Expert improvisers' formal, informal and situated influences on learning, motivation and self-efficacy: a qualitative study
Expert improvisers' formal, informal and situated influences on learning, motivation and self-efficacy: a qualitative study
复制标题
DOI：
10.1080/14613808.2018.1516746
复制
发表时间：
2019-01-01
影响因子：
2.3
通讯作者：
de Bruin, Leon R.
中科院分区：
文献类型：
--
作者：
de Bruin, Leon R.
对于音乐家来说，学习即兴表演需要个人和合作的技能和知识，而专家是通过多年的沉浸和文化熏陶获得这些技能和知识的。无论是正式的、非正式的还是两者兼而有之的学习，即兴演奏者通过发展发展和提炼即兴表演专业知识所必需的元认知能力来“学会学习”。这项定性研究探索了五位杰出的澳大利亚即兴音乐家在一生中学习音乐知识的情况。本研究运用实践、社区和认同的概念镜头，考察了获得技能和知识的正式和非正式方式，以及人际和协作活动如何塑造即兴音乐制作的元认知过程、信念和理解。解释性现象学分析被用来检验专家即兴演奏者如何思考他们在共享的情景学习环境中获取知识、技能和谈判的方式的理解。研究结果表明，技能发展的非正式方法和经验参与了导致独立、合作和协作专业知识的过程。这项研究为与年轻音乐家合作的教育者提供了关于专家即兴演奏者的经验正式和非正式学习、批判性思维以及创造性和元认知过程的演变的信息。即兴/爵士乐教育中的正式和非正式学习特征的模型为教育者提供了发展正式的非正式学习的信息，以及在即兴表演中优化有意义的教育实践的细微方面。
For musicians, learning to improvise requires individual and collaborative skill and knowledge that in experts is acquired over years of immersion and enculturation. Learning formally, informally or a combination of both, improvisers 'learn to learn' by evolving meta-cognitive capabilities necessary to develop and refine improvisational expertise. This qualitative study explores the learning of musical knowledge across the lifespan by five prominent Australian improvising musicians. Using the conceptual lenses of practice, community and identity, this study investigates formal and informal ways of acquiring skill and knowledge, and the ways interpersonal and collaborative activity shape metacognitive processes, beliefs and understandings of improvised music making. Interpretative Phenomenological Analysis is used to examine the understandings of how expert improvisers think about the ways they acquire knowledge, skills, and negotiate within shared, situated learning environments. Findings suggest informal approaches to skill development and experiences engage processes that lead to independent, co-operative and collaborative expertise. This study informs educators who work with young musicians about expert improvisers' experiential formal and informal learning, critical thinking, and evolution of creative and metacognitive processes. A model of formal and informal learning traits in improvisation/jazz education informs educators in developing formalised informal learning, and nuanced aspects of optimising meaningful educational practice in improvisation.