Teaching Philosophy

My teaching philosophy is rooted in fostering an inclusive, engaging, and student-centered learning environment that encourages creativity, critical thinking, and a deep appreciation for jazz. I believe in combining tradition with innovation, integrating technology and AI into my teaching to provide dynamic and hands-on learning experiences. By connecting historical context with real-world applications, I aim to prepare students for meaningful and impactful careers in music while inspiring them to become lifelong learners and contributors to the jazz community. Additionally, I am dedicated to integrating Diversity, Equity, and Inclusion (DEI) principles, ensuring that students from diverse backgrounds feel represented and supported in their musical journey.

Courses Taught

Commercial Improvisation I & II: Developed a comprehensive curriculum blending traditional jazz improvisation techniques with contemporary music styles. Students engage in real-world performance opportunities, preparing them for diverse careers in commercial music.
Commercial Arranging: Created a curriculum focused on arranging for varied ensemble formats in jazz, pop, and commercial settings. Students develop arrangements tailored for rhythm sections, horn sections, and larger groups, with assignments that simulate real-world industry demands. This course equips students with practical arranging skills for commercial music careers, fostering adaptability and creativity in diverse professional contexts.
Jazz Combos: Designed an immersive course that emphasizes live performance, ensemble dynamics, and improvisational development within a small group setting. Students explore jazz standards and original arrangements, refining their stage presence and collaboration skills through frequent performances. This course prepares students for professional work in both live and studio settings, enhancing their individual artistry and ensemble interaction.
Introduction to the Music Business: Developed a course that provides students with a foundational understanding of the music industry, covering key areas such as marketing, branding, copyright, and contract negotiation. Students engage in case studies and discussions on industry trends, gaining the knowledge and skills necessary for entrepreneurial success as independent artists or music business professionals.
Music Theory III & IV: Adopted an experiential learning approach that encourages students to learn theory through the art of composition. By integrating Artusi and Soundtrap, students actively apply theoretical concepts in their original compositions, enabling them to explore and internalize advanced theory concepts through hands-on creation. This approach fosters creativity and ensures that students are not just learning theory but are actively using it to develop their own musical voice.
Music History I (Western Classical) & II (American): Designed a comprehensive curriculum that integrates diverse cultural contributions to both Western classical and American jazz traditions. Created AI-driven assignments, such as the "Music Detective" series, where students identify factual inaccuracies in AI-generated biographies, enhancing research, critical thinking skills, and understanding of music history.

AI and Technology Integration

I have actively incorporated technology into my teaching to enhance student learning, engagement, and creativity. My innovative use of AI tools has allowed students to explore music history, theory, and performance in more dynamic ways. For example:

Music Detective Assignments: I use AI-generated readings containing factual inaccuracies, allowing students to identify and correct these errors as a hands-on learning experience in courses like Music History II.
Interactive Interviews with Legendary Musicians: By leveraging AI, students conduct "interviews" with famous figures such as Duke Ellington or John Williams, making history feel more accessible and engaging.
Mock Job Interviews for Music Education Students: In my Flute and Single Reed Methods class, students undergo mock interviews with AI acting as a principal, providing feedback on their responses as they prepare for real-world teaching positions.

In addition to these AI integrations, I have led the department in adopting essential music technology tools that have transformed our approach to teaching and composition:

Dorico: Introduced Dorico as the department’s primary music notation software, enabling students and faculty to create professional-quality scores with advanced engraving features.
Artusi: Guided the integration of Artusi, an interactive platform for teaching music theory, which has significantly enhanced our students' understanding and application of theoretical concepts.
Logic Pro X: Established Logic Pro X as the department’s primary digital audio workstation (DAW), equipping students with industry-standard tools for recording, editing, and producing music.

These technology integrations have not only enriched the learning experience but have also prepared our students with the skills they need to succeed in today’s music industry.

Curriculum Development

In addition to my work in the classroom, I have contributed to the development and enhancement of curriculum at Montana State University Billings:

Commercial Music Degree Program: Developed and implemented the curriculum for the Commercial Music degree, which has since become the most popular and fastest-growing program in the department, more than doubling enrollment.
Program Assessment for Music Department: Tasked with creating the department’s comprehensive assessment plan for the Music Performance, Music Education, and Commercial Music degrees. This involved outlining program goals, identifying courses that targeted these goals, and establishing assessment methods to measure progress.
University-Wide Program Assessment: Developed and implemented the university's assessment plan for the music department, ensuring alignment with institutional standards and goals. I completed bi-annual assessments to ensure that the department was adhering to the established plan, contributing to the overall quality and accountability of the university's academic programs.

Clinics and Masterclasses

I have been an active clinician and educator, leading jazz clinics and masterclasses at universities, high schools, and festivals across the country. These sessions emphasize improvisation, ensemble development, and jazz history, with a focus on helping musicians of all levels deepen their understanding and appreciation of jazz performance.

