Expert voices in learning improvisation: shaping regulation processes through experiential influence

ABSTRACT

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.

KEYWORDS:

• Improvisation
• self-regulation
• co-regulation
• socially shared regulation
• jazz
• phenomenology

Acknowledgement

The author is greatly thankful to the participants who took part in this study, and of their interest and personal fascination with it. They have revealed highs and lows; things that are easy to say as well as those that are most difficult and confronting.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Leon R. de Bruin is an educator, performer and researcher in improvised and composed music. He has presented papers and clinics throughout Australasia, Europe and South America and performs a wide-ranging repertoire of music for trumpet, in both collaborative ensemble and solo recital platforms. He is a Ph.D. candidate in the Faculty of Education, Monash University, Melbourne, Australia and his dissertation studies include the teaching and learning of improvisation, creativity and collaborative learning processes and techniques for improvisers, and musician identity.