Evolving Regulatory Processes Used by Students and Experts in the Acquiring of Improvisational Skills: A Qualitative Study

De Bruin, L 2018, 'Evolving Regulatory Processes Used by Students and Experts in the Acquiring of Improvisational Skills: A Qualitative Study', Journal of Research in Music Education, vol. 65, no. 4, pp. 483-507.


Document type: Journal Article
Collection: Journal Articles

Title Evolving Regulatory Processes Used by Students and Experts in the Acquiring of Improvisational Skills: A Qualitative Study
Author(s) De Bruin, L
Year 2018
Journal name Journal of Research in Music Education
Volume number 65
Issue number 4
Start page 483
End page 507
Total pages 25
Publisher Sage Publications, Inc.
Abstract The way an improviser practices is a vital and significant aspect to a musician's means and capacities of expression. Expert music performers utilize extensive self-regulatory processes involving planning, strategic development, and systemized approaches to learning and reflective practice. Scholars posit that these processes are constructivist and socioculturally explained and manifest in individual, jointly negotiated, and shared learning. This qualitative study explores the regulatory processes of four prominent Australian improvising musician-educators and four tertiary improvisation students. Expert and developing musicians' processes in learning and teaching improvised music-making were investigated through observations of self-regulation, co-regulation, and shared regulation strategies. I identified and analyzed regulatory learning strategies located from practice, training, and experience using interpretative phenomenological analysis. Findings suggest insights of evolving self-regulative behavior that are dynamic, task-specific, personalised, and contextually contingent across individual and collaborative tasks and activity. An integrative regulatory model of learning offers guidance and reflection of metacognitive flow within a social constructed view of learning. Implications for researchers and educators are drawn for meaningful educational practice by knowing and understanding expert improvisers' complex concepts of self-regulation, critical thinking, problem solving, and the evolution and evaluation of creative processes in improvisers.
Subject Higher Education
Sensory Processes, Perception and Performance
Music Performance
Keyword(s) improvisation
jazz
phenomenology
self-regulated learning
DOI - identifier 10.1177/0022429417744348
Copyright notice © National Association for Music Education 2017
ISSN 0022-4294
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