Stanford University, Montana Music Educators Association Annual Conference (October 17, 2024) – Presented a clinic/performance on arranging for large ensembles and improvisation techniques as part of the MMEA Annual Conference Tribute to Frank Sinatra.
Sheridan College Jazz Day Event (March 17, 2022) – Served as the featured clinician, working with student jazz ensembles on improvisation techniques, ensemble communication, and jazz phrasing. Concluded the event by performing as a guest artist with the students and faculty, demonstrating the concepts covered during the clinic.
Jazz Manouche Performance and Clinic (November 10, 2022) – Presented a performance and clinic on the history, culture, and musical characteristics of Jazz Manouche. This clinic was the culmination of a research project funded by a CARE grant, which included traveling to France to attend Festival Django Reinhardt in Fontainebleau and visiting significant places and artifacts related to Django Reinhardt. The clinic was offered publicly in collaboration with the MSUB Office of International Studies, providing an in-depth look into Jazz Manouche's unique style and its role in global music history.
SuperJazz at the Ranch Festival (May 21, 2022) - Valencia, CA – Served as a clinician, working with numerous high school jazz ensembles. Provided guidance on improvisation, ensemble dynamics, and performance techniques. Collaborated with fellow clinicians to offer detailed feedback and practical suggestions to students and their directors, enhancing the overall educational experience.
Montana Music Educators Association Annual Conference (2020) – Delivered a virtual clinic titled “Alternative Teaching Practices” via Zoom during the pandemic. This session covered various technologies and digital tools that music educators could use to facilitate online teaching. It was designed to support educators during a time when many schools were operating fully online, providing practical solutions for maintaining engagement and delivering high-quality music instruction remotely.
Westpark Village Lecture Series: “The Gift of Laughter: Bob Hope and the USO” (May 2019) – Delivered an engaging presentation on Bob Hope’s contributions to American music and entertainment, focusing on his work with the USO and his influence on the morale of troops during wartime. The lecture explored Hope's blend of humor and music, highlighting how his performances brought joy and relief to soldiers overseas.
Montana Music Educators Association Annual Conference (2018) – Presented a clinic on early jazz ensemble development and improvisation, offering practical strategies for music educators to introduce jazz concepts to students. The session provided methods to help students build confidence in improvisation and understand the foundations of jazz ensemble playing.
University of Southern California Clinic/Performance: "History of the Unaccompanied Saxophone Performance" (February 21, 2016) – Presented a clinic/performance tracing the roots of solo saxophone work from early examples of cadenzas through avant-garde solo concerts. The session explored the development of the unaccompanied saxophone repertoire, examining significant historical and contemporary works that contributed to the evolution of this practice.
California All-State Music Education Conference (CASMEC) Poster Presentation (2016) – Presented a poster on innovative teaching strategies for jazz ensemble directors at CASMEC. The poster detailed effective approaches to integrating improvisation, ensemble dynamics, and contemporary repertoire into high school and collegiate jazz programs, offering educators practical tools to enhance their jazz instruction.
California All-State Music Education Conference (2016) – Presented a clinic titled “Using Popular Songwriting to Ignite Creativity in Music Students.” Demonstrated how incorporating popular songwriting into the curriculum can engage students and enhance their creative thinking. Provided strategies and exercises to help educators facilitate songwriting activities in the classroom.
Clinics at Universities and High Schools – Regularly invited to lead jazz clinics and workshops at institutions like the University of Southern California, Northwest College, and various high schools nationwide. These sessions cover topics such as improvisation, ensemble dynamics, jazz history, and arranging techniques.

Teaching Evaluations and Testimonials

"Dr. Jeppesen’s thorough grasp on Jazz harmony and improvisation influence the scene around him. He’s a force of melodic wonder that leaves audiences captivated and yearning. His intricate compositions and unique arrangements draw inspiration through his years of experience." – Konnor Stiles, Former Applied Saxophone Student
"Dr. Jeppesen has a unique ability to connect with his students and make even the most complex topics feel accessible and relevant." – Peer Review Feedback from Dr. Joseph D. Bryan, Department of History, MSUB
“I decided where to go to school purely on the basis of studying with Dr. Scott Jeppesen. It has been amongst the most formative experiences of my music career. Dr. Jeppesen helped me take my musicianship to the next level, and his pedagogy was exactly what I needed to create legitimacy in my art.” - Sam Woodis, Former Applied Saxophone Student
"Scott is an incredible mentor, professor, and friend who puts in so much effort and dedication into everything he does. He truly inspires those around him by encouraging everyone to reach their full potential, all while continuously seeking his own growth and learning. I can’t thank him enough for the significant impact he’s had on my education. He always makes time for me, sitting down to help me with various musical projects. One of the coolest experiences in my education has been working on arrangements for his group, Rocky Mountain Jazz Collective. Scott has given me and many of my classmates opportunities to participate in this professional band and get involved. I can’t wait to see what he does next."
— Jayden Ostler, Former Student, Montana State University Billings

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