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Pedagogical applications of cognitive research on musical improvisation

机译:音乐即兴创作认知研究的教学应用

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摘要

This paper presents a model for the implementation of educational activities involving musical improvisation that is based on a review of the literature on the psychology of music. Psychology of music is a complex field of research in which quantitative and qualitative methods have been employed involving participants ranging from novices to expert performers. The cognitive research has been analyzed to propose a pedagogical approach to the development of processes rather than products that focus on an expert’s use of improvisation. The intention is to delineate a reflective approach that goes beyond the mere instruction of some current practices of teaching improvisation in jazz pedagogy. The review highlights that improvisation is a complex, multidimensional act that involves creative and performance behaviors in real-time in addition to processes such as sensory and perceptual encoding, motor control, performance monitoring, and memory storage and recall. Educational applications for the following processes are outlined: anticipation, use of repertoire, emotive communication, feedback, and flow. These characteristics are discussed in relation to the design of a pedagogical approach to musical improvisation based on reflection and metacognition development.
机译:本文基于音乐心理学文献的回顾,提出了一种涉及音乐即兴演奏的教育活动的实施模型。音乐心理学是一个复杂的研究领域,其中采用了定量和定性方法,参与者包括从新手到专业演奏者。对认知研究进行了分析,提出了一种针对过程开发的教学方法,而不是针对专家即兴使用的产品。目的是描绘一种反思性的方法,该方法不仅仅涉及爵士教育学中一些即兴教学的当前实践。审查强调,即兴创作是一种复杂的多维行为,除了感官和知觉编码,运动控制,性能监控以及内存存储和调用之外,还涉及实时的创造性行为和表演行为。概述了以下过程的教育应用:预期,曲目使用,情感交流,反馈和流程。这些特征是与基于反思和元认知发展的即兴演奏的教学方法的设计有关的。

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