ABSTRACT

The purpose of this study was to conduct a qualitative study examining ‘real-world’ jazz performance contexts within an Australian tertiary music course. Course projects were designed to offer students opportunities to gain a better understanding of the intersections of working and performing with their teachers in an improvised music ensemble. The study investigates reflection of students’ experiences and perceptions of learning dispositions, identity and creative growth across a nine-month academic year. Students’ individual and collective improvisational learning and development were investigated by examining perceptions and reflections upon identity making, confidence, as well as cultivation of creative voice. A framework of student reflective practice for creativity provides implications for creative ensemble approaches, strategies, goals and aims.

摘要

本研究的目的是进行一项定性研究，检查澳大利亚高等教育音乐课程中的“真实世界”爵士乐表演背景。课程项目旨在为学生提供机会，让他们更好地了解与老师在即兴音乐合奏中工作和表演的交叉点。该研究调查了学生在为期九个月的学年中对学习倾向、身份和创造性成长的体验和看法的反映。学生的个人和集体即兴学习和发展通过检查对身份塑造、信心以及创造性声音培养的看法和反思进行调查。学生创造性反思实践的框架为创造性的整体方法、策略、