Creating in the collective: Dialogue, collaboration, and the search for understanding in the jazz small group

What would happen if college students involved in jazz small group performance were given the opportunity to be musically independent and self-directed while working in their own collaborative space? What sorts of things would they experience? What kind of learning space would they create for themselves?;The purpose of this study was to investigate and gain further insight into how college jazz students work together to make music and develop understanding in the student-centered setting of the jazz small group, while also examining the dynamics of their relationships. Specifically, I aimed to look at the development of the student's personal voice through the musical interactions and dialogic exchange that took place as part of this collective experience.;A purposeful sample of fourteen students from a college jazz program was assembled into two small groups, each meeting weekly for 75-minute sessions during a 10-week period. All rehearsals and discussions were video- and audiotaped, and all discussions were transcribed. Resulting data were collected from observing and recording group rehearsals and discussions, student responses to questions following each weekly session, student observations of recorded rehearsals and/or performances, field notes and informal jottings, and responses to post-study questions.;When students work together in a setting where dialogic and musical voices affirm each other's stance, and where sharing and exchange are valued, they feel encouraged to contribute their unique perspectives and experiences to the collective undertaking. Findings indicate that such a group experience can enable students to: gain exposure to new ideas by utilizing their peers as a resource; become more cognizant of the complex dynamics of interpersonal relationships; cultivate the communicative skills needed to work in collaboration with others; engage in group learning with peers; develop their ability to problem-solve and problem-find; become active participants and take ownership of their music-making and learning; and develop the disposition needed to become independent learners. Findings from this study support the need for a different kind of envisioning where the traditional classroom or group setting could provide an inspirational backdrop for exploration and shared discovery through the value placed on collective conversation and mutual exchange.