«Jazz it up» II: press på improvisasjonsbegrepet – vågespill
In the chapter “Jazz it up” I, we showed that there are different requirements for improvisation in teaching compared to a jazz band’s improvisation on stage. By transferring improvisation directly from jazz and drama to educational practice in schools, there is a danger that the didactic potential of improvisation is not identified and developed. Our definition of “didactic improvisation” includes both commitment, temporality and “Wagnis” as essential conditions and requirements for teaching with improvisation in school and education (chapter 22). In order to investigate more nuances and possibilities in improvisation in didactic contexts and significance for educational practice we draw on Jacques Derrida’s theory of time as well as Otto Friedrich Bollnow’s concept of “das Wagnis”. Here, the concept of improvisation is examined linked to the ability to respond to moments that arise immediately and unexpectedly. To concretise and contextualise Derrida’s and Bollnow’s terminology, we examine and analyse a case taken from a supervision situation in primary school, i.e., a supervision situation that suddenly appeared outside of the planned teaching. The main findings tell us that a teacher who finds himself in an improvised context with students has more to lose than a jazz musician. There is more at stake in a didactic context than there is on a music stage. This was the reason why we chose to use the concept of Wagnis (Norwegian: vågespill) rather than risk. Das Wagnis involves a possible defeat, which goes deeper into the existential territory than the defeat resulting from risk. While a jazz musician risks playing incorrectly, without significant existential defeat, the Wagnis, as a result of didactic improvisation, can lead to defeat on the existential level, not least for the students, but also for the teacher himself.
Publisert i 2024
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