by Javi Lucero
The indie jam session is a thing of beauty. It is completely insulated from inhibition. It is driven by creativity and passion in many forms, many of which make onlookers uncomfortable while captivating them at once. It is struggle among personalities and sounds that fight not to conform but to be independently dependent. Without being dependent, there would be no music. Without being independent, the sound would never be unique or meaningful.
Thus the jam session as a social and musical experiment occurs between individuals driven to be a part of something bigger than themselves that is special and unique. To the indie band, structure exists and is inevitably required but it is no way static. The conventional and most popular verse/chorus forms are known and easily duplicated but for the sake of soul, originality and innovation are avoided whenever possible. Standard instruments or tools are slightly different in that they are welcomed but not required. In this context musicians strive to master musical tools but draw upon experimentation with different sounds, devices and instruments for an ever-changing musical identity.
Having been involved in countless jam sessions, I have always been fascinated by the dynamics that existed between group members as well as the creation process itself. So many variables could potentially impact any given jam session but the goal remained the same: play music from a soulful place.
There were times where the product was meant as a presentable product, something intended to move people. Other times we only played because we wanted to experiment with sounds, hone in our chemistry or get something off of our chests. In any occasion, the indie jam session as a dynamic event, shares countless characteristics with what many consider the indie classroom.
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The indie classroom is a thing of beauty. It is completely insulated from inhibition. It is driven by creativity and passion in many forms, many of which make onlookers uncomfortable while captivating them at once. It is struggle among personalities and learning styles that fight not to conform but to be independently dependent. Without being dependent, there would be no meaningful learning. Without being independent, the project or product would never be unique or meaningful.
Thus the classroom as a social and educational experiment occurs between individuals driven to be a part of something bigger than themselves that is special and unique. To the indie classroom, structure exists and is inevitably required but it is no way static. The conventional and most popular products and projects are known and easily duplicated but for the sake of soul, originality and innovation are avoided whenever possible. Standard devices and tools are slightly different in that they are welcomed but not required. In this context learners strive to master vocational tools but draw upon experimentation with different perspectives, devices and experiences for an ever-changing educational identity.
Having been involved in countless classroom projects, I have always been fascinated by the dynamics that existed between group members as well as the creation process itself. So many variables could potentially impact any given project but the goal remained the same: create from a soulful place.
There were times where the product was meant as a presentable product, something intended to move people. Other times we created because we wanted to experiment with project elements, hone in our chemistry or get something off of our chests. In any occasion, the indie project as a dynamic event, shares countless characteristics with what many consider the indie jam session.
Javi, this is an interesting post. I like the description of the jam session, and it's an interesting metaphor to consider. However, I not sure I completely follow or can make a complete connection to my classroom experience. Perhaps you have considered this (and I doubt I'd be described as "indie" yet), but I wonder how the compulsory nature of the classroom impacts the metaphor. Does it really work? Or maybe I'm asking "does it ALWAYS work?" I'd be interested in your thoughts about this. Thanks for something to chew on.
Thanks for sharing out this metaphor, Javi!
I wonder all the time about how roles can change and be fluid in a classroom - a jam session seems like a great way to characterize the fluidity of teaching and learning that happens in community- and inquiry-based classrooms.
How do accomplished or successful learners and teachers learn to improvise and "play" responsively to one another? What verse/chorus rules of school should go in an indie classroom jam?
All the best,
C
Hello Javi,
My name is Evan Bailey and I am a student in Dr. Srange's EDM 310 class at The University of South Alabama. The indie classroom is a very interesting concept. I think experimentation and debate are very important learning tools. However, I think one thing that concerns many people is that some times the temptation to simply bring up ideas or "jam out" can overrule any real notion of reaching conclusions needed to be productive in a practical sense. Do you think it is smart to bring ideas to the table without also bringing viable solutions or would this be all inclusive in your ideal "jam session"? If so, this would mean that dependency on structure or mediation is inevitable for learning to take place. Do you agree or disagree? I welcome any comments you may have. I will leave a link to my personal classroom blog at the end of this comment. I will also be summarizing my visits to your blog on my personal classroom blog on or around February 14.
Evan Bailey's EDM 310 Blog
Phillip,
I’m glad the post gave you something to chew on. You’ve done the same for me. I would start by saying that the metaphor doesn’t reflect a classroom that is in perpetual jam mode. I would lean more towards a class that has an indie culture capable of transitioning into jam session mode. Does that fact that they aren’t always “jamming” dictate whether they are an indie class or not? I don’t think so. I’d like to think that the capacity for jamming is always there and should be initiated when possible. As for the compulsory nature, that’s pretty much why I wrote the blog post. Reality as it is, the indie classroom tends to be a counter culture movement as much as it is a place of experimentation and inquiry. It makes folks uncomfortable but the indie nature of the classroom has a place in moving the educational discourse as much as it does the students. Thanks for reading and I look forward to checking out some of your work! Be good.
Chad,
Thanks for the response. Love the questions. In regards to the improv and chemistry you referred to, I’ll speak from two perspectives. In my previous bands, the substance of the song was possible through trust and a common goal. The goal changed depending on the muse, topic or feeling but there was never a fear of criticism. Feeling that safety made critiques and experimentation possible. That said, I don’t think the classroom is much different. Trust is key but as with the indie band, it seems to come from being vulnerable without fear of criticism. Knowing what instrument or educational tool works best for you can also help in building the confidence to express and convey.
When it comes to verse/chorus form, good teachers mix it up. When it comes to popular music, typical songs contain verse/chorus/verse/chorus/bridge/chorus. To me that represents the standard lesson. The goal then of the indie classroom would be to take that structure and turn it on its head or mix and match. More often than not, lessons start with low-level cognitive processes and work their way up. That type of structure strips away the context that drives the inquiry (jam). Why not start high and produce something that is intended for audiences that run across a spectrum of high and low cognitive ability? Perhaps the goal of the product is to convey a complex idea in a simple way or a simple idea in a meaningful way. It’s not much different than good music. Thanks for the stimulating questions! I look forward to reading your stuff and finding some topic I can build from. Be good.
Evan,
Thanks for the response. It sounds like you have some valuable insight into our vocation. I completely agree with your statement about bringing up ideas. The indie metaphor was much more the notion of creating to reach an end rather than just projecting ideas at random. The fact is that I’ve been in bands where it was just a smattering of sounds that weren’t meaningful but I never considered those indie. The same is true of classes I’ve observed. Now practically speaking, the reality is that the current educational system has students leaving with a limited skill set. The indie classroom as I have experienced it develops a broader and more in depth skill set that is much more practical for a developing workforce.
Do you think it is smart to bring ideas to the table without also bringing viable solutions or would this be all inclusive in your ideal "jam session"?
When in the act of learning teachers should avoid proposing the solutions. It should be a student-driven solution but I don’t believe that all educational experiences are required to have a resolution. The tendency in music as in the classroom is to end this way but so many topics don’t and an understanding that some things are dissonant can be profound. As for the structure, I agree that it is inevitable but would argue that it is the ability to creatively rearrange and transition between structures that make the indie classroom identifiable and expands the indie-student skill set. I hope that answers your question. Please let me know if it doesn’t or if you need clarification. I'll also swing by and check out your blog. Talk to you soon.
Javi, I like your point about the importance of being "vulnerable" to criticism without fearing it. It's difficult and important to be open to constructive feedback and capable of changing because of it.
All the best,
C