Abstract: This case study documents a practice-based intervention to help technically proficient but ensemble-inexperienced university musicians develop groove and ensemble fluency. Delivered as four targeted modules (keyboard, bass guitar, drum set, and rhythm-section lab), the Intentional Pocket Project applied jazz-informed teaching concepts to bridge the gap between individual musical training and collective groove. Emphasis was on specific listening, technical awareness, and macro-ensemble interplay. Over two years, nonmusic major participants reported marked improvements in timing, role clarity, and group cohesion. Feedback on the two institutional items averaged 4.8/5, and comments indicated improved tone, dynamic layering, and ensemble “storytelling.” This article presents the workshop design, a three-pillar teaching framework, and student feedback, arguing that an intentional, rhythm section–led approach offers a transferable model for jazz and contemporary ensemble pedagogy. Focusing on groove, listening, and role articulation helped transform skilled individuals into a cohesive ensemble.
Eugene Seow (Fri,) studied this question.