Jazz Girls Workshop is open to Middle and High School girls interested in playing or singing jazz.
- Time – 7 pm – 9 pm
- What – Workshops and Mentoring
- Cost – $25
- Where – Virtual
Jazz Girls Workshop empowers young girls and non-binary gender students to have the skills needed for self-confidence in the performance of jazz. This year, we will add the skills of audio production (mics, sound setup) to the lessons.
Jazz Girls Workshop 2021 is focused around building knowledge and expertise on the history of women in jazz, giving the building blocks of music fundamentals and jazz improvisation. Jazz Girls Workshop gives students the opportunity to learn in a safe environment.
Please contact Shannon Gunn to register. You can also fill out the form below. Payment of $25 registration fee is accepted by check, credit card, paypal, cash app, venmo, or Zelle.
Why do we need a Jazz Girls Day DC?
According to music education research, there is a “gender gap” within the jazz art form, as evidenced by jazz bands consisting of less than 25% women, despite 50% in music programs, across schools and universities in the United States. The Jazz Girls Workshop aims to ensure that gender does not get in the way of a young person’s desire to play jazz. The Jazz Girls Workshop instills self-confidence, provides examples of other women as successful jazz performers, and gives networking opportunities to the youngest students who wish to pursue jazz. By instilling a strong foundation in leadership and performance skills, students can strive for excellence without boundaries.
Here is an article about how women are treated within the jazz industry: https://www.theguardian.com/music/2021/feb/16/female-uk-jazz-musicians-face-sexual-harassment-and-discrimination-says-report
Here is an article on Melba Liston’s experience in the jazz industry: https://indianapublicmedia.org/nightlights/proving-melba-liston-arranger-lady-trombone.php
Source: McKeage, K. M. Gender and Participation in High School and College Instrumental Jazz Ensembles. Journal of Research in Music Education, 52(4). Winter 2004.