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      On being and becoming a jazz musician: Perceptions of young Scottish musicians

      London Review of Education

      UCL IOE Press

      JAZZ MUSIC, IMPROVISATION, QUALITATIVE, SOCIOCULTURAL, SECONDARY SCHOOL, CASE STUDY

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          Abstract

          This paper examines what goes on in an improvising jazz combo in a secondary school in Scotland, where teaching follows Rogoff's three-stage sociocultural process, moving from an initial apprenticeship model through one of guided participation to one of participatory appropriation. Using a case study research design and interpretative phenomenological analysis, and drawing on sociocultural perspectives, the music-making and participation of three participants is discussed and presented through narrative account. Three key themes emerged as perceived benefits: (1) personal effects, (2) social effects; and (3) jazz effects. The development of confidence was seen as the main outcome of learning in the jazz combo. This study suggests that learning in an active participatory jazz combo with pedagogy more appropriate to an informal learning style may help to foster the development of learner voice and help enable a creative disposition, in line with the philosophy of Scotland's Curriculum for Excellence (CfE).

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          Author and article information

          Journal
          10430
          London Review of Education
          UCL IOE Press
          1474-8460
          15 November 2017
          : 15
          : 3
          : 339-357
          Article
          1474-8460(20171115)15:3L.339;1- s2.phd /ioep/clre/2017/00000015/00000003/art00002
          10.18546/LRE.15.3.02
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          Categories
          Articles: Music education in context

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          London Review of Education
          Volume 15, Issue 3

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