Straight, No Chaser: Critical Explorations of Endarkened Experiences in a Teacher Residency Through Jazz Aesthetics

Session Type: Symposium

Abstract

The present symposium responds to arguments that jazz aesthetics need not be limited to explanation of music theory. Jazz aesthetics can be used as endarkened epistemic framing for better understanding the socio historical instincts, acts of collaboration, responsivity, creative adaptation, and participatory storying across diverse contexts of Black practice. To this end, authors in this session use Jazz and related Black musical tradition to critically theorize research drawn from a larger university-situated urban teacher residency project and study. The combined papers work to vibrantly showcase the ways jazz can attend to the residency’s critical frames alongside the endarkened sensibilities of the predominantly Black teacher-residents, project faculty, and staff participants.

Sub Unit

• Division G - Social Context of Education / Division G - Section 6: Inquiry in the Social Context of Education

Chair

• Renata Love Jones, Georgia State University

Papers

• Resting between the beat: The musical metaphor of preservice teachers practicing rest to maintain wellness - Glenda Chisholm, Georgia State University

• We Sing this Together?: Using Jazz Aesthetics and Portraiture Methodology to Explore First-Year Teachers’ Experiences - Renata Love Jones, Georgia State University; Cori Salmerón, Georgia State University

• Blues Harmony in Critical Teacher Professional Development: Resolving tensions with iterative change - Melissa Speight Vaughn, Georgia State University

Discussants

• Casey Philip Wong, Georgia State University

• Joyce E. King, Georgia State University