Dear all,
Please join us on Zoom on Wednesday 24 February at 5pm GMT for the sixth colloquium of Lent term. Professor Keith Sawyer will be presenting a paper entitled 'Teaching musical creativity using guided improvisation'. Please see below for the abstract.
Dr. Keith Sawyer is the Morgan Distinguished Professor in Educational Innovations at the University of North Carolina in Chapel Hill. He studies small-group dynamics in creativity and learning. He has written over 120 scientific articles, and is the author or editor of 17 books, including his most recent book The Creative Classroom: Innovative Teaching for 21st-Century Learners (Teachers College Press, 2019). His books on group improvisation include Group Creativity: Music, Theater, Collaboration (2003) and Group Genius (2017). In his studies of both music and theater ensembles, he analyzes group creativity as a process of emergence from complex symbolic interactions. His theoretical framework of “collaborative emergence” aims to provide a new and integrative account of the relationship between the individual and the group.
Please contact [log in to unmask] for the Zoom link and login details if you would like to attend.
Abstract
I will describe the pedagogical approach I call "guided improvisation." This approach is inspired by research on music and theater improvisation, yet it is generally applicable across disciplines. Guided improvisation emphasizes the teacher's careful balance of structure and improvisation. Teaching is most effective when the instructor facilitates the classroom such that the teacher and students can be said to be improvising together, a form of group creativity. Yet, this is difficult for teachers, because structure and improvisation are always in tension. I call this challenge "the teaching paradox." I show how instructors can best address the teaching paradox by drawing on concepts and techniques from staged ensemble performance. I situate this approach within a broader body of research on effective learning in all school subjects to show that guided improvisation is aligned with current research on effective teaching and learning.
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