Introduction
Abstract
The History of Jazz is one of inclusion and self-expression, originating as an outlet for oppressed African Americans and growing into a nationally identity. Jazz as both an art-form and an area of interest in American history and education has allowed musicians to overcome barriers of race and difference, however the battle for racial equality in our society‘s zeitgeist is ongoing. Despite present findings that shed light on this struggle, we believe that modifications in our assumptions and perspective, from pursuits of finding, modeling, and perfecting some statically skewed and socially constructed conception of past phenomena, to viewing Jazz as a dynamic identity we can come to understand, teach, and use for a variety of purpose, should be investigated and advanced. We want more innovation and integration of jazz in education to supplement a growing intellectualism that, as in most academic disciplines, distances the message of Jazz from those who want and need to hear it.
Education has been stifling the many faces that Jazz has worn and those who have yet to wear it by empirically demarcating Jazz as solely an art-form of African-American "Black" history, attempting to indoctrinate its methodological and practice into the academic establishment. We urge a breaking down of these passively oppressive social constructs to accept a more active, and inclusive, common identity. People need access to the opportunity of experiencing Jazz as an both a personal and share identity. What do you learn in jazz class? Jazz classrooms are not diverse enough. Intellectualism and academic discipline hasn’t helped, in fact it refuses to acknowledge, in fact actively fights against, alternative organizations. Awareness is what we are trying to achieve with this project, and that is why Jazz, and digital humanities, can help nurture inclusion. Jazz helps teach us how to hear new sounds.