29 SES 01, Challenges and Possibilities for Improvisation in Music Education
The present paper is built upon a review study. The purpose of this was to: (i) provide a convenient summary of research on improvisation in compulsory music education, (ii) identify and discuss key areas and thereby provide guidance to researchers planning future studies, and (iii) discuss implications of this knowledge for music educational practice. A comprehensive search for relevant articles, published in peer-reviewed journals 2000-2015, was conducted. Articles written in English, available in full text, were sought in the databases Web of Science (Arts & Humanities Citation Index), RILM Abstracts of Music Literature, Project MUSE and ERIC as they cover most peer-reviewed journals. Through a three-step selection process, 26 articles were identified for inclusion in this review. These articles were examined through a systematic narrative review. The method is seen to be fruitful due to its mix of systematic review principles as transparency and accessibility (Booth, Papaionnou & Sutton, 2012) with qualitative analyses on the basis of author’s experience as employed in narrative reviews (Pawson et. al 2005). It can be concluded that improvisation holds a problematic position – in music education contexts as well as in music education research. Concerning educational practices; a major obstacle to incorporate improvisation in classroom practices is that many teachers feel unprepared and ill equipped to guide their students. Furthermore, teachers declare frame factors such as shortage of time allocated for the subject music in the curricula and shortage of instruments in the classrooms (Whitcomb, 2007; Ferm Thorgersen & Zandén, 2014). Concerning research; often, improvisation seems to be linked to composition. As such it is often regarded as pre-compositional activities. In other words, improvisation is seen as the other side of the coin or even as inseparable from composition. (Burnard, 2000). In addition, previous research has focused the perspectives of children and students (Beegle, 2010; Burnard, 2000) whereas the teachers’ perspectives and perceptions of improvisation aren’t as frequent (Gruenhagen & Whitcomb, 2014; Koutsoupidou, 2005; Larsson & Georgii-Hemming, in progress). At this symposium these findings will be discussed in relation to their implications for practice. We will argue a pathway forward for improving improvisation practice through collaboration between practitioners and researchers.
Beegle, Amy C. (2010). A Classroom-Based Study of Small-Group Planned Improvisation With Fifth-Grade Children. In Journal of Research in Music Education, Vol. 58, No. 3. Pp. 219–239 Booth, A., Papaioannou, D., & Sutton, A. (2012). Systematic approaches to a successful literature review. London: Sage. Burnard, Pamela (2000). Examining experiential differences between improvisation and composition in children's music-making. British Journal of Music Education, 17(3), 227–245. Ferm Thorgersen, Cecilia; Zandén, Olle (2014). Teaching for Learning or Teaching for documentation? Music teachers ́perspectives on a Swedish curriculum reform. In British Journal of Music Education. September 2014, pp1-14. Gruenhagen, Lisa M.;Whitcomb, Rachel (2014). Improvisational Practices in Elementary General Music Classrooms. In Journal of Research in Music Education, Vol. 61(4), pp. 379–395 Koutsoupidou, Theano (2005). Improvisation in the English Primary Music Classroom: teachers’ perceptions and practices. In Music Education Research. Vol. 7, No. 3. Pp. 363–381 Pawson, R., Greenhalgh, T., Harvey, G., & Walshe K. (2005). Realist review – a new method of systematic review designed for complex policy interventions. Health Services Research and Policy, 10(S1), pp. 21-34. Whitcomb, Rachel (2007). Improvisation in elementary general music: A survey study. The Kodály Envoy, 34(1), 5-10
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
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Network 12. LISnet - Library and Information Science Network
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Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
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Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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