The one-to-one teacher–student relationship is a common learning configuration within jazz education. However, opportunities to learn through engagement in ensemble performances and industry-level recording opportunities with esteemed jazz performers are rare classroom environments the tertiary jazz music institutions offer. This qualitative study examines ‘real-world’ jazz performance contexts within an Australian tertiary music course, exploring students’ learning experience spanning three diverse collaborative projects. Bandura’s Social Cognition Theory is utilized to elucidate an ecological system of musical development, where learning occurs in a social context within dynamic, reciprocal interactions between learners, environment and students’ adaptive behaviours that are bounded by context, culture and learner history. Findings from pre- and post-participation interviews reveal student and educator perspectives of engaging in authentic experiential learning situations. A stratum of positive influences impacting students included metacognitive, behavioural, emotional affordances, as well as the cultivation of a wider social, environmental and cultural/creative confidence and an expanding collaborative community influencing individuals’ learning decisions. Students and educator participants expressed professional-level expectations, real-world outcomes, and a deeper musical connection and understanding by students of the guest artist/composers’ intention, musical aesthetic and expert band direction. The authors maintain that inclusion of experience-based education and embedding of authentic professional industry experience and creative music-making contexts within educational settings enhance the learning of students and potentially enculturate richer musicianship in students and their developing creative communities.

中文翻译：

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通过合奏学习爵士乐表演者：定性调查

一对一的师生关系是爵士教育中常见的学习结构。然而，通过与受人尊敬的爵士乐表演者一起参与合奏表演和行业级录音机会来学习的机会是三级爵士音乐机构提供的罕见课堂环境。这项定性研究考察了澳大利亚高等教育音乐课程中的“真实世界”爵士表演背景，探索了学生跨越三个不同合作项目的学习经验。班杜拉的社会认知理论被用来阐明音乐发展的生态系统，其中学习发生在社会背景中，学习者、环境和学生的适应行为之间动态的、相互的相互作用受到背景、文化和学习者历史的限制。参与前和参与后访谈的结果揭示了学生和教育者参与真实体验式学习情境的观点。影响学生的一系列积极影响包括元认知、行为、情感可供性，以及更广泛的社会、环境和文化/创意信心的培养以及影响个人学习决策的不断扩大的协作社区。学生和教育工作者参与者表达了专业水平的期望、现实世界的成果，以及学生对客座艺术家/作曲家的意图、音乐审美和专家乐队方向的更深层次的音乐联系和理解。