Abstract
Theoretical approaches to learning in practice-based jazz improvisation contexts include situated learning and ecological perspectives. This article focuses on how interest-driven, self-sustaining jazz learning activities can be matched against the concepts of stolen knowledge (Brown & Duguid, 1996) and landscape of learning (Bjerstedt, 2014). Based on an extensive interview study with Swedish professional jazz musicians, it argues that the multidirectedness involved in jazz improvisational practice calls for a rich learning ecology framework including several didactic loci.
Original language | English |
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Pages (from-to) | 297-308 |
Number of pages | 12 |
Journal | British Journal of Music Education |
Volume | 33 |
Issue number | 3 |
Early online date | 2016 Jul 8 |
DOIs | |
Publication status | Published - 2016 Nov |
Subject classification (UKÄ)
- Music
- Pedagogy