TY  - BOOK
AU  - Heble,Ajay
AU  - Stewart,Jesse
TI  - Jamming the Classroom: Musical Improvisation and Pedagogical Practice
T2  - Music and Social Justice
SN  - 9780472056361
PY  - 2023///
PB  - University of Michigan Press
KW  - Music
KW  - bicssc
KW  - Techniques of music / music tutorials
KW  - Theory of music & musicology
KW  - Improvisation, pedagogy, community engagement, social justice, festivals, artspresentation, autodidactic methods of learning, collaboration, music education, social practice, arts-based community-making, community music, jazz, free, free jazz, activism, human rights, human rights movements, human rights campaign, jazz music, American studies, musicology, musical styles, musical history, social history
N1  - Open Access
N2  - 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
UR  - https://library.oapen.org/bitstream/id/d4a52f65-d030-4c36-acd8-9ef667c39c50/9780472903757.pdf
UR  - https://library.oapen.org/handle/20.500.12657/76127
ER  -