Can Improvisation be ‘Taught’?’: A call for free improvisation in our schools
By definition, improvisation is a creation spoken or written or composed without prior preparation or a performance given extempore without planning or preparation. When trying to teach improvisation we run into a problem because how can someone teach improvised music if it isn’t planned or prepared and is made in the moment. Teachers have to teach their students how to be disposed to think creatively and critically in appropriate contexts.
Improvisation appeared in American schools in the early 1970s in the form of jazz improvisation. Since then teachers have moved from structured improvisation classes towards a more imitative and patterned improvisation. As students get older, the freer the improvisation is. Free improvisation is a form of improvisation that is ultimately the most open, non-rules bound, most learner directed, and the least approached in schools.
When I was in my grade twelve stage band class I learned how to play the alto saxophone. For one of out final projects we had to improvise. The only rule we had was that it had to be 12 bars long. My teacher gave us some tips on how to practice improvising so we had an idea of what to do when we presented our piece. I remember performing my 12 bars, I was extremely nervous. I felt like anything and everything I had every learned about music left my brain but my fingers knew exactly what to do. It was the most exhilarating and positive musical experience in my high school career. My teacher was very impressed.
Having very little limitations gives you the freedom to discover your inner musician and discover what you can or cannot do. I would strongly recommend free improvisation into every school music curriculum. I believe that it is teachable. Giving a few tips and examples like changing rhythms and trying to find notes that work well together then letting students create something that speaks to them in the moment can be very magical and inspiring.
By definition, improvisation is a creation spoken or written or composed without prior preparation or a performance given extempore without planning or preparation. When trying to teach improvisation we run into a problem because how can someone teach improvised music if it isn’t planned or prepared and is made in the moment. Teachers have to teach their students how to be disposed to think creatively and critically in appropriate contexts.
Improvisation appeared in American schools in the early 1970s in the form of jazz improvisation. Since then teachers have moved from structured improvisation classes towards a more imitative and patterned improvisation. As students get older, the freer the improvisation is. Free improvisation is a form of improvisation that is ultimately the most open, non-rules bound, most learner directed, and the least approached in schools.
When I was in my grade twelve stage band class I learned how to play the alto saxophone. For one of out final projects we had to improvise. The only rule we had was that it had to be 12 bars long. My teacher gave us some tips on how to practice improvising so we had an idea of what to do when we presented our piece. I remember performing my 12 bars, I was extremely nervous. I felt like anything and everything I had every learned about music left my brain but my fingers knew exactly what to do. It was the most exhilarating and positive musical experience in my high school career. My teacher was very impressed.
Having very little limitations gives you the freedom to discover your inner musician and discover what you can or cannot do. I would strongly recommend free improvisation into every school music curriculum. I believe that it is teachable. Giving a few tips and examples like changing rhythms and trying to find notes that work well together then letting students create something that speaks to them in the moment can be very magical and inspiring.