[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593628-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-593628-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","breaking-sound-barriers-new-perspectives-on-effective-big-band-development-and-rehearsal","Breaking sound barriers - New perspectives on effective big band development and rehearsal","","Jazz big band is a common extra-curricular musical activity in Western Australian secondary schools, offering students key fundamentals for expanding musical understanding. Yet jazz-convention teaching is often inconsistent and can overwhelm classically trained teachers. To maximize rehearsal outcomes under time constraints, the article synthesizes Australian and international literature, emphasizing pre-rehearsal preparation, rehearsals, and performance contexts to improve rehearsal efficiency and build motivated, competent ensembles. It culminates in a development model and guidance for directors.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/breaking-sound-barriers-new-perspectives-on-effective-big-band-development-and-rehearsal/593628/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/breaking-sound-barriers-new-perspectives-on-effective-big-band-development-and-rehearsal/593628.png","ImageObject",300,407,{"name":42,"@type":43},"Jasmine","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does the article focus on “breaking sound barriers” in jazz big band development?","Question",{"text":63,"@type":64},"It highlights that effective outcomes require more than rehearsal itself; directors should consider pre-rehearsal preparation, rehearsal practices, and the performance situation to overcome barriers for teachers and students.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What problem does the article identify in teaching jazz big band conventions?",{"text":68,"@type":64},"Jazz conventions in big band jazz education are described as often haphazard, creating daunting and frightening experiences especially for classically trained music teachers with limited jazz background.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the article propose to guide jazz big band training?",{"text":72,"@type":64},"It presents a model built around fundamentals such as set-up, instrument roles, sound, and repertoire, intended to develop a motivated and musically competent jazz big band.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593628,1792167452,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":145,"read_time":146,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Breaking sound barriers: new perspectives on effective big band development and rehearsal  \nJeremy Greig and Geoffrey Lowe  \nEdith Cowan University  \nAbstract  \nJazz big band is a common extra-curricular musical activity in Western Australian secondary schools. Jazz big band offers important fundamentals that can help expand a student’s musical understanding. However, the teaching of conventions associated with big band jazz has often been haphazard and can be daunting and frightening, especially for classically trained music teachers. In order to maximise results within extra-curricular rehearsal time constraints, this article synthesizes current literature into big band development from Australia and overseas, designed to ensure positive outcomes, especially for teachers with little or no jazz background. In order to ‘break sound barriers’, it is important to consider the pre-rehearsal preparation, as well as the face to face rehearsal and performance situation. The article contextualises jazz education and attendant issues in secondary schools in Western Australia before outlining current literature into strategies designed to maximise rehearsal efficiency prior to, during rehearsals and after performances. It then presents a model, based around the fundamentals of set-up, instrument roles, sound and repertoire, designed to build a motivated and musically competent jazz big band. By summarising the literature, the article ultimately aims to equip directors with the knowledge to maximise the potential of jazz big bands in secondary schools throughout Australia.  \nKey words: Jazz education, big band instrumentation and roles, big band repertoire, big band ensemble development model  \nAustralian Journal of Music Education 2014:1, 52-65  \nBackground  \nMany Western Australian (WA) secondary schools run jazz big bands (SIM, 2012). Big bands offer students unique musical experiences (Lincoln Center, 2011; Cowan, 2007; Dunscomb & Hill, 2002; Baker, 1989) but specialist pre-service teacher training in jazz pedagogy has been lacking in the past inWA and while research into jazz practices exists in Australia (Dipnall, 2013; Nikolsky, 2013; Freeman, 2007; Lowe, 2006), literature relating to jazz big band training and development is largely absent.  \nWhile organisations such as the Australian Jazz Education Association (AJEA) have published articles on jazz big band roles (AJEA, 2013), this information does not appear to have been widely disseminated. Lack of specialist pre-service teacher training for largely classically trained teachers makes jazz big band a potentially daunting and frightening undertaking (Baker, 1989) . In their roles as adjudicators, the authors note that this has resulted in a rather haphazard approach to jazz education in WA schools, with relatively few school big bands playing with genuine understanding of the jazz idiom or  \n52 2014, No. 1  \nknowledge of the big band as an ensemble. With the addition of a jazz stream option to the Western Australian Certificate of Music (WACE) courses (Curriculum Council, 2010) and the potential for jazz to assume a greater portion of the curriculum, it is timely that jazz big band practices in WA are examined. Accordingly, this article looks at the state of jazz big bands in WA, particularly as the ensemble often sits at the core of a school jazz program. The article then synthesises the current literature on jazz big band development and training from Australia and overseas with information presented at the Lincoln Centre Big Band Director’s Academy in 2011 (Lincoln Center, 2011) as a basis for understanding, planning and rehearsing big bands in a meaningful way. The authors then present this in a model for guiding big band development Australia-wide.  \nIntroduction  \nThe formation of secondary school big bands in Western Australia dates from the early 1980s. Instrumental music programs were introduced into government secondary schools in a systematic way from the late 1960s ","cbCailnMhAdmL2PI","https://ap.wps.com/l/cbCailnMhAdmL2PI","pdf",230499,14,"English","# Abstract\n# Background\n# Introduction","[{\"question\":\"Why does the article focus on “breaking sound barriers” in jazz big band development?\",\"answer\":\"It highlights that effective outcomes require more than rehearsal itself; directors should consider pre-rehearsal preparation, rehearsal practices, and the performance situation to overcome barriers for teachers and students.\"},{\"question\":\"What problem does the article identify in teaching jazz big band conventions?\",\"answer\":\"Jazz conventions in big band jazz education are described as often haphazard, creating daunting and frightening experiences especially for classically trained music teachers with limited jazz background.\"},{\"question\":\"What does the article propose to guide jazz big band training?\",\"answer\":\"It presents a model built around fundamentals such as set-up, instrument roles, sound, and repertoire, intended to develop a motivated and musically competent jazz big band.\"}]","Breaking sound barriers - New perspectives on effective big band development and rehearsal | PDF",1792077601,35]