Apprenticing for creativity in the improvisation lesson: A qualitative enquiry

De Bruin, L 2018, 'Apprenticing for creativity in the improvisation lesson: A qualitative enquiry', Teaching in Higher Education, vol. 23, no. 1, pp. 84-103.


Document type: Journal Article
Collection: Journal Articles

Title Apprenticing for creativity in the improvisation lesson: A qualitative enquiry
Author(s) De Bruin, L
Year 2018
Journal name Teaching in Higher Education
Volume number 23
Issue number 1
Start page 84
End page 103
Total pages 20
Publisher Routledge
Abstract Effective teacher-student learning relationships can propel students to advanced ways of knowing and acting. In much arts based higher education learning, dynamic and fluid interplay of cognitive, metacognitive and aspirational aims and goals are prevalent and passed to students in a learning relationship that can be described as a cognitive apprenticeship. Interpretative phenomenological analysis is used to explore four conservatoire teachers and their musical improvisation students. Investigating in the lesson experiences reveal pedagogical applications of modeling, scaffolding, coaching, reflection and developing mastery and expertise in students. A cognitive apprenticeship model can provide a framework for teachers to understand how to develop increased student control, ownership of learning, and contextually situated instructional strategies that brings cognitive and creative thinking, action and reflection to the forefront of learning and teaching. The study reveals how educators can develop trajectories of learning and problem-solving concepts that draw students into a culture of expert practice.
Subject Creative Arts, Media and Communication Curriculum and Pedagogy
Education Assessment and Evaluation
Teacher Education and Professional Development of Educators
Keyword(s) Cognitive apprenticeship
Creativity
Improvization
Learning trajectories
Phenomenology
DOI - identifier 10.1080/13562517.2017.1359157
Copyright notice © 2017 Informa UK Limited, trading as Taylor and Francis Group. All rights reserved.
ISSN 1356-2517
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