Preferred Name

Anthony S. Cincotta II

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Graduation

5-11-2023

Document Type

Dissertation

Degree Name

Doctor of Musical Arts (DMA)

Department

School of Music

Advisor(s)

David Pope

Jonathan Gibson

Judith Ofcarcik

Andrew Connell

Abstract

Undergraduate applied saxophone study revolves around the conservatory model. This inflexible model, often referred to as a master-apprentice relationship, can create an instructor-centric power dynamic which does not address the needs of the modern student. A classroom where the power lies so heavily with the instructor can stifle student engagement and can create a sense of disenfranchisement. In this setting, students have limited input on their assignment selections. While curricula have evolved with regards to being more culturally diverse, relevant, and inclusive, the approach that educators use to deliver the material has remained largely unchanged. There is limited research on alternative syllabus systems and their use in applied collegiate saxophone. Professor John Boyer’s “World Regions” syllabus can be used as scaffolding to explore a new methodology utilizing diverse assignments in order to present a more nuanced account of student comprehension. Creating a mastery-oriented syllabus for applied undergraduate saxophone lessons can better serve the needs of a greater population of students.

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