Improvisation as Normative Practice

Bertram, Georg W.

doi:10.4324/9781003179443-3

Cited by 2 publications

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“…De acuerdo con Bertram (2021), las improvisaciones se caracterizan por una esencia específica que nunca es estática. Sostiene que las improvisaciones funcionan Ediciones Universidad de Salamanca / cc by-nc-sa Teri.…”

Section: Improvisación En La Vida En La Música Y En La Educaciónunclassified

“…Así, la improvisación consiste en la aplicación instantánea de normas construidas mediante la práctica. No obstante, también reconoce la posibilidad de cambiar las normas en caso necesario, a través de la capacidad de respuesta activa de sus participantes (Bertram, 2021). Por tanto, la improvisación, como algo que se despliega colectivamente en el presente, no se basa en la atención al presente, sino en la atención a la intersección, o la brecha, entre pasado y futuro.…”

Section: Improvisación En La Vida En La Música Y En La Educaciónunclassified

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Teaching as Improvisation

Säfström¹,

Rytzler

2023

Teor. educ.

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In this article, we discuss the centrality of improvisation for teaching, based particularly on readings of Cassin (2014, 2020), Rancière (1991, 1999, 2013, 2020), and Bailey (1992). Our starting point is that there simply can be no teaching without improvisation, i.e., the delicate practice of responding to, situating, and attuning to events within educational encounters that cannot be foreseen, but constantly call for attention and action through the finest virtue of our intellect at play. In the article, we go along with the early Sophists for whom improvisation meant to be able to speak about everything by allowing oneself to be led by opportunity (Cassin 2014). We will be claiming that improvisation of the sophist teacher is both an intellectual and bodily virtue, requiring discipline as well as poêsis and technê as well as praxis. In short, improvisation as a specific form of educational performativity. Together with Rancière (1991, 2020), diPiero (2020), and Bailey (1992) we intend to show how improvisation in teaching speaks to our senses and sets into motion simultaneously the sharing and uniqueness of sensing as such, captured by Rancière’s understanding of le partage du sensible. Improvisation, we conclude, can be understood as the product of contingent encounters between subjects, objects, and environments, where it emerges in the rupture between form and content (diPiero 2020). As such, it allows for other ways of speaking and being in the world than those desired by the institutionalisation of a certain police orderand therefore becomes, we suggest, a central element in a democratic realization of the teaching practice.

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Section: Improvisación En La Vida En La Música Y En La Educaciónunclassified

Teaching as Improvisation

Säfström¹,

Rytzler

2023

Teor. educ.

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Theorizing Musical Improvisation for Social Analysis

Martin

2024

Music Theory Spectrum

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The connections between musical improvisation and society are a topic of frequent scholarly interest. These investigations take a range of analytical approaches, often adapted to the specifics of the improvised musicking being examined. This paper synthesizes existing concepts and theories to produce a framework for improvisation that is applicable to the social analysis of a wide range of improvisatory musical practices. The three foundational tenets of this framework are: (1) improvisation is one musical property among many that occurs to varying degrees and in different ways that fluctuate across space, time, and relevant actors; (2) the interactions between musical improvisation and the other properties of a given musical event are crucial for understanding its social implications; and (3) understanding these properties and their interactions requires examining the specific actions taken by improvisers in context. After outlining these tenets, the paper explores the role of various social, material, and individual factors in shaping improvisation and why examining these is crucial to social analysis. Finally, the paper demonstrates this model with a brief analysis of musical improvisation’s political impacts during the cacerolazos of the 2001–2002 Argentine Financial Crisis. The result of this paper is a theorization of improvisatory musicking especially suited to social analysis.

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Improvisation as Normative Practice

Cited by 2 publications

References 0 publications

Teaching as Improvisation

Teaching as Improvisation

Theorizing Musical Improvisation for Social Analysis

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