TY - JOUR
T1 - Jamming and learning
T2 - analysing changing collective practice of changing participation
AU - Brinck, Lars
PY - 2017
Y1 - 2017
N2 - This article reports a long-term ethnographic study on jamming and learning from an entwined artistic and educational perspective. The study investigates aspects of learning during a professional band’s jamming and recording eight groove-jazz frameworks and a series of subsequent concerts with pre-academy students ‘sitting in’. Fieldwork was documented through sound recordings, diaries, and field notes from participant observation and informal interviews. Analyses apply a situated learning theoretical perspective on the band members’ as well as the students’ participation and reveal important learning to take place. Analyses also indicate the musicians’ changing participation being analytically inseparable from the changing music itself. The study’s final argument is two-fold: Revitalising jamming as a studio-recording practice within popular music highlights important aspects of professional musicians’ interactive communication processes. And transferring this artistic endeavour into an educational practice suggests an increased focus on students ‘sitting in’ with professional bands, and teachers playing alongside with students.
AB - This article reports a long-term ethnographic study on jamming and learning from an entwined artistic and educational perspective. The study investigates aspects of learning during a professional band’s jamming and recording eight groove-jazz frameworks and a series of subsequent concerts with pre-academy students ‘sitting in’. Fieldwork was documented through sound recordings, diaries, and field notes from participant observation and informal interviews. Analyses apply a situated learning theoretical perspective on the band members’ as well as the students’ participation and reveal important learning to take place. Analyses also indicate the musicians’ changing participation being analytically inseparable from the changing music itself. The study’s final argument is two-fold: Revitalising jamming as a studio-recording practice within popular music highlights important aspects of professional musicians’ interactive communication processes. And transferring this artistic endeavour into an educational practice suggests an increased focus on students ‘sitting in’ with professional bands, and teachers playing alongside with students.
KW - Jam
KW - learning
KW - popular music
KW - situated learning theory
KW - studio recording
U2 - 10.1080/14613808.2016.1257592
DO - 10.1080/14613808.2016.1257592
M3 - Journal article
AN - SCOPUS:85000997434
SN - 1461-3808
VL - 19
SP - 214
EP - 225
JO - Music Education Research
JF - Music Education Research
IS - 2
ER -