The effects of group free improvisation instruction on improvisation achievement and improvisation confidence

Abstract

While improvisation in K-12 schools in the USA has gained some traction since the inception of the US National Standards in 1994, there is still a dearth of improvisation activities in schools because of the lack of music teacher preparation in improvisation. The purpose of this study was to determine if providing group free improvisation instruction and activities to collegiate non-music majors would help them become better and more confident improvisers. An additional purpose was to examine the relationship between improvisation achievement and selected variables. A repeated measures design was utilised to test improvisation achievement through solo improvisations of college non-music majors enrolled in a free improvisation class. There was no statistical difference in improvisation achievement by time of solo recording; however, improvisation confidence improved over time. Improvisation confidence was correlated with risk-taking personality as well as a pretest self-assessment of improvisation comfort. The findings are discussed in relation to improving improvisation confidence among future music teachers in order to expand more improvisation activities in US K-12 schools.

Keywords:

• improvisation
• music teacher education
• improvisation achievement
• free improvisation

Acknowledgements

Significant contributions towards this project were made by current and former members of the ‘Center for the Study of Education and the Musical Experience’ at the Bienen School of Music, Northwestern University, Evanston, IL, USA. These contributors were Julie Bannerman, Janet Barrett, Sara Jones, Nasim Niknafs, Bennett Reimer, Julia Shaw, Jason Thompson, Beth Ann Turner and Peter Webster.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Maud Hickey is Coordinator and Associate Professor of Music Education at Northwestern University.

Kimberly Ankney is Assistant Professor and Director of Music Education at Christopher Newport University.

Daniel Healy is a PhD student at Northwestern University.

Donna Gallo is Assistant Professor of Music Education at Westminster Choir College.

Notes

1. Authors Ankney and Healy.

2. Matt Turner is a lecturer of music at Lawrence University in Appleton. He is widely known as an outstanding improvising cellist and pedagogue.