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Stealing Knowledge in a Landscape of Learning: Conceptualizations of Jazz Education

Bjerstedt, Sven LU (2016) In British Journal of Music Education 33(3). p.297-308
Abstract (Swedish)
Theoretical approaches to learning in practice-based jazz improvisation contexts include situated learning and ecological perspectives. This article focuses on how interest-driven, self-sustaining jazz learning activities can be matched against the concepts of stolen knowledge (Brown & Duguid, 1996) and landscape of learning (Bjerstedt, 2014). Based on an extensive interview study with Swedish professional jazz musicians, it argues that the multidirectedness involved in jazz improvisational practice calls for a rich learning ecology framework including several didactic loci.
Abstract
Theoretical approaches to learning in practice-based jazz improvisation contexts include situated learning and ecological perspectives. This article focuses on how interest-driven, self-sustaining jazz learning activities can be matched against the concepts of stolen knowledge (Brown & Duguid, 1996) and landscape of learning (Bjerstedt, 2014). Based on an extensive interview study with Swedish professional jazz musicians, it argues that the multidirectedness involved in jazz improvisational practice calls for a rich learning ecology framework including several didactic loci.
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
in
British Journal of Music Education
volume
33
issue
3
pages
12 pages
publisher
Cambridge University Press
external identifiers
  • scopus:84978159546
ISSN
1469-2104
DOI
10.1017/S0265051716000103
language
English
LU publication?
yes
id
c7f07591-61cd-4fc0-89a6-d26d759e936d
date added to LUP
2016-07-11 12:18:44
date last changed
2017-01-01 08:30:15
@article{c7f07591-61cd-4fc0-89a6-d26d759e936d,
  abstract     = {Theoretical approaches to learning in practice-based jazz improvisation contexts include situated learning and ecological perspectives. This article focuses on how interest-driven, self-sustaining jazz learning activities can be matched against the concepts of stolen knowledge (Brown & Duguid, 1996) and landscape of learning (Bjerstedt, 2014). Based on an extensive interview study with Swedish professional jazz musicians, it argues that the multidirectedness involved in jazz improvisational practice calls for a rich learning ecology framework including several didactic loci.},
  author       = {Bjerstedt, Sven},
  issn         = {1469-2104},
  language     = {eng},
  number       = {3},
  pages        = {297--308},
  publisher    = {Cambridge University Press},
  series       = {British Journal of Music Education},
  title        = {Stealing Knowledge in a Landscape of Learning: Conceptualizations of Jazz Education},
  url          = {http://dx.doi.org/10.1017/S0265051716000103},
  volume       = {33},
  year         = {2016},
}