Cantar jazz en EspañaFactores condicionantes del aprendizaje

Résumé

Vocal learning is a continuous, holistic, unique, and variable process that begins even before birth. It is influenced by multiple factors that condition it over the course of a person’s life and in different ways for each individual. In this context, the training of jazz singers in Spain is a complex process, further nuanced by the embodied condition of the vocal instrument and the characteristics of jazz as a genre of foreign origin and often sung in English. Through the exploration of academic literature, semi-structured interviews with singers (including professionals, teachers, and students from the current jazz scene), participant observation of jazz singing classes in two specialized higher conservatories, and active participation in jam sessions, concerts, and festivals, this doctoral thesis seeks to expose and analyse the conditioning factors of the jazz singing training process in Spain from the experience of contemporary singers. With this aim, it outlines the social and historical context in which this learning process is situated, describes the institutionalization of jazz education and the conventions that frame it, and examines the role of the text in jazz singing. Additionally, this thesis analyses the bodily, cognitive, and behavioural aspects involved in these processes in a particular context in order to address training dynamics, including professional development, in interrelation with agents such as family, teachers, peers, the industry, and the audience.