The Role of Informal Learning in College Jazz Education in Ecuador: Contextualizing Students’ Musical Capital
DOI:
https://doi.org/10.15294/harmonia.v24i2.16005Keywords:
higher music education; informal learning; music learning; motivation; jazzAbstract
College music education was introduced in Ecuador without first establishing a formal training system for students to reach that educational level. Consequently, many students enter university without having undergone formal music studies, relying instead on informal learning. This study explores the role of informal learning within the context of a university degree in musical performance in Ecuador. To this end, an educational innovation project was implemented at Universidad de las Americas (Quito, Ecuador). Two questionnaires and interviews were used to collect data about the link between the project’s methodology and the students’ prior training. The results indicate that implementing a methodology aligned with students’ previous experiences increases motivation levels for studying music. Therefore, it is concluded that there is a need to reevaluate certain practices associated with informal learning within the framework of higher music education, particularly in countries where the educational structure is not fully developed.
References
Ake, D. (2002). Jazz cultures. University of California Press.
Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193–224. https://doi.org/10.1159/000094368
Beattie, J.W. y Curtis, L. W. (1942). South American Music Pilgrimage. II. Ecuador and Peru. Music Educators Journal, 28(3), 12–18. https://doi.org/10.2307/3385897
Berliner, P.F. (1994). Thinking in jazz: The infinite art of improvisation. University of Chicago Press
Calvi, J. C. R. (2018). De Gustibus Sí Disputandum: una filosofía práctica del gusto y la improvisación musical. Dykinson.
Carrillo Méndez R. d. J. y González-Moreno P. A. (2021). Perfiles de aprendizaje musical formal e informal en educación superior. Revista Electrónica Complutense de Investigación en Educación Musical - RECIEM, 18, 139-165. https://doi.org/10.5209/reciem.67923
Carter, W.L. (1986). Jazz pedagogy: A history still in the making. Jazz Educators Journal, 19(4), 10-13, 49-50.
Cook, T., y Reichardt, C. (1986). Métodos cualitativos y cuantitativos en investigación evaluativa. Morata.
Coulson, S. (2010). Getting ‘Capital’ in the music world: Musicians’ learning experiences and working lives. British Journal of Music Education, 27(3), 255-270. https://doi.org/10.1017/S0265051710000227
Dewey, J. (1994). Art as experience. En The richness of art education (pp. 33-48). Brill.
Fernández Lamarra, N. (2004). Hacia la convergencia de los sistemas de educación superior en América Latina. Revista Iberoamericana De Educación, 35, 39-71. https://doi.org/10.35362/rie350875
Folkestad, G. (1998) Musical learning as cultural practice: As exemplified in computer-based creative music making, en B. Sundin, G. McPherson y G. Folkestad (Eds), Children Composing. Lund University.
Folkestad, G. (2005). Here, there and everywhere: music education research in a globalised world. Music Education Research, 7(3), 279–287. https://doi.org/10.1080/14613800500324390
Folkestad, G. (2006). Formal and informal learning situations or practices vs formal and informal ways of learning. British journal of music education, 23(2), 135-145. https://doi.org/10.1017/S0265051706006887
Fornäs, J., Lindberg, U., y Sernhede, O. (1995). In garageland. Youth and culture in late modernity. Routledge.
Fraser, W. A. (1983). Jazzology: A study of the tradition in which jazz musicians learn to improvise (Afro-American) [Tesis de doctorado University of Pennsylvania]. ProQuest.
Godoy Aguirre, M. (2012). Historia de la música del Ecuador. Pontificia Universidad Católica del Ecuador.
Goldman, J. I. (2010). The shape of jazz education to come: How jazz musicians develop a unique voice within academia [Tesis de doctorado McGill University]. Proquest.
Green, L. (2002). How popular musicians learn. Ashgate Publishing
Green, L. (2005). The music curriculum as lived experience: Children's “natural” music-learning processes. Music Educators Journal, 91(4), 27-32. https://doi.org/10.2307/3400155
Green, L. (2006). Popular music education in and for itself, and for ‘other’ music: current research in the classroom. International Journal of Music Education, 24(2), 101-118. https://doi.org/10.1177/0255761406065471
Green, L. (2008) Music, Informal Learning and the School: A New Classroom Pedagogy. Ashgate.
Herrera, L., Cremades, R., y Lorenzo, O. (2010). Preferencias musicales de los estudiantes de Educación Secundaria Obligatoria: influencia de la educación formal e informal. Cultura y educación, 22(1), 37-51.
Hung, D., Lee, S. S., y Lim, K. Y. (2012). Authenticity in learning for the twenty-first centuryBridging the formal and the informal. Educational Technology Research and Development, 60(6), 1071-1091. https://doi.org/10.1007/s11423-012-9272-3
Jaffurs, S. E. (2004). The impact of informal music learning practices in the classroom, or how I learned how to teach from a garage band. International Journal of Music Education, 22(3), 189-200. https://doi.org/10.1177/0255761404047401
Javors, K. (2001). An appraisal of collegiate jazz performance programs in the teaching of jazz music [Tesis de doctorado University of Illinois at Urbana-Champaign]. ProQuest.
