DescriptionThis thesis aims to explore the history of jazz curriculums in the United States, as well as current curriculums that are being used, or are available for use in the elementary and middle school general music classes today. The main focus will concern jazz appreciation and history. The recorded history of jazz in schools dates back to the late 1920’s and early 1930’s in the form of critic reviews and the infancy of collegiate ensembles. In the 1940’s and 1950’s, jazz education sprawls out even further with the introduction and production of supporting materials as well as recognition in schools. Throughout the last 80 years of music education at the elementary and middle school level, different methodologies and processes have been developed and applied in the classroom including the teachings of Kodály, Orff-Schulwerk, Gordon, Dalcroze, and Suzuki. These methods will be briefly examined and examples drawn for use in jazz curriculums. Two current major organizations in the jazz education world will then be discussed as well as their contributions to a cohesive jazz curriculum. New projects by both the Thelonious Monk Institute of Jazz and Jazz at Lincoln Center will be the focus. A survey was conducted by the author of 365 New Jersey music educators who teach in the elementary and/or middle school settings. The results will be analyzed and conclusions drawn based upon the survey responses. The participants answered ten questions based on their experience with jazz, materials they use, their training, and thoughts they have for improvement. A wide range of responses and opinions was graciously collected and will help serve to identify strengths and weaknesses within the current jazz education system. Finally, supplemental instructional materials for the teaching of jazz in the classroom will be looked at. These include children’s books, listening activities, thoughts, and other materials that help create a cohesive and accessible jazz curriculum for both teachers and students.