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
- 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 (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.
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/c7f07591-61cd-4fc0-89a6-d26d759e936d
- author
- Bjerstedt, Sven
LU
- organization
- publishing date
- 2016-11
- 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
- wos:000391437900005
- ISSN
- 1469-2104
- DOI
- 10.1017/S0265051716000103
- language
- English
- LU publication?
- yes
- id
- c7f07591-61cd-4fc0-89a6-d26d759e936d
- alternative location
- https://www.cambridge.org/core/services/aop-cambridge-core/content/view/77013C652DEC5588A5AB3AF990E0BAE8/S0265051716000103a.pdf/stealing_knowledge_in_a_landscape_of_learning_conceptualizations_of_jazz_education.pdf
- date added to LUP
- 2016-07-11 12:18:44
- date last changed
- 2025-10-14 09:53:26
@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}},
doi = {{10.1017/S0265051716000103}},
volume = {{33}},
year = {{2016}},
}