While the ensemble is a ubiquitous learning environment within jazz education, opportunities to learn through engagement in ensemble performances and industry-level recording opportunities are rare classroom environments tertiary jazz music institutions offer. This qualitative study examines jazz performance contexts within an Australian tertiary music course, exploring students’ learning experience spanning three diverse collaborative projects across nine months. Phenomenological analysis explores the instructional relationship outlining connection between the student and instruction, the subject matter that is taught, and the connection between the student and the teacher as master improviser. Findings outline substantive teacher crafting of learning, relationship building and learning experiences garnered from interpersonal learning relationships, and the application of content with pedagogy that aims to build a positive learning climate between improvising teachers and their students. The author contends that a phenomenological perspective can highlight this diversity and emphasize effective interpersonal strategies and ensemble pedagogies that enhance student learning and potentially enculturate richer and more sophisticated musicianship in students and their developing creative abilities.

虽然合奏是爵士教育中无处不在的学习环境，但通过参与合奏表演和行业级录音机会来学习的机会是高等教育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爵士表演背景，探索了学生在九个月内跨越三个不同的合作项目的学习经验。现象学分析探讨了教学关系，概述了学生与教学之间的联系、所教授的主题，以及学生与教师作为主要即兴创作者之间的联系。调查结果概述了实质性的教师学习方法，人际关系的建立和学习经验，以及内容与教学法的应用，旨在在即兴教师和学生之间建立积极的学习氛围。作者认为，现象学的观点可以突出这种多样性，并强调有效的人际交往策略和合奏教学法，以提高学生的学习能力，并可能培养学生更丰富、更复杂的音乐才能及其发展中的创造能力。