Improvising musicians' self-regulation and distributed creativities: A phenomenological investigation
Improvising musicians' self-regulation and distributed creativities: A phenomenological investigation
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DOI：
10.1016/j.tsc.2019.03.004
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发表时间：
2019-06-01
影响因子：
3.7
通讯作者：
de Bruin, Leon R.
中科院分区：
文献类型：
--
作者：
de Bruin, Leon R.
本文探讨音乐即兴，研究学习过程中使用的即兴技巧，和发展的创造性过程和表达的六个精英澳大利亚即兴。以社会建构主义的方法来研究群体和个人如何参与，维持，支持，并富有成效地发展协作学习的过程中，这种现象学的研究调查的时间和顺序特征的SRL和SSRL的调节，可以告知教师的促进小组学习的创造性音乐合奏。元认知和活动调节作为一种稳定的特质的概念受到自我调节、共同调节和社会共享调节影响和塑造思维和学习的不同方式的挑战。分布式开发和完善的策略和概念化的个人，师生和群体活动的影响反馈，反思和目标设定的创造性过程进行了讨论，研究结果表明，多个创造性分布和相互关联的个人，师生配对和更广泛的共享组活动。这项研究主张知情的思维和教学，发展多种分布式的创造力和意识，在教师实践中，提高有效的监管过程和学习。
This paper explores musical improvisation, examining the learning processes utilized in acquiring improvisational skill, and the development of creative processes and expression of six elite Australian improvisers. Taking a socio-constructivist approach to examining how groups and individuals engage in, sustain, support, and productively develop processes of collaborative learning, this phenomenological study investigates the temporal and sequential characteristics of SRL and SSRL regulation that can inform teachers' facilitation of group learning in the creative music ensemble. Concepts of meta-cognition and regulation of activity as a stable trait are challenged by the diverse ways self-regulation, co-regulation and socially shared regulation impact and shape thinking and learning. Distributed development and refinement of strategies and conceptualizations shaped by individual, teacher-student, and group activity impacting feedback, reflection and goal-setting of creative processes are discussed, with findings suggesting multiple creativities are distributed and interrelated amongst individual, teacher-student pairings and wider shared group activities. The study argues for informed thinking and teaching that develop multiple distributed creativities and awareness in teacher practice that enhance effective regulatory processes and learning.