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JOURNAL ARTICLE
The Effect of Conceptual Advancement in Jazz Music Selections and Jazz Experience on Musicians' Aesthetic Response
John C. Coggiola
Journal of Research in Music Education
Vol. 52, No. 1 (Spring, 2004), pp. 29-42
Published by: Sage Publications, Inc. on behalf of MENC: The National Association for Music Education
DOI: 10.2307/3345523
https://www.jstor.org/stable/3345523
Page Count: 14
jazz musician, experienced vs. non-experienced listening to complex vs. simple improvised jazz melodies~这一篇我刚才去翻了下JJ,好像version比较少,我就尽力准确多描述一下researcher想看有经验的爵士乐家和菜鸟爵士乐家对不同复杂程度的Jazz即兴创作旋律会有什么反应,而试验中音乐家们对音乐的aesthetic response 是根据一种什么DRI之类的测试measure出来的(这个不重要)。结果显示越复杂难懂,有经验的会Significantly more responsive to the music piece, in comparison to inexperienced ones.
This study is an investigation of what musicians consider to be their aesthetic experience with jazz music selections that vary in level of conceptual advancement (melodic complexity during improvised solos). Music major participants (N = 128) were assigned to either the jazz musician (n = 64) or nonjazz musician (n = 64) group. Data were gathered as participants manipulated the dial of a Continuous Response Digital Interface (CRDI) to indicate the magnitude of their aesthetic responses as they listened to four audio selections. Written responses were collected following each session via a questionnaire. Statistical analysis of group responses indicated a significant difference between the two participant groups only for the most conceptually advanced selection. An analysis of group graphs indicated that jazz musician participants rated this same selection higher: These findings suggest that greater instrumental jazz ensemble experience is related to greater aesthetic interest when listening to a jazz selection containing a high level of conceptual complexity.
A variety of researchers have examined the connections between knowledge of music and aesthetic response. Madsen and Madsen (1970) defined the aesthetic experience and suggested that it “represents the composite emotional and intellectual responsiveness to music which is modified and reinforced over time” (p. 44). Sloboda (1985) suggested that reaching a cognitive stage—one that requires more abstract thought than that experienced while simply attending—is necessary to undergo an affective response while listening to and appreciating music. Boyle and Radocy (1987) described aesthetic response as a combination of perception and cognition of artistic qualities with the feelingful response to these qualities.
The ability to experience an affective response to music, one involving feelings and emotion, as Price (1986) suggested, is a learned behavior that results from repeated interactions with musical stimuli over time. It may be that this repeated behavior, through study, practice, or performance, allows for greater ability to process musical information that may influence a listener’s response to a higher degree. Shaffer and Todd (1994) suggested that the interpretation or performance of music requires “a good working knowledge of the musical intentions of the composer in relation to the conventions and styles of [the] period" (p. 260). Bharucha (1994) suggested that composers base compositional decisions on their knowledge of standard music practices and nontraditional techniques. Campbell (1991) found that, given two groups of listeners, those with experience have the ability to process complex information found in a musical example, while those with less experience may only be able to attend to single components or concepts found at any given time in the same musical selection. Gfeller, Asmus, and Eckert (1991) questioned whether various musical and textural settings influenced the affective responses of subjects having various levels of musical knowledge. Given this body of research, consideration should be given to the possible connections between musical knowledge and aesthetic response. Conceivably, those who possess greater knowledge about and sensitivity toward jazz music may also be those who have a great deal of exposure through study, practice, and performance. In an analysis of listening preferences, Gregory (1994) indicated that perhaps experience with a performing medium during training positively affects the subject’s listening preference of “unfamiliar” music performed via that medium. One interpretation of this statement is that experience or knowledge of jazz through direct exposure via performance opportunities may influence the affective response of subjects who understand this music.
Since examples represent a hierarchy of melodic complexity during improvised solos, and participant groups indicated low familiarity ratings across all musical selections (see Table 2), it seems musically important that the selection representing the highest level of complexity was the only selection that resulted in a significant difference in aesthetic interest between the jazz musician and the nonjazz musician participant groups. This finding may suggest that greater instrumental jazz experience may be related to greater aesthetic responsiveness to a selection possessing a highly advanced level of conceptuality. Considering that the jazz musician participants’ CRDI mean ratings for the three most conceptually advanced selections resulted in mean differences of less than six degrees on a 256—degree scale, this finding may suggest that the presence of improvisation in a musical selection, regardless of its level of conceptual advancement, may result in similar aesthetic response from jazz musicians. It seems this finding also demonstrates, as Price (1986) suggested, the sum result of learned behavior from repeated interactions with musical stimuli over time has the potential to influence affective response. Other factors that may influence a listeners’ affective response to jazz music may include not only familiarity with the musical selection, but also familiarity with the performing artist. Although the design of this study attempted to measure participants’ level of familiarity with each musical selection, it did not measure participants’ familiarity with the selected artists.
第二小节总结了一下前文的finding,然后说previous studies focus on classical music and people's knowledge of the music。也就是说,前人都是研究古典乐对有不同程度音乐知识储备的人来说会不会有所不同,而结果是没有太大区别。但是researcher的这个研究却发现,knowledge也许不能区别反应,但是对于爵士乐来说,经验多少可以很大影响到对于复杂旋律的欣赏/理解。
Results from previous studies (e.g., Lychner, 1995; Madsen et al., 1993), utilizing musician and nonmusician participants, did not indicate a difference in aesthetic response due to knowledge when more familiar classical music selections are used. Although Sloboda (1985) suggested that “untrained musicians have implicit knowledge of that which musicians can talk about explicitly” (p. 5), the participant responses to the Davis selection suggest its level of conceptual advancement might not be implicit for participants with less than three years of instrumental jazz ensemble experience and thus, limiting their magnitude of aesthetic response. Differing affective response findings between musicians and nonmusicians to a compositionally complex musical selection (excerpts from Le Sucre du printemps) utilized in Misenhelter and Price (2001) also support the present study’s results.
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