An Approach to Improvisation Pedagogy in Post-Secondary Jazz Programmes Based on Negative Dialectics

Autor/in	Louth, Joseph Paul
Titel	An Approach to Improvisation Pedagogy in Post-Secondary Jazz Programmes Based on Negative Dialectics
Quelle	In: Music Education Research, 14 (2012) 1, S.9-24 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2012.657163
Schlagwörter	Music; Creative Activities; Discipline; Self Control; Freedom; Conflict; Teaching Methods; Music Education; Postsecondary Education + Suchen Sie Ihr Suchwort? Musik; Disziplin; Selbstbeherrschung; Freiheit; Konflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Musikerziehung; Post-secondary education; Tertiäre Bildung
Abstract	This article argues that an approach to jazz improvisation pedagogy based on negative dialectics may provide a viable solution to the threat of codification of the jazz language as a result of the academisation of improvisation studies at the post-secondary level. Some tentative means of incorporating such an approach into the design of university improvisation courses are also suggested. Building on an Adornian framework, the author argues that key to developing a (negative) dialectical approach to improvisation pedagogy is the understanding that the practice of jazz improvisation, at its best, reflects a critical stance that is in opposition to, yet, informed by the more commodified "piece" of jazz music. In essence, the problem of balancing discipline and freedom in improvisation pedagogy is best approached if improvisation is understood as a continual act of criticism in reaction to its own inevitable commodification. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10