On being and becoming a jazz musician

Perceptions of young Scottish musicians

Research output: Contribution to journalArticle

3 Downloads (Pure)

Abstract

This paper examines what goes on in an improvising jazz combo in a secondary school in Scotland, where teaching follows Rogoff's three-stage sociocultural process, moving from an initial apprenticeship model through one of guided participation to one of participatory appropriation. Using a case study research design and interpretative phenomenological analysis, and drawing on sociocultural perspectives, the music-making and participation of three participants is discussed and presented through narrative account. Three key themes emerged as perceived benefits: (1) personal effects, (2) social effects; and (3) jazz effects. The development of confidence was seen as the main outcome of learning in the jazz combo. This study suggests that learning in an active participatory jazz combo with pedagogy more appropriate to an informal learning style may help to foster the development of learner voice and help enable a creative disposition, in line with the philosophy of Scotland's Curriculum for Excellence (CfE).
Original languageEnglish
Pages (from-to)339 - 357
Number of pages19
JournalLondon Review of Education
Volume15
Issue number3
Early online date15 Nov 2017
DOIs
Publication statusPublished - Nov 2017

Fingerprint

jazz
musician
participation
informal learning
apprenticeship
social effects
disposition
learning
research planning
secondary school
music
confidence
narrative
curriculum
Teaching

Keywords

  • Jazz music
  • Improvisation
  • qualitative
  • sociocultural
  • secondary school
  • case study

Cite this

On being and becoming a jazz musician : Perceptions of young Scottish musicians. / Black, Pauline.

In: London Review of Education, Vol. 15, No. 3, 11.2017, p. 339 - 357.

Research output: Contribution to journalArticle

@article{b498a63711524469b9d247cd575018c0,
title = "On being and becoming a jazz musician: Perceptions of young Scottish musicians",
abstract = "This paper examines what goes on in an improvising jazz combo in a secondary school in Scotland, where teaching follows Rogoff's three-stage sociocultural process, moving from an initial apprenticeship model through one of guided participation to one of participatory appropriation. Using a case study research design and interpretative phenomenological analysis, and drawing on sociocultural perspectives, the music-making and participation of three participants is discussed and presented through narrative account. Three key themes emerged as perceived benefits: (1) personal effects, (2) social effects; and (3) jazz effects. The development of confidence was seen as the main outcome of learning in the jazz combo. This study suggests that learning in an active participatory jazz combo with pedagogy more appropriate to an informal learning style may help to foster the development of learner voice and help enable a creative disposition, in line with the philosophy of Scotland's Curriculum for Excellence (CfE).",
keywords = "Jazz music, Improvisation, qualitative, sociocultural, secondary school, case study",
author = "Pauline Black",
year = "2017",
month = "11",
doi = "10.18546/LRE.15.3.02",
language = "English",
volume = "15",
pages = "339 -- 357",
journal = "London Review of Education",
issn = "1474-8479",
publisher = "University College, London Press",
number = "3",

}

TY - JOUR

T1 - On being and becoming a jazz musician

T2 - Perceptions of young Scottish musicians

AU - Black, Pauline

PY - 2017/11

Y1 - 2017/11

N2 - This paper examines what goes on in an improvising jazz combo in a secondary school in Scotland, where teaching follows Rogoff's three-stage sociocultural process, moving from an initial apprenticeship model through one of guided participation to one of participatory appropriation. Using a case study research design and interpretative phenomenological analysis, and drawing on sociocultural perspectives, the music-making and participation of three participants is discussed and presented through narrative account. Three key themes emerged as perceived benefits: (1) personal effects, (2) social effects; and (3) jazz effects. The development of confidence was seen as the main outcome of learning in the jazz combo. This study suggests that learning in an active participatory jazz combo with pedagogy more appropriate to an informal learning style may help to foster the development of learner voice and help enable a creative disposition, in line with the philosophy of Scotland's Curriculum for Excellence (CfE).

AB - This paper examines what goes on in an improvising jazz combo in a secondary school in Scotland, where teaching follows Rogoff's three-stage sociocultural process, moving from an initial apprenticeship model through one of guided participation to one of participatory appropriation. Using a case study research design and interpretative phenomenological analysis, and drawing on sociocultural perspectives, the music-making and participation of three participants is discussed and presented through narrative account. Three key themes emerged as perceived benefits: (1) personal effects, (2) social effects; and (3) jazz effects. The development of confidence was seen as the main outcome of learning in the jazz combo. This study suggests that learning in an active participatory jazz combo with pedagogy more appropriate to an informal learning style may help to foster the development of learner voice and help enable a creative disposition, in line with the philosophy of Scotland's Curriculum for Excellence (CfE).

KW - Jazz music

KW - Improvisation

KW - qualitative

KW - sociocultural

KW - secondary school

KW - case study

U2 - 10.18546/LRE.15.3.02

DO - 10.18546/LRE.15.3.02

M3 - Article

VL - 15

SP - 339

EP - 357

JO - London Review of Education

JF - London Review of Education

SN - 1474-8479

IS - 3

ER -