Structural features in classical and jazz studio lessons

Abstract

The purpose of this study was to investigate broad structural divisions in advanced studio lessons, characterising and comparing them, and considering their implications beyond the context of the studio. The study took a microethnographic approach to the observation of two undergraduate studio lessons, one classical and one jazz, given by expert performer-teachers. Structures were identified by seeking patterns of behaviour in terms of performance and lesson dialogue, along with discourse markers that might signify changes of focus or trajectories of action. A common feature for the two lessons was a series of episodes focused on student performance, with behavioural patterns changing for episodes reflecting on it. Contextual episodes emerged as the outstanding feature of the jazz studio lesson. It is argued that contrasts between the two lessons might be linked to the cultural traditions implied in each, and that such studies can contribute to research-informed studio practices by provoking and supporting the ongoing development of excellence in the studio.