(Don’t) Fence Me In: Improvised Music and the Dutch Educational System

Loes Rusch

(Don’t) Fence Me In: Improvised Music and the Dutch Educational System

Loes Rusch

ICON - Musicology

Research output: Contribution to conference › Abstract › Academic

Abstract

Since the 1980s improvised music, jazz and lichte muziek (‘light music’) have become part of higher musical education programs in the Netherlands. The field of improvised music in the Netherlands, like many other creative industries, historically has been dominated by white musicians, educator, policymakers, despite the presence of (music) communities from the former colonies and other migrant communities. While jazz and improvised music have been celebrated for its transformational and creative powers and idiosyncrasy, the Dutch jazz programs at conservatories have only recently begun to explicitly address issues of ethnic and gender diversity in their teacher and student population. This paper explores the institutionalization of jazz and improvised music education in the Netherlands and seeks to understand how underlying notions of artistic or aesthetic value have shaped the development, representation, and opportunities for jazz and improvising musicians.

Original language	English
Publication status	Published - 4 Apr 2024
Event	Rhythm Changes: Jazz Encounters - Institute for Jazz Research, University of Music and Performing Arts, Graz, Austria Duration: 3 Apr 2024 → 6 Apr 2024 Conference number: VIII https://rhythmchanges.net/8th-conference-jazz-encounters/

Conference

Conference	Rhythm Changes
Country/Territory	Austria
City	Graz
Period	3/04/24 → 6/04/24
Internet address	https://rhythmchanges.net/8th-conference-jazz-encounters/

Funding

This work is funded by the European Union and supported by an ERC Starting Grant no. 101078524 IMPRODECO. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Research Council Executive Agency. Neither the European Union nor the granting authority can be held responsible for them.

Funders	Funder number
European Research Council	101078524 IMPRODECO

Keywords

Jazz
Education
Coloniality

Cite this

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title = "(Don{\textquoteright}t) Fence Me In: Improvised Music and the Dutch Educational System",

abstract = "Since the 1980s improvised music, jazz and lichte muziek ({\textquoteleft}light music{\textquoteright}) have become part of higher musical education programs in the Netherlands. The field of improvised music in the Netherlands, like many other creative industries, historically has been dominated by white musicians, educator, policymakers, despite the presence of (music) communities from the former colonies and other migrant communities. While jazz and improvised music have been celebrated for its transformational and creative powers and idiosyncrasy, the Dutch jazz programs at conservatories have only recently begun to explicitly address issues of ethnic and gender diversity in their teacher and student population. This paper explores the institutionalization of jazz and improvised music education in the Netherlands and seeks to understand how underlying notions of artistic or aesthetic value have shaped the development, representation, and opportunities for jazz and improvising musicians.",

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author = "Loes Rusch",

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language = "English",

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TY - CONF

T1 - (Don’t) Fence Me In

T2 - Rhythm Changes

AU - Rusch, Loes

N1 - Conference code: VIII

PY - 2024/4/4

Y1 - 2024/4/4

N2 - Since the 1980s improvised music, jazz and lichte muziek (‘light music’) have become part of higher musical education programs in the Netherlands. The field of improvised music in the Netherlands, like many other creative industries, historically has been dominated by white musicians, educator, policymakers, despite the presence of (music) communities from the former colonies and other migrant communities. While jazz and improvised music have been celebrated for its transformational and creative powers and idiosyncrasy, the Dutch jazz programs at conservatories have only recently begun to explicitly address issues of ethnic and gender diversity in their teacher and student population. This paper explores the institutionalization of jazz and improvised music education in the Netherlands and seeks to understand how underlying notions of artistic or aesthetic value have shaped the development, representation, and opportunities for jazz and improvising musicians.

AB - Since the 1980s improvised music, jazz and lichte muziek (‘light music’) have become part of higher musical education programs in the Netherlands. The field of improvised music in the Netherlands, like many other creative industries, historically has been dominated by white musicians, educator, policymakers, despite the presence of (music) communities from the former colonies and other migrant communities. While jazz and improvised music have been celebrated for its transformational and creative powers and idiosyncrasy, the Dutch jazz programs at conservatories have only recently begun to explicitly address issues of ethnic and gender diversity in their teacher and student population. This paper explores the institutionalization of jazz and improvised music education in the Netherlands and seeks to understand how underlying notions of artistic or aesthetic value have shaped the development, representation, and opportunities for jazz and improvising musicians.

KW - Jazz

KW - Education

KW - Coloniality

M3 - Abstract

Y2 - 3 April 2024 through 6 April 2024

ER -

(Don’t) Fence Me In: Improvised Music and the Dutch Educational System

Abstract

Conference

Funding

Keywords

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