Stealing Knowledge in a Landscape of Learning: Conceptualizations of Jazz Education

Research output: Contribution to journalArticlepeer-review

2 Citations (SciVal)

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 languageEnglish
Pages (from-to)297-308
Number of pages12
JournalBritish Journal of Music Education
Volume33
Issue number3
Early online date2016 Jul 8
DOIs
Publication statusPublished - 2016 Nov

Subject classification (UKÄ)

  • Music
  • Pedagogy

Fingerprint

Dive into the research topics of 'Stealing Knowledge in a Landscape of Learning: Conceptualizations of Jazz Education'. Together they form a unique fingerprint.

Cite this