Self-regulation and the high school jazz and improvisation learner.

Abstract

Common to all musicians, and not just improvising ones is the development and adaptation of sensory-motor, audiative, imaginative and self-regulatory strategies. They develop self-regulatory behaviors of learning that involve the evolution of specific goals, strategies, self-evaluation, adjustment, reflection and monitoring of progress. Yet, whilst learning takes place in our minds, and as fascinating as neuroscience can shed light on music education, learning and teaching is negotiated within social and communicative environments. Recent cognition theories suggest that learning involves the attainment of automation, and the meshing of embodied skills and knowledge acquired through situate..