is provided. It forms a guideline for the presentation of the other lessons. Jazz is slowly gaining more prominence in the South African music culture. Overt public support for it is growing, and it is increasingly being accepted among adults. In order to extend its popularity, jazz needs to be incorporated into the South African (secondary) music education curriculum, preferably by means of the systematic exposition thereof in well-designed programmes or models. Such a model is presented in this study.