Evolving Regulatory Processes Used by Students and Experts in the Acquiring of Improvisational Skills
A Qualitative Study
Bibliographic Data
| ID | 10201284 |
|---|---|
| Authors | Leon R De Bruin (0000-0002-5385-6406, Monash University, Melbourne, Victoria, Australia, corresponding author) |
| Year | 2017 |
| Volume | 65 |
| Issue | 4 |
| Pages | 483-507 |
| Publication date | 2017-11-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Music Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4294 • E-ISSN: 1945-0095 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0022429417744348 |
| OpenAlex | W2769836010 |
| Language | EN |
| Citations received | 7 |
| References cited | 63 |
The way an improviser practices is a vital and significant aspect to a musician’s means and capacities of expression. Expert music performers utilize extensive self-regulatory processes involving planning, strategic development, and systemized approaches to learning and reflective practice. Scholars posit that these processes are constructivist and socioculturally explained and manifest in individual, jointly negotiated, and shared learning. This qualitative study explores the regulatory processes of four prominent Australian improvising musician-educators and four tertiary improvisation students. Expert and developing musicians’ processes in learning and teaching improvised music-making were investigated through observations of self-regulation, co-regulation, and shared regulation strategies. I identified and analyzed regulatory learning strategies located from practice, training, and experience using interpretative phenomenological analysis. Findings suggest insights of evolving self-regulative behavior that are dynamic, task-specific, personalised, and contextually contingent across individual and collaborative tasks and activity. An integrative regulatory model of learning offers guidance and reflection of metacognitive flow within a social constructed view of learning. Implications for researchers and educators are drawn for meaningful educational practice by knowing and understanding expert improvisers’ complex concepts of self-regulation, critical thinking, problem solving, and the evolution and evaluation of creative processes in improvisers
Cognition · Improvisation · Interpretative phenomenological analysis · Mathematics education · Metacognition · Pedagogy · Qualitative research · Reflective Practice · Sociology · Diverse Music Education Insights · Innovative Teaching and Learning Methods · Neuroscience and Music Perception · Psychology
Inclusive music practices for students with a disability
Social and emotional traits and characteristics of wellbeing and resilience gained from participation in instrumental music in an Australian secondary education context
The effect of varying encoding conditions on jazz, instrumental, and choral musicians’ memorization accuracy
Peer tutoring for improvement in rhythm reading fluency and comprehension
Instrumental music teachers’ development of feedback across the lifespan
Musical play, creativity and metacognitive processes in developing improvisational expertise
The Effects of Parallel Instrument Instruction Using Mandolin for Beginning Violin
Thinking in Jazz
Interpretative phenomenological analysis
Mediation
The Development of Academic Self-Regulation
Semi-Structured Interviewing and Qualitative Analysis
Young children's self-regulated learning and contexts that support it.
Inductive Teaching and Learning Methods
Observing sociocultural activity on three planes
High-level co-regulation in collaborative learning
Self-Regulation, Coregulation, and Socially Shared Regulation
A social cognitive view of self-regulated academic learning.
Debating Phenomenological Research Methods
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
Episodic Memory and Autonoesis
Academic Emotions in Students' Self-Regulated Learning and Achievement
Why Minimal Guidance During Instruction Does Not Work
Attaining Self-Regulation
Self-Regulation Interventions And The Development Of Music Expertise
Beyond Formal Operations
Interpretative Phenomenological Analysis
Interpretative Phenomenological Analysis (IPA)
"Bracketing" in phenomenology
Knowing Jazz
Comparison of Self-Questioning, Summarizing, and Notetaking-Review as Strategies for Learning From Lectures
Vocal Improvisation and Creative Thinking by Australian and American University Jazz Singers A Factor Analytic Study
Cultural Ways of Learning
Investigating Self-Regulation and Motivation
Naturalistic inquiry
The Power of Feedback
Giving voice and making sense in interpretative phenomenological analysis
On thick description and narrative inquiry in music education
Becoming a Self-Regulated Learner
Situated Learning
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,88 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |