ERIC Number: EJ1157497
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Expert Voices in Learning Improvisation: Shaping Regulation Processes through Experiential Influence
de Bruin, Leon R.
Music Education Research, v19 n4 p384-397 2017
Interpersonal and collaborative activity plays an important role in the social aspects of self-regulated learning (SRL) development. Peer, teacher and group interactions facilitate support for self-regulation, co-regulation and socially shared regulatory processes. Situated and experiential interplay facilitates personal, co-constructed and collaborative learning behaviours, shaping SRL, feedback and the internalising of modelled cognitive processes. Using interpretative phenomenological analysis this qualitative study of six prominent Australian improvising musicians explores independent and collectively shared regulatory processes. Expert musicians' beliefs, understandings and processes in improvised music-making were investigated revealing strategies gained from practice, training and experience. The findings suggest that context situated independent, co-operative and collaborative regulatory processes shape learning, motivation and dispositions through complex cognitive and dynamic task-specific processes. Implications drawn from knowing and understanding expert improvisers' learning suggest the tailoring of educational modules that provide authentic experiences and develop expert level independent critical thinking and creative processes.
Descriptors: Foreign Countries, Music, Creative Activities, Musicians, Phenomenology, Qualitative Research, Music Education, Interpersonal Relationship, Cooperative Learning, Music Activities, Group Activities, Self Efficacy, Metacognition, Motivation, Semi Structured Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A