Stealing Knowledge in a Landscape of Learning: Conceptualizations of Jazz Education

Publisher： Cambridge University Press

E-ISSN： 1469-2104|33|3|297-308

ISSN： 0265-0517

Source： British Journal of Music Education, Vol.33, Iss.3, 2016-11, pp. : 297-308

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Abstract

Theoretical approaches to learning in practice-based jazz improvisation contexts include situated learning and ecological perspectives. This article focuses on how interest-driven, self-sustaining jazz learning activities can be matched against the concepts of stolen knowledge (Brown Duguid, 1996) and landscape of learning (Bjerstedt, 2014). Based on an extensive interview study with Swedish professional jazz musicians, it argues that the multidirectedness involved in jazz improvisational practice calls for a rich learning ecology framework including several didactic loci.

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