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Teaching Improvisation through Processes. Applications in Music Education and Implications for General Education

机译:通过过程教学即兴创作。音乐教育中的应用及其对通识教育的启示

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Improvisation is an articulated multidimensional activity based on an extemporaneous creative performance. Practicing improvisation, participants expand sophisticated skills such as sensory and perceptual encoding, memory storage and recall, motor control, and performance monitoring. Improvisation abilities have been developed following several methodologies mainly with a product-oriented perspective. A model framed under the socio-cultural theory of learning for designing didactic activities on processes instead of outcomes is presented in the current paper. The challenge is to overcome the mere instructional dimension of some practices of teaching improvisation by designing activities that stimulate self-regulated learning strategies in the students. In the article the present thesis is declined in three ways, concerning the following three possible areas of application: (1) high-level musical learning, (2) musical pedagogy with children, (3) general pedagogy. The applications in the music field focusing mainly on an expert's use of improvisation are discussed. The last section considers how these ideas should transcend music studies, presenting the benefits and the implications of improvisation activities for general learning. Moreover, the application of music education to the following cognitive processes are discussed: anticipation, use of repertoire, emotive communication, feedback and flow. These characteristics could be used to outline a pedagogical method for teaching music improvisation based on the development of reflection, reasoning, and meta-cognition.
机译:即兴创作是一种基于即兴创作表现的明确的多维活动。练习即兴演奏的学员可以扩展复杂的技能,例如感官和知觉编码,内存存储和调用,运动控制和性能监控。即兴创作能力是通过以下几种方法开发的,主要是从面向产品的角度出发。在本文中,提出了一种基于学习的社会文化理论框架的模型,该模型用于设计关于过程的教学活动而不是结果。挑战是通过设计激发学生自我调节学习策略的活动来克服一些即兴教学实践的纯粹教学意义。在本文中,本论文从以下三个方面进行了探讨,涉及以下三个可能的应用领域:(1)高水平的音乐学习,(2)带有孩子的音乐教学法,(3)一般教学法。讨论了音乐领域中的应用程序,主要侧重于即兴演奏的专家。最后一部分考虑了这些想法应如何超越音乐研究,介绍即兴活动对普通学习的好处和启示。此外,还讨论了音乐教育在以下认知过程中的应用:预期,曲目使用,情感交流,反馈和流程。这些特征可用于概述基于反思,推理和元认知发展的音乐即兴演奏的教学方法。

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