The Influence of Situated and Experiential Music Education in Teacher Practitioner Formation: An Autoethnography
I am a doctoral candidate in music education, a secondary school instrumental teacher, director of concert, stage, and jazz ensembles, as well as a trumpet player and performer of jazz, improvised music and performer of traditional classical and contemporary works for trumpet. I have led a successful performance life, playing, recording and touring in a wide range of styles of music. My passion for jazz and improvised music has driven my desire to teach and inspire others in the joys of embarking on the journey of acquiring improvisational ability. Reflecting upon creative jazz education as an expert practitioner/teacher with decades of experience and knowledge, my teaching encounters in the field have viewed the excellent, the mediocre, and the misinformed, myopic educational misrepresentations evident in some jazz and improvisational teaching. The need to remedy this distortion and lack of quality in collaborative, creative music making is one that drove me to begin PhD studies in the domain. My PhD study has enquired into the learning and teaching of numerous prominent Australian improvisers, to better understanding the vast experiential and situated influences that shape expert improvisation and my creative, personal voice. Learning from others and observing the way their experiences have shaped their music life, this autoethnographical study explores three aspects to my being: personal identity, professional identity and my perception of the impact this has on my students through my teaching. Investigation Begins with an "I" Commencing PhD studies has had a profound effect on me; to the way that I reflect on my past learning experiences, the way I continue to teach today, and to the possibilities available in the future through further education and opportunity. Higher education has facilitated an intense immersion in knowledge; educational theorizing, the multi faceted aspects to understanding teaching and learning, and a reconnection with University friendships and communities that has rejuvenated and rekindled my interest not only in creative music making, but a thirst for knowledge in more effective teaching, learning and critical thinking in general education. Reconnection with a research community has made me aware of the importance of wider and deeper understandings of the ways and reasons behind my teaching, and of being a reflective practitioner/educator (Schon, 1983) A University learning environment has made me question and bring into focus lived experiences that shaped my cultural, social and political understandings, placing myself within a social context (Bartleet Ellis, 2009; Hamilton, Smith Worthington, 2008; Reed Danahay, 1997) Examining myself rigorously continues to provide a greater understanding about the development of myself as a more informed researcher and as a critical reflexive practitioner (Cunningham Jones, 2005; de F. Afonso, Taylor, 2009; Quicke, 2010) My PhD study has initiated a journey of learning, self discovery and reflection. If I am to better understanding others' learning and experiences, I must gain a thorough understanding of my own learning. Hanks posits that, "Learning is a way of being in the social world, not a way of coming to know about it" (Lave &Wenger, 1991, p. 24) Learners, like observers are engaged both in the contexts of their learning and in the broader social world within which these contexts realize. The first step in my long road of critical self reflection began with remitting to myself the question "Who am I? Who and what have influenced me to become who I am?" This compels an investigation into multiple influences of my peers, teachers, musical collaborators, mentors, and co conspirators in musical discovery. Willingham (2009) asserts that "we teach who we are" (p. 59) so it is necessary to investigate my roots to understand and give a clear picture of who I am as a teacher and musician, what I represent, and how these facets of my life interconnect.