School jazz bands exemplify the IDC loops of interest, creativity, and habit in a participatory group context¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors propose that playing jazz in a group is an intense, accessible form of the three IDC loops, sustaining student participation for five or more years without academic goals or parental pressure. → Roschelle 2019

Evidence¶

Roschelle 2019¶

Roschelle, J., & Burke, Q. (2019). Commentary on Interest-Driven Creator theory: a US perspective on fostering interest, creativity, and habit in school. Research and Practice in Technology Enhanced Learning, 14(13). https://doi.org/10.1186/s41039-019-0107-2

q1 · i? · theoretical · r2

Authors' interpretive argument from their own experience as students and parents, illustrated by the persistence of high-school jazz bands despite the disappearance of swing culture. They suggest participatory opportunities for harmonious self-expression are powerfully engaging regardless of career relevance.

"Rather, playing jazz in a group with fellow students is an intense, accessible form of the very three loops highlighted in the IDC framework — the loops of interest, creativity, and habit (and quite literally, harmony)."

Discussion¶

Related Claims¶

• Creativity in IDC starts with imitation, which the commentary argues hatches rather than opposes creation — related
• IDC's interest cycle requires educators to treat interests as launching points for deeper immersion, not static topics — related
• The commentary poses harmony as IDC's boldest and most challenging concept for Western readers — related
• School or cultural contexts are framed as sustaining student motivation — a broader claim this one bears on