This study explores how my musical background, teaching and performance skills, understandings, and knowledge acquired from both formal and informal influence has shaped myself as musician, teacher and researcher. The study reveals various learning cultures and social networks that frame my multiple professional identities that have themselves developed from my understandings of being a performer, an educator and researcher. This 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 and performing. An autoethnographical method is used to investigate my background that is initially formed by the different modes of music education I received. The study reveals significant influences and formative experiences that impact knowledge and skill accumulation, shaping what informs my own practice as a musician, teacher and researcher. It reveals ongoing exploration, reflection and personal negotiations in maintaining ones’ development of performance and personal creative processes, whilst functioning as a facilitator and educator to others. This study offers insights into how cultural backgrounds, social contexts, teachers and peers influence others.
Formal and Informal Music Education, Situated Learning, Jazz, Improvised Music, Identity
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
Recommended APA Citation
de Bruin, L. R. (2016). The Influence of Situated and Experiential Music Education in Teacher-Practitioner Formation: An Autoethnography. The Qualitative Report, 21(2), 407-427. https://doi.org/10.46743/2160-3715/2016.2253