Communities of Practice in the Conservatory: Learning with a Professional Musician

Autor/in	Virkkula, Esa
Titel	Communities of Practice in the Conservatory: Learning with a Professional Musician
Quelle	In: British Journal of Music Education, 33 (2016) 1, S.27-42 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-0517
DOI	10.1017/S026505171500011X
Schlagwörter	Music Education; Communities of Practice; Popular Culture; Secondary Education; Vocational Education; Foreign Countries; Performance; Workshops; Music Activities; Sociocultural Patterns; Learning Processes; Personal Autonomy; Learning Motivation; Problem Solving; Cooperative Learning; Readiness; Reflection; Finland + Suchen Sie Ihr Suchwort? Musikerziehung; Community; Popkultur; Sekundarbereich; Ausbildung; Berufsbildung; Ausland; Achievement; Leistung; Lernwerkstatt; Schulung; Musikalische Aktion; Soziokulturelle Theorie; Learning process; Lernprozess; Individuelle Autonomie; Motivation for studies; Lernmotivation; Problemlösen; Kooperatives Lernen; Finnland
Abstract	This article examines the sociocultural learning of popular and jazz music in communities of practice as part of secondary vocational music education in a Finnish conservatory. The research is based on performance workshops which were implemented as a joint effort between professional musicians and music students. These workshops are suggested as a method of utilising communities of practice. Research outcomes show that the workshops include opportunities for learning and developing musicianship on many levels. The potential of sociocultural learning should be recognised in music schools and teachers should develop learning environments which utilise it. Learning from playing experiences and from the evaluation of learning outcomes are largely the students' responsibility who require autonomy, initiative, the ability to solve problems and collaborate, and a readiness to reflect on experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01