This article presents practitioner research dealing with improvisation in solfège as a creative alternative for the development of music perception. Solfège practice, conceived as a personal construction of a melody, requires an attitude that embraces aural sensitivity to the spatial and temporal dimensions of a melodic line, identification of problems, hypothesizing solutions and experimenting with strategies. In contextualized improvisation in solfège, the melody recently read and understood is manipulated in order to find different ways of embellishing its structure without changing the basic character. Examples extracted from solfège classes in a higher education context are illustrated and discussed. Improvisation on solfège exercises demands awareness of melodic contour at the same time as each note is being named, coherence and rhythmic freedom, providing the means for the students to develop the musical structures dealt with in the studied exercises.

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