Exploring the potentials of Jazz, conceived not only as kind of music or art, but rather as a blended perspective made of principles, values, attitudes, and skills is fundamental in the short term of everyday life and in the long term of human development. Moreover, exploring the metaphor of Jazz in the educational discourse and supporting the auspicious of Jazz in the educational practice, means to accepts a big challenge in educational theory, rethinking the whole paradigm in which teaching and learning processes are understood and proposed. These features and potentialities, as components of a possible Jazz framework for education, are at the core of this chapter, focused, in particular, on the implications for teaching and learning. Until now, the common sense about Jazz has been an obstacle for this commitment, to the matter in which Jazz is view as something that we do not immediately understand; an experience aimed to an elite that needs high disposition to dissonance and diverse hearing; which implies great attention to technique and deep attitude to sound inquiry; which provokes the previous schemata and scripts, opening to unexpected reaction of wonder. Nevertheless, the emphasis on these folk believes about Jazz will be transformed into helpful ideas which bring directly into the Jazz as metaphor of educational dialogue, highlighting improvisation as core process of Jazz experience and production. How Jazz improvisation could challenge the rooted educational tradition, escaping the monologue of self-referred teaching and self-individualized learning? What does it mean shifting from classical teaching and learning to a Jazz conception of education and instruction? In the chapter, these questions will be addressed, proposing an educational movement from the tradition of the monologue of teaching to a polyphony of shared learning.
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