Teaching free improvisation: European higher music education teachers’ conceptual tools

IF 1.3 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education Pub Date : 2024-01-08 DOI:10.1177/02557614231212579

Una M. MacGlone, Guro Gravem Johansen

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引用次数: 0

Abstract

In higher music education (HME) contexts, free improvisation is currently a rapidly evolving field across musical genres. Previous research indicates that teaching and learning improvisation can be challenging, depending on students’ experience and how improvised music-making is facilitated, but few studies address free improvisation in HME. Our study has explored this field by utilising qualitative interviews with teachers of free improvisation in European HME institutions. Results provided insight into teachers’ motivation and the educational aims which informed their approaches to teaching improvisation. Some teachers referred to a canon of free improvised or experimental music and well-known improvisers, interpreted as a need amongst the teachers to position and legitimise a potentially marginalised subject within institutions. Teachers in our study used different types of frameworks to develop students’ ability to interact and listen. Focusing on musical parameters, limitations of choices or language metaphors were often used as tools for acquiring such aims. Results further indicate that free improvisation should be a safe space, enhance democratic values and disrupt hierarchies of knowledge. In sum, our study contributes to mapping and understanding contradictions and complexities of this developing area of pedagogy.

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自由即兴教学：欧洲高等音乐教育教师的概念工具

在高等音乐教育（HME）环境中，自由即兴演奏是目前迅速发展的一个跨音乐流派的领域。以往的研究表明，即兴创作的教与学可能具有挑战性，这取决于学生的经验以及如何促进即兴音乐创作，但很少有研究涉及高等音乐教育中的自由即兴创作。我们的研究通过对欧洲高等音乐教育机构的自由即兴演奏教师进行定性访谈，对这一领域进行了探索。研究结果让我们深入了解了教师的教学动机和教育目标，这些都是他们即兴教学方法的依据。一些教师提到了自由即兴音乐或实验音乐的典范以及著名的即兴演奏家，这被解释为教师们需要在院校中为这门可能被边缘化的学科定位并使其合法化。在我们的研究中，教师使用了不同类型的框架来培养学生的互动和倾听能力。关注音乐参数、选择限制或语言隐喻通常被用作实现这些目标的工具。研究结果进一步表明，自由即兴创作应是一个安全的空间，应增强民主价值观并打破知识的等级制度。总之，我们的研究有助于绘制和理解这一教学法发展领域的矛盾和复杂性。

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来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

期刊介绍： The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.