Name: Jamming the Classroom: Musical Improvisation and Pedagogical Practice (en Inglés)
SKU: 56855181
Price: 135.77 USD
Availability: InStock
Author: Heble, Ajay ; Stewart, Jesse
ISBN: 9780472076369

portada Jamming the Classroom: Musical Improvisation and Pedagogical Practice (en Inglés)

Jamming the Classroom: Musical Improvisation and Pedagogical Practice (en Inglés)

Formato

Libro Físico

Autor

Ajay Heble

Jesse Stewart

Editorial

University of Michigan Press

Idioma

Inglés

N° páginas

190

Encuadernación

Tapa Dura

Dimensiones

23.1x15.5x1.8 cm

Peso

0.39 kg.

ISBN13

9780472076369

Categorías

Teoría de la música y musicología
Composición musical

Jamming the Classroom: Musical Improvisation and Pedagogical Practice (en Inglés)

Ajay Heble (Autor) · Jesse Stewart (Autor) · University of Michigan Press · Tapa Dura

Libro Nuevo Importado

Envío: 25 a 32 días háb.

$ 226.29$ 135.77

-40%

Costos de importación incluídos en el precio ✅

Libro Nuevo

Quedan 51 unidades

$ 135.77

Llega entre el 05 Oct y el 19 Oct a Quito, Pichincha. Seleccionar ubicación

Agregar a lista de deseos

Reseña del libro "Jamming the Classroom: Musical Improvisation and Pedagogical Practice (en Inglés)"

Drawing on a mix of collaborative autoethnography, secondary literature, interviews with leading improvisers, and personal anecdotal material, Jamming the Classroom discusses the pedagogy of musical improvisation as a vehicle for teaching, learning, and enacting social justice. Heble and Stewart write that to "jam the classroom" is to argue for a renewed understanding of improvisation as both a musical and a social practice; to activate the knowledge and resources associated with improvisational practices in an expression of noncompliance with dominant orders of knowledge production; and to recognize in the musical practices of aggrieved communities something far from the reaches of conventional forms of institutionalized power, yet something equally powerful, urgent, and expansive. With this definition of jamming the classroom in mind, Heble and Stewart argue that even as improvisation gains recognition within mainstream institutions (including classrooms in universities), it needs to be understood as a critique of dominant institutionalized assumptions and epistemic orders. Suggesting a closer consideration of why musical improvisation has been largely expunged from dominant models of pedagogical inquiry in both classrooms and communities, this book asks what it means to theorize the pedagogy of improvised music in relation to public programs of action, debate, and critical practice.