Musical Learning and Teaching Conceptions as Sociocultural Productions in Classical, Flamenco, and Jazz Cultures
Publisher
SAGEDate
2015Citation
10.1177/0022022115603124
Journal of Cross-Cultural Psychology 46.9 (2015): 1191– 1225
ISSN
0022-0221 (print); 1552-5422 (online)DOI
10.1177/0022022115603124Subjects
social cognition; cultural psychology,; musical learning,; teacher; learner; Aprendizaje musical; Psicología cultural; Cognición social; Profesores; estudiantes; MúsicaRights
The Author(s) 2015Abstract
This study analyzes the discourse of musicians from three different cultures of musical learning,
ranging from the more formal classical European culture, through the jazz culture, to the less
formal flamenco culture in Roma communities. It is based on cultural studies of learning and
education and the implicit conceptions theory. Thirty-one semi-professional guitarists were
interviewed about learning and teaching music. We applied the lexicometrical method using
correspondence analysis. We found significant lexical differences among the three cultures
for all the three educational dimensions analyzed (teaching, learning, and evaluation). We
describe literal answers from the most representative participants from each culture (using the
automatic selection of modal response procedure according to χ2 distance) and a qualitative
analysis of their full answers. Finally, we project a distribution of the three cultures of learning
onto a factorial plane, which summarizes distribution of the three cultures of learning according
to two axes that we have interpreted in terms of (a) locus of control (self-others) and (b)
phenomenology (analytical–emotional distance–conceptual–explicit knowledge/sensory–
involvement–embodied–implicit knowledge), respectively. The discourse of classical and
flamenco participants expressed other-regulated learning, although classical participants were
closer to an explicit, conceptual pole, whereas flamenco participants were closer to an implicit,
embodied pole. The discourse of jazz participants lay in between the other two, closer to the
explicit pole, but including characteristic language about self-regulation.
Files in this item
Google Scholar:Casas, Amalia
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Pozo Municio, J. Ignacio
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Scheuer, Nora
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