Though jazz has been a part of many school music programs for more than 40 years, relatively little research on jazz education exists. Despite this scarcity, a comprehensive examination of the extant literature could serve to inform practice and guide future studies. Therefore, the purpose of this article is to analyze and synthesize the extant research on school jazz education. The first section addresses research as it applies to jazz ensembles in general, while the second section addresses the research as it applies to jazz improvisation in particular. The article concludes with implications for music education.
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