Pedagogical Styles for Melodic Improvisation - Comparing the Effects of Music-Theoretical and Dramaturgic Instruction
The pedagogical literature on improvisation in jazz and related genres is chiefly concerned with scales, chords, and other music-theoretically defined elements. On the other hand, the literature on freer forms of improvisation emphasizes a “dramaturgical” approach, with focuses on expression and personal commitment. The present research aims at assessing the relative merits of these approaches. In the study, 36 students of professional music pedagogy, most of them with little or no improvisation experience, took part in a week-long improvisation course during which part of them were given music-theoretical and part of them dramaturgically oriented instruction. The students’ melodic improvisations over a chordal accompaniment from the beginning and the end of the course were subjected to evaluation according to ten descriptive scales by a panel of expert judges. Irrespective of the instruction given, most of the scales showed a highly significant change in the participants’ improvisatory styles during the course. However, the theoretical instructions lead to a more significant change towards improvisation judged as “dissonant” and “independent of the chord changes”, whereas dramaturgical instructions lead to a more significant change towards “rhythmically varied” playing. ...
ConferenceESCOM 2009 : 7th Triennial Conference of European Society for the Cognitive Sciences of Music
MetadataShow full item record
- ESCOM 2009 
Showing items with similar title or keywords.
The inspiration in improvisation : identifying and classifying the approaches to emotion-based musical improvisation Keipi, Aaro (2016)The purpose of this study was to identify the naturally occurring approaches that musicians use to improvise and to analyse the relationships between the approach used, the improviser’s musical experience, and the quality ...
Hämäläinen, Raija; Vähäsantanen, Katja (Elsevier, 2011)The role of teacher is increasingly related to designing and arranging collaborative learning situations in which fruitful and creative group work may occur. This thematic review presents recent studies on creativity and ...
Pedagogical framework, design principles, recommendations and guidelines for a STEM learning environment design Mäkelä, Tiina; Fenyvesi, Kristof; Kankaanranta, Marja; Kenttälä, Veera; Merjovaara, Olli; Mäki-Kuutti, Matias; Christodoulou, Panagiota; Pnevmatikos, Dimitris; Haaf, Christina; Reid, Alecia Adelaide May; Rioja del Rio, Carlos; Serrano, Noemi; Surkova, Evgeniia; Mäkiö, Juho; Astapchuk, Sviatlana V.; Pavlysh, Eduard V. (Jyväskylän yliopisto, Koulutuksen tutkimuslaitos, 2021)
Recording Support Measures in the Sequential Pedagogical Documents of Children With Special Education Needs Heiskanen, Noora; Alasuutari, Maarit; Vehkakoski, Tanja (Sage Publications, Inc., 2019)This study investigates the descriptions of support measures in the sequential pedagogical documents (individual education plans or programs and others) of children with special education needs from early childhood education ...
Edusemiotics of meaningful learning experience : Revisiting Kant’s pedagogical paradox and Greimas’ semiotic square Kukkola, Jani Elias; Pikkarainen, Eetu (De Gruyter Mouton; International Association for Semiotic Studies, 2016)In this article we examine the educational process and learning from the edusemiotic point of view in terms of meaningful experience and meaningful action. A conception of meaningful experience is central in many branches ...