Jazz often acquires an aura of difficulty—not because the music is inherently inaccessible, but because it is frequently taught through abstractions before students are given the chance to listen, respond, and orient themselves within the sound.
In this workshop, I focus on reframing jazz as a language shaped by time, feel, and interaction rather than a collection of technical hurdles. The goal is not to reduce the music to formulas, but to clarify what actually matters at each stage of learning: listening before labeling, sound before symbol, intention before complexity.
Drawing on recorded examples, guided listening, and practical demonstrations, we examine how jazz musicians think in phrases, respond to form, and develop ideas in real time. Participants are encouraged to consider how pedagogy, repertoire choice, and rehearsal priorities can either obscure or illuminate these processes.
This session is designed for educators and students alike, offering a way to approach jazz that preserves its depth while removing unnecessary intimidation. Demystification, here, does not mean simplification—it means restoring context, lineage, and attention to the foreground of the learning experience.