Details
Interest in improvisation in music education is burgeoning. In particular, the expan-
sion of school curricula emphasizing creativity, critical reflection, and collaboration
positions musical improvisation as an ideal activity to develop these vital qualities
in children. Additionally, contemporary views about musical creativity as distrib-
uted (Clarke & Doffman, 2017) and accessible to all (MacDonald et al., 2012) suggest
that children can be improvising from the start of their music education rather than
waiting until after technical skills have reached a particular level or musical patterns
have been internalized.
Educational aims driving the lesson ideas in this chapter are that children de-
velop their own musical contributions in a group and can listen and respond to the
ideas of others. As these are broad aims, lesson ideas can be added to teachers’ rep-
ertoires across different genres. They are also inclusive of instrument types, meth-
ods of making sound (e.g., with voices or using technology), and varying musical
backgrounds.
An important aspect for music teachers and teaching artists interested in facili-
tating group improvisation is appreciating the views of students. Understanding how
they make sense of activities, which differ every time, can provide the starting point
for creating meaningful experiences which meet and accommodate their knowledge.
This chapter offers a responsive workshop model and a range of different lesson ideas
for facilitating group improvisation. Examples in this chapter are geared toward work
with students in elementary and special education schools.
sion of school curricula emphasizing creativity, critical reflection, and collaboration
positions musical improvisation as an ideal activity to develop these vital qualities
in children. Additionally, contemporary views about musical creativity as distrib-
uted (Clarke & Doffman, 2017) and accessible to all (MacDonald et al., 2012) suggest
that children can be improvising from the start of their music education rather than
waiting until after technical skills have reached a particular level or musical patterns
have been internalized.
Educational aims driving the lesson ideas in this chapter are that children de-
velop their own musical contributions in a group and can listen and respond to the
ideas of others. As these are broad aims, lesson ideas can be added to teachers’ rep-
ertoires across different genres. They are also inclusive of instrument types, meth-
ods of making sound (e.g., with voices or using technology), and varying musical
backgrounds.
An important aspect for music teachers and teaching artists interested in facili-
tating group improvisation is appreciating the views of students. Understanding how
they make sense of activities, which differ every time, can provide the starting point
for creating meaningful experiences which meet and accommodate their knowledge.
This chapter offers a responsive workshop model and a range of different lesson ideas
for facilitating group improvisation. Examples in this chapter are geared toward work
with students in elementary and special education schools.
| Original language | English |
|---|---|
| Title of host publication | Frames for Improvising |
| Editors | Carlos Abril, Brent Gault |
| Place of Publication | New York |
| Publisher | Oxford University Press |
| Chapter | 12 |
| Pages | 215-234 |
| Number of pages | 19 |
| ISBN (Electronic) | 9780197509050 |
| ISBN (Print) | 9780197509012 |
| DOIs | |
| Publication status | Published or Performed - 8 Sept 2022 |
Keywords
- improvisation
- primary children
- additional support needs
- practical activities
- lesson plan
Related Objectives in the Royal Conservatoire's Strategic Plan to 2030
- People: Talented and motivated Staff who use artistic, research, professional and industry developments to enhance the conservatoire’s international leadership in multi-arts education from pre-HE to all ages
