Melbourne Conservatorium of Music - Research Publications
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ItemDirector perspectives to equity, access, and inclusion in the school jazz ensemble(Frontiers Media SA, 2022-12-20)Arts and culture are increasingly acknowledged as pillars of society in which all of humanity including people who identify as’ LGBTQIA+ can contribute in 21st century society. United Nations and individual country initiatives continue to promote the notion of inclusive, egalitarian values that promote equal access and opportunity to chosen careers and passions. Jazz as an artform has evolved as a form of cultural expression, entertainment, and political metaphor, subject to societal and populist pressures that have created both a canon and popularized history. Jazz education has moved from largely informal to almost wholly formal and institutionally designed methods of learning and teaching. The jazz ensemble or stage band remains an enduring secondary education experience for most students learning jazz today. This qualitative study of music directors investigates their approaches, perspectives and concerns regarding attitudes and practices in the teaching profession, the promoting of inclusive practices, access, and equity, amidst a pervasive masculinized performance and social structure that marginalizes non-male participation. The study provides implications for how jazz education may continue to evolve in both attitude and enlightened access in the education of jazz learners.
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ItemBeing and becoming instrumental musicians and teachers: A post-qualitative exploration(Frontiers Media SA, 2022-10-13)In trying to understand the complex interplay between effective learning and personal experience in instrumental music education we look to our own histories of becoming instrumental performers trained in conservatoires. We seek a collective fusion of horizons of possibility to explore the relationships of musicians, both learners and teachers, with each other and their environments. We adopt the post-qualitative turn, as it offers space and place for simmering curiosities, introspections, evaluations, and yearnings. As pondering individuals, we question how we were pulled and prodded through the acquisition of instrumental expertise. We are a trumpeter and a clarinetist; we are performers. We are also music educators who both re-enact and resist what was given to us as gospel. We hope to find within our thick and layered experiences, understandings of the better teacher we hope to become. We look beyond our “training” to our becoming both musicians and pedagogues, a work that remains in progress. We offer this pathway to our students—how can we/they become the better music educator?
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ItemCollaborative learning experiences in the university jazz/creative music ensemble: Student perspectives on instructional communication(SAGE PUBLICATIONS INC, 2022-07)While the ensemble is a ubiquitous learning environment within jazz education, opportunities to learn through engagement in ensemble performances and industry-level recording opportunities are rare classroom environments tertiary jazz music institutions offer. This qualitative study examines jazz performance contexts within an Australian tertiary music course, exploring students’ learning experience spanning three diverse collaborative projects across nine months. Phenomenological analysis explores the instructional relationship outlining connection between the student and instruction, the subject matter that is taught, and the connection between the student and the teacher as master improviser. Findings outline substantive teacher crafting of learning, relationship building and learning experiences garnered from interpersonal learning relationships, and the application of content with pedagogy that aims to build a positive learning climate between improvising teachers and their students. The author contends that a phenomenological perspective can highlight this diversity and emphasize effective interpersonal strategies and ensemble pedagogies that enhance student learning and potentially enculturate richer and more sophisticated musicianship in students and their developing creative abilities.
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Item'In the cracks between freedom and fear': student reflections on identity and confidence learning in a creative music ensemble(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2022-02-23)The purpose of this study was to conduct a qualitative study examining ‘real-world’ jazz performance contexts within an Australian tertiary music course. Course projects were designed to offer students opportunities to gain a better understanding of the intersections of working and performing with their teachers in an improvised music ensemble. The study investigates reflection of students’ experiences and perceptions of learning dispositions, identity and creative growth across a nine-month academic year. Students’ individual and collective improvisational learning and development were investigated by examining perceptions and reflections upon identity making, confidence, as well as cultivation of creative voice. A framework of student reflective practice for creativity provides implications for creative ensemble approaches, strategies, goals and aims.