“Space Is the Place”: Thinking Through a Place-Based Pedagogy for Jazz Improvisation
Contenu
“Space Is the Place”: Thinking Through a Place-Based Pedagogy for Jazz Improvisation
Jazz Education in Research and Practice
2
154-162
2021
eng
2639-7668
https://www.jstor.org/stable/10.2979/jazzeducrese.2.1.10
In this reflective essay I imagine a pedagogy of place for the teaching of jazz improvisation. Placed-based pedagogy sees learning as occurring not just within classroom walls, but in the surrounding cultural and natural environment. My idea is that by making a space for place, we create opportunities for students to ground their creative development, enculturing their technical skills so that they have a spot from which to say something from a place deeply felt and personally meaningful. Such a pedagogy is based on being in the places where certain music was/is created, connecting to the surrounding local community, and reflecting on one's own sense of place. My hope is that through experiences with place students can use their knowledge of the mechanics and grammar of jazz, to improvise not only with competence and musicality, but with wisdom as well. As guides for my musings I draw inspiration from the areas of cultural geography, critical pedagogies of place, and especially Native American indigenous epistemologies.
Théorie et analyse musicales, pédagogie
Origine de la notice
Ce contenu a été déposé le 2 mai 2021 par Stéphane Audard en utilisant le formulaire "Article de revue scientifique" sur le site "BiblioJazz": https://bibliojazz-collegium-musicae.huma-num.fr/s/bibliojazz