Evolving Regulatory Processes Used by Students and Experts in the Acquiring of Improvisational Skills: A Qualitative Study
Evolving Regulatory Processes Used by Students and Experts in the Acquiring of Improvisational Skills: A Qualitative Study
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DOI：
10.1177/0022429417744348
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发表时间：
2018-01-01
影响因子：
1.4
通讯作者：
de Bruin, Leon R.
中科院分区：
文献类型：
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作者：
de Bruin, Leon R.
即兴演奏者的练习方式是音乐家表达能力和手段的重要方面。专家音乐表演者利用广泛的自我调节过程，包括规划，战略发展和系统化的方法来学习和反思实践。学者们认为，这些过程是建构主义和社会文化解释，并体现在个人，共同协商和共享学习。这项定性研究探讨了四个突出的澳大利亚即兴音乐家，教育家和四个大专即兴学生的监管过程。专家和发展中的音乐家的学习和教学即兴音乐制作的过程进行了调查，通过观察自我调节，共同调节，和共享的监管策略。笔者运用解释现象学的分析方法，从实践、训练和经验三个方面对调节性学习策略进行了识别和分析。研究结果表明，不断发展的自我调节行为是动态的，特定于任务的，个性化的，并在个人和协作任务和活动的上下文偶然的见解。学习的整合调节模式提供了社会建构的学习观中的元认知流的指导和反映。研究人员和教育工作者的意义得出有意义的教育实践，通过了解和理解专家即兴的自我调节，批判性思维，解决问题的复杂概念，以及即兴创作过程的演变和评价。
The way an improviser practices is a vital and significant aspect to a musician's means and capacities of expression. Expert music performers utilize extensive self-regulatory processes involving planning, strategic development, and systemized approaches to learning and reflective practice. Scholars posit that these processes are constructivist and socioculturally explained and manifest in individual, jointly negotiated, and shared learning. This qualitative study explores the regulatory processes of four prominent Australian improvising musician-educators and four tertiary improvisation students. Expert and developing musicians' processes in learning and teaching improvised music-making were investigated through observations of self-regulation, co-regulation, and shared regulation strategies. I identified and analyzed regulatory learning strategies located from practice, training, and experience using interpretative phenomenological analysis. Findings suggest insights of evolving self-regulative behavior that are dynamic, task-specific, personalised, and contextually contingent across individual and collaborative tasks and activity. An integrative regulatory model of learning offers guidance and reflection of metacognitive flow within a social constructed view of learning. Implications for researchers and educators are drawn for meaningful educational practice by knowing and understanding expert improvisers' complex concepts of self-regulation, critical thinking, problem solving, and the evolution and evaluation of creative processes in improvisers.