Expertise in Musical Improvisation and Creativity: The Mediation of Idea Evaluation

Abstract

The current study explored the influence of musical expertise, and specifically training in improvisation on creativity, using the framework of the twofold model, according to which creativity involves a process of idea generation and idea evaluation. Based on the hypothesis that a strict evaluation phase may have an inhibiting effect over the generation phase, we predicted that training in improvisation may have a “releasing effect” on the evaluation system, leading to greater creativity. To examine this hypothesis, we compared performance among three groups - musicians trained in improvisation, musicians not trained in improvisation, and non-musicians - on divergent thinking tasks and on their evaluation of creativity. The improvisation group scored higher on fluency and originality compared to the other two groups. Among the musicians, evaluation of creativity mediated how experience in improvisation was related to originality and fluency scores. It is concluded that deliberate practice of improvisation may have a “releasing effect” on creativity.

Subjective semantic surprise resulting from divided attention biases evaluations of an idea’s creativity

“…Given that dedication of attentional resources to task unrelated stimuli reduces an individual's capacity for rational evaluation of an idea's creativity 12 , distractions may simultaneously have biasing effects on idea evaluation and positive effects on idea selection. Consistent with these recent findings, researchers have suggested that relaxing evaluation criteria may result in more creative outcomes 9,80 . The possibility that distractions may, should they reduce deliberative processing and improve intuitive processing, enhance creative idea selection is an interesting question for researchers interested in which ideas are eventually acted upon.…”

Rapid and flexible creativity in musical improvisation: review and a model

“…Idea generation is the process of mentally combining or recombining existing elements to give rise to multiple possible solutions, whereas idea evaluation entails selecting from the array of generated ideas, using internally or externally generated feedback. Because feedback can come from multiple sources at different times during or after the performance, this feedforward/feedback cycle between idea generation and evaluation occurs at multiple timescales …”

“…Because feedback can come from multiple sources at different times during or after the performance, this feedforward/feedback cycle between idea generation and evaluation occurs at multiple timescales. [10][11][12] At an implementational level, this interplay of idea generation and evaluation likely entails the coordinated activity of the default mode and executive control networks in the brain as detailed in the next section. 13 As ideas in improvised music are implemented as auditory-motor sequences, the perception and production of these sound targets further engages the auditory perception-action network, 14,15 which is strengthened in its connectivity by musical training.…”

Child–Computer Interaction at the Beginner Stage of Music Learning: Effects of Reflexive Interaction on Children’s Musical Improvisation

“…This finding highlights the close link between improvisation, repetition and variation, and creative processes. Kleinmintz et al (2014) points out that musical improvisation increases creativity. The link between improvisation and creativity was also emphasized in neurobiology, where it was found that the greater connectivity between brain regions sharing functional properties observed in professional improvisers may be due to a more efficient working of the associative networks of musical creativity ( Pinho et al, 2014 ; see also Beaty, 2015 ).…”