Jorgensen, E. (1997). In Search of Music Education. University of Illinois Press.
Kavčič Pucihar, A., Habe, K., Rotar, Pance, B. y Laure, M. (2024). The key reasons for dropout in Slovenian music schools – a qualitative study. Front. Psychol, 15, 1385840. https://doi.org/10.3389/fpsyg.2024.1385840
Keezer, G. (1996). What‘s right with jazz education. Jazz Educators Journal, 28(6), 75-77
Kvale, S. (2011). Las entrevistas en investigación cualitativa. Ediciones Morata.
Lilliestam, L. (1996). On Playing by Ear. Popular Music, 15(2), 195–216. http://www.jstor.org/stable/931218
McMillan, J. y Schumacher, S. (2005). Investigación educativa. Pearson Addison Wesley.
McPherson, G. E., Davidson, J. D., y Evans, P. (2015). Playing an instrument. In G. E. McPherson (Ed.), The child as musician: A handbook of musical development (pp. 113-118).
Merino, M. (2023). Análisis del proyecto Whiplash: Un proyecto de innovación educativa para la revitalización de la enseñanza del jazz en Ecuador [Tesis de doctorado, Universidad Autónoma de Madrid].
Mok, A. O. (2017). Informal learning: A lived experience in a university musicianship class. British Journal of Music Education, 34(2), 169-188.
Monson, I. (2009). Saying something. University of Chicago Press.
Murphy, D. (1994). Jazz studies in American schools and colleges: A brief history. Jazz Educators Journal, 26(3), 34-38.
Nettl, B. (1995). Heartland excursions: Ethnomusicological reflections on schools of music. University of Illinois Press.
North, A. C., Hargreaves, D. J., and O'Neill, S. (2000). The importance of music to adolescents. Br. J. Educ. Psychol. 70, 255–272. https://doi.org/10.1348/000709900158083
Poulter, Z. (2008). Teaching improv in your jazz ensemble: A complete guide for music educators. Rowman & Littlefield Education.
Prouty, K. (2004). From Storyville to State University, The intersection of academic and non-academic learning cultures in post-secondary jazz education [Tesis de Doctorado University of Pittsburgh]. ProQuest.
Prouty, K. (2006). Orality, literacy, and mediating musical experience: Rethinking oral tradition in the learning of jazz improvisation. Popular Music and Society, 29(3), 317334. https://doi.org/10.1080/03007760600670372
Prouty, K. (2011). Knowing jazz: Community, pedagogy, and canon in the information age. Univ. Press of Mississippi
Ramírez Martínez, M. F. y Rodríguez-Quiles, J. A. (2020). Educación musical performativa en la formación de intérpretes. Un estudio de caso. Revista Electrónica de LEEME, 34(45),17-34. https://doi.org/10.7203/LEEME.45.16231
Resnick, L. B. (1987). Learning in school and out. Educational Researcher, 16(9), 13–20.
Rogers, A. (2007). Non-formal education: Flexible schooling or participatory education?. Springer Science & Business Media.
Sinchi Nacipucha, E. R., y Gómez Ceballos, G. P. (2018). Access and desertion in universities. Financing alternatives. Revista de Educación, 13(2), 274-287. https://doi.org/10.17163/alt.v13n2.2018.10.
Stevenson, R. M. (2022). Music in Aztec and Inca territory. University of California Press.
Strauss, A., y Corbin, J. (2016). Bases de la investigación cualitativa: técnicas y procedimientos para desarrollar la teoría fundamentada. Universidad de Antioquia.
Trilla, J. (2003). La educación fuera de la escuela: ámbitos no formales y educación social. Grupo Planeta (GBS).
Vitale, J. L. (2011). Formal and informal music learning: Attitudes and perspectives of secondary school non-music teachers. International Journal of Humanities and Social Science, 1(5), 1-14.
Weinberg, G., Arata, N., Dussel, I., y Pineau, P. (2020a). La educación prehispánica. En Modelos educativos en América Latina (pp. 91–118). CLACSO. https://doi.org/10.2307/j.ctv1gm02h2.9
Weintraub, A. N. (1993). Theory in Institutional Pedagogy and “Theory in Practice” for Sundanese Gamelan Music. Ethnomusicology, 37(1), 29–39. https://doi.org/10.2307/852243
Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge university press.
Williams, M. (1973). Jazz classics: The missing essential in jazz education. Council for Research in Music Education Bulletin, 96(1), 1-6.
Wright, R. (2008) ‘Kicking the habitus: power, culture and pedagogy in the secondary school music curriculum’, Music Education Research, 10(3), 389–402.
Ziehe, T. (1986) Ny ungdom. Om ovanliga l̈aroprocesser [New youth. On uncommon learning processes]. Norstedts.
