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

Summary, in Swedish

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.

• Författare: Sven Bjerstedt
• Avdelning/ar: Lärare (Teaterhögskolan); Konstnärliga fakulteten i Malmö
• Publiceringsår: 2016-11
• Språk: Engelska
• Sidor: 297-308
• Publikation/Tidskrift/Serie: British Journal of Music Education
• Volym: 33
• Issue: 3
• Länkar: https://www.cambridge.org/core/services/aop-cambridge-core/content/view/77013C652DEC5588A5AB3AF990E0BAE8/S0265051716000103a.pdf/stealing_knowledge_in_a_landscape_of_learning_conceptualizations_of_jazz_education.pdf; http://dx.doi.org/10.1017/S0265051716000103
• Dokumenttyp: Artikel i tidskrift
• Förlag: Cambridge University Press
• Ämne: Music; Pedagogy
• Status: Published
• ISBN/ISSN/Övrigt: ISSN: 1469-2104