Jamming the Classroom
Drawing on a mix of collaborative autoethnography, secondary literature, interviews with leading improvisers, and personal anecdotal material, Jamming the Classroom discusses the pedagogy of musical improvisation as a vehicle for teaching, learning, and enacting social justice. Heble and Stewart wri...
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| Үндсэн зохиолчид: | , |
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| Формат: | Online |
| Хэл сонгох: | англи |
| Хэвлэсэн: |
University of Michigan Press
2023
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| Нөхцлүүд: | |
| Онлайн хандалт: | ONIX_20231005_9780472903757_48 |
| Шошгууд: |
Шошго байхгүй, Энэхүү баримтыг шошголох эхний хүн болох!
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| _version_ | 1869519560860762112 |
|---|---|
| author | Heble, Ajay Stewart, Jesse |
| author_browse | Heble, Ajay Stewart, Jesse |
| author_facet | Heble, Ajay Stewart, Jesse |
| author_sort | Heble, Ajay |
| collection | Directory of Open Access Books |
| description | Drawing on a mix of collaborative autoethnography, secondary literature, interviews with leading improvisers, and personal anecdotal material, Jamming the Classroom discusses the pedagogy of musical improvisation as a vehicle for teaching, learning, and enacting social justice. Heble and Stewart write that to "jam the classroom" is to argue for a renewed understanding of improvisation as both a musical and a social practice; to activate the knowledge and resources associated with improvisational practices in an expression of noncompliance with dominant orders of knowledge production; and to recognize in the musical practices of aggrieved communities something far from the reaches of conventional forms of institutionalized power, yet something equally powerful, urgent, and expansive. With this definition of jamming the classroom in mind, Heble and Stewart argue that even as improvisation gains recognition within mainstream institutions (including classrooms in universities), it needs to be understood as a critique of dominant institutionalized assumptions and epistemic orders. Suggesting a closer consideration of why musical improvisation has been largely expunged from dominant models of pedagogical inquiry in both classrooms and communities, this book asks what it means to theorize the pedagogy of improvised music in relation to public programs of action, debate, and critical practice. |
| format | Online |
| id | doab-20.500.12854ir-114258 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | University of Michigan Press |
| publisherStr | University of Michigan Press |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1142582025-02-04T09:03:17Z Jamming the Classroom Heble, Ajay Stewart, Jesse Music thema EDItEUR::A The Arts::AV Music thema EDItEUR::A The Arts::AV Music::AVS Techniques of music / music tutorials / teaching of music thema EDItEUR::A The Arts::AV Music::AVA Theory of music and musicology Drawing on a mix of collaborative autoethnography, secondary literature, interviews with leading improvisers, and personal anecdotal material, Jamming the Classroom discusses the pedagogy of musical improvisation as a vehicle for teaching, learning, and enacting social justice. Heble and Stewart write that to "jam the classroom" is to argue for a renewed understanding of improvisation as both a musical and a social practice; to activate the knowledge and resources associated with improvisational practices in an expression of noncompliance with dominant orders of knowledge production; and to recognize in the musical practices of aggrieved communities something far from the reaches of conventional forms of institutionalized power, yet something equally powerful, urgent, and expansive. With this definition of jamming the classroom in mind, Heble and Stewart argue that even as improvisation gains recognition within mainstream institutions (including classrooms in universities), it needs to be understood as a critique of dominant institutionalized assumptions and epistemic orders. Suggesting a closer consideration of why musical improvisation has been largely expunged from dominant models of pedagogical inquiry in both classrooms and communities, this book asks what it means to theorize the pedagogy of improvised music in relation to public programs of action, debate, and critical practice. 2023-10-05T10:01:46Z 2023-10-05T10:01:46Z 2023 book ONIX_20231005_9780472903757_48 9780472903757 9780472076369 https://directory.doabooks.org/handle/20.500.12854/114258 eng image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International https://www.jstor.org/stable/10.3998/mpub.12733416 University of Michigan Press 10.3998/mpub.12733416 10.3998/mpub.12733416 b7359529-e5f7-4510-a59f-d7dafa1d4d17 db0ef5d5-3476-4a77-8ffd-2b3a36add396 9780472903757 9780472076369 [...] open access |
| spellingShingle | Music thema EDItEUR::A The Arts::AV Music thema EDItEUR::A The Arts::AV Music::AVS Techniques of music / music tutorials / teaching of music thema EDItEUR::A The Arts::AV Music::AVA Theory of music and musicology Heble, Ajay Stewart, Jesse Jamming the Classroom |
| title | Jamming the Classroom |
| title_full | Jamming the Classroom |
| title_fullStr | Jamming the Classroom |
| title_full_unstemmed | Jamming the Classroom |
| title_short | Jamming the Classroom |
| title_sort | jamming the classroom |
| topic | Music thema EDItEUR::A The Arts::AV Music thema EDItEUR::A The Arts::AV Music::AVS Techniques of music / music tutorials / teaching of music thema EDItEUR::A The Arts::AV Music::AVA Theory of music and musicology |
| topic_facet | Music thema EDItEUR::A The Arts::AV Music thema EDItEUR::A The Arts::AV Music::AVS Techniques of music / music tutorials / teaching of music thema EDItEUR::A The Arts::AV Music::AVA Theory of music and musicology |
| url | ONIX_20231005_9780472903757_48 |
| work_keys_str_mv | AT hebleajay jammingtheclassroom AT stewartjesse jammingtheclassroom |