Expert voices in learning improvisation: shaping regulation processes through experiential influence

Interpersonal and collaborative activity plays an important role in the social aspects of self-regulated learning (SRL) development. Peer, teacher and group interactions facilitate support for self-regulation, co-regulation and socially shared regulatory processes. Situated and experiential interpla...

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Bibliographic Details
Published inMusic education research Vol. 19; no. 4; pp. 384 - 397
Main Author de Bruin, Leon R.
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 02.10.2017
Taylor & Francis Ltd
Subjects
co-regulation
Collaboration
Cooperative Learning
Creative Activities
Experiential learning
Foreign Countries
Group Activities
Improvisation
Interpersonal Relationship
jazz
Metacognition
Motivation
Music
Music Activities
Music Education
Musicians
Musicians & conductors
Phenomenology
Qualitative Research
Self Efficacy
self-regulation
Semi Structured Interviews
socially shared regulation
Australia
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Summary:Interpersonal and collaborative activity plays an important role in the social aspects of self-regulated learning (SRL) development. Peer, teacher and group interactions facilitate support for self-regulation, co-regulation and socially shared regulatory processes. Situated and experiential interplay facilitates personal, co-constructed and collaborative learning behaviours, shaping SRL, feedback and the internalising of modelled cognitive processes. Using interpretative phenomenological analysis this qualitative study of six prominent Australian improvising musicians explores independent and collectively shared regulatory processes. Expert musicians' beliefs, understandings and processes in improvised music-making were investigated revealing strategies gained from practice, training and experience. The findings suggest that context situated independent, co-operative and collaborative regulatory processes shape learning, motivation and dispositions through complex cognitive and dynamic task-specific processes. Implications drawn from knowing and understanding expert improvisers' learning suggest the tailoring of educational modules that provide authentic experiences and develop expert level independent critical thinking and creative processes.
ISSN:1461-3808
1469-9893
DOI:10.1080/14613808.2016.1204279