A quick post ad hoc from my mobile to initiate things. One of the research streams from the Improvisation, Community and Social Practice research initiative is called “improvisation and pedagogy.” A symposium on music education was held at the University of Guelph a couple of weeks ago that affirms a general tendency in this research stream to focus on improvised music, particularly jazz, as a model for education, particularly around practice-based research. Other significant threads want to develop community, collective and even networked paradigms for learning and for knowledge-sharing around the kinds of work done by the AACM in Chicago beginning in the mid-1960s. (See George Lewis’s A Power Stronger Than Itself.) My own interests, particularly as a pedagogically-untrained academic, involve assessing and exploring the implications of using both musical and theatrical improvisational techniques in the classroom. What are the cultural politics and the ethics around importing such aesthetic practices into an educational setting? How can improvisation be theorized as a pedagogical practice? More to come.
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