爵士乐专业本科生的音乐身份:多案例研究

IF 1.6 3区 心理学 0 MUSIC
Daniel Healy, Daniel J. Albert
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引用次数: 0

摘要

在过去的几十年里,正规的爵士乐学位在美国的大学音乐课程中越来越受到重视。当这些大学努力为爵士乐专业的学生提供模范教育经历时,深思熟虑地探究促使学生攻读爵士乐学位的个人和环境因素就显得尤为重要。本多重案例研究的目的是考察四名爵士乐表演专业本科生的身份,以及引导他们在入学时选择专业的因素。数据收集包括对每位参与者的六次访谈、反思性实践日记和大学爵士乐小组排练现场记录。本研究以戴维森提出的音乐表演者身份认同理论框架为基础。作为该理论框架的一部分而出现的跨案例主题包括:(1) 听觉音乐学习的重要性;(2) 促进创造性音乐创作的环境;(3) 爵士乐录音的至关重要性;(4) 音乐作为一种社会或集体活动;(5) 对音乐实验和变化的吸引力。研究结果表明,大学和 K-12 音乐课程都可以积极培养和吸引对爵士乐感兴趣的学生。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Undergraduate jazz majors’ music identities: A multiple case study
The past few decades have seen formal jazz degrees become more established in university music programs in the United States. As these universities strive to provide an exemplary education experience for jazz degree majors, it is especially important to thoughtfully inquire into the personal and environmental elements that led students to pursue a jazz degree. The purpose of this multiple case study is to examine the identities of four undergraduate jazz performance majors and the factors that guided their selection of major upon matriculation. Data collection included six interviews with each participant, reflective practice journals, and university small group jazz rehearsal field notes. The theoretical framework of music performer identity as framed by Davidson was used as the basis for this study. Cross-case themes that emerged as part of this theoretical framework include (1) the importance of aural music learning; (2) environments that promoted creative music-making; (3) the crucial importance of jazz recordings; (4) music as a social or communal activity; (5) attraction toward musical experimentation and variation. Study results suggest that both universities and K–12 music programs can actively prepare and engage students who are interested in jazz.
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来源期刊
CiteScore
4.00
自引率
17.60%
发文量
88
期刊介绍: Psychology of Music and SEMPRE provide an international forum for researchers working in the fields of psychology of music and music education, to encourage the exchange of ideas and to disseminate research findings. Psychology of Music publishes peer-reviewed papers directed at increasing the scientific understanding of any psychological aspect of music. These include studies on listening, performing, creating, memorising, analysing, describing, learning, and teaching, as well as applied social, developmental, attitudinal and therapeutic studies. Special emphasis is placed on studies carried out in naturalistic settings, especially those which address the interface between music psychology and music education.
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