Exploration and Improvisation: The Use of Creative Strategies in Instrumental Teaching

Moreira, Lídia; Carvalho, Sara

doi:10.20533/ijcdse.2042.6364.2010.0035

Cited by 6 publications

(6 citation statements)

References 14 publications

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“…They also present implications for music teacher education. While studies by Koutsoupidou and Hargreaves (2009) and Moreira and Carvalho (2010) point to the potential outcomes of free improvisation for school-age children (increased creativity, improved technical skills), those by others (Burnard, 2002; Kanellopoulos, 1999; Lange, 2011; Lewandowski, 2010; Moorhead & Pond, 1978) as well as findings from the present study highlight the efficacy and transformative potential of this egalitarian ensemble experience.…”

Section: Discussionsupporting

confidence: 49%

“…The pre-and posttest results showed significant improvement in the total score and in three of the four creative thinking components of the MCTM-II (syntax, originality, and flexibility) for the experimental group and little improvement for the control group. Moreira and Carvalho (2010) examined the use of non-genre-specific improvisation as a teaching tool through case studies of a 10-and a 14-year-old student, both in their first year of cello lessons. After 5 months of traditional lessons, exploration and improvisation activities were introduced in order to solve technical or music problems the students had shown during the first lessons.…”

Section: Previous Researchmentioning

confidence: 99%

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Learning From the Experts

Hickey

2014

Journal of Research in Music Education

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There is a growing interest in alternative forms of pedagogy for students in K–12 settings. Free improvisation, a relatively new and unfamiliar genre, offers potential as an ensemble for teachers to provide in order to offer more egalitarian and creative music experiences for their students. The purpose of this multiple case study was to determine common elements of instruction among four university free-improvisation instructors in order to inform K–12 music education. Pauline Oliveros, Fred Frith, Ed Sarath, and David Ballou were interviewed and observed in order to find common elements among their teaching. Data collection included transcripts from interviews and field notes, recordings, course materials, and other documents, such as course syllabi, university catalogues, texts, and press material about the pedagogues. The common themes that emerged among the four pedagogues included an array of unique teaching exercises, facility with nontraditional vocabulary, the establishment of a safe and egalitarian teaching space, lack of evaluation, leader as guide, comfort with spontaneity, and pedagogue as performer/improviser. The conclusion offers ideas for implementing these ideas in K–12 and music teacher education.

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Section: Discussionsupporting

confidence: 49%

Section: Previous Researchmentioning

confidence: 99%

Learning From the Experts

Hickey

2014

Journal of Research in Music Education

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“…However, in some occasions, language teachers may realise that a certain piece of instructional media may not be available in a lesson, thus improvisation can be presented in such cases. Creative improvisations occur in a collective participatory atmosphere as opposed to an individualised teaching and learning context (Lidia & Sara, 2010).…”

Section: Types Of Drama Activities Used In the Studymentioning

confidence: 99%

Using Drama Activities in Vocabulary Acquisition

Alshraideh

Alahmdi

2020

IJELT

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Many different pedagogical methodologies are applied in the field of English as a foreign language. One of the less-used strategies in Saudi Arabia is teaching and learning vocabulary through drama. This study represents an attempt to investigate the effectiveness of English drama activities for the vocabulary acquisition of second\foreign language learners and how English teachers can use drama in the L2 classroom. Five types of drama activities for learning vocabulary are used in this research: mime, storytelling, role play, simulation, and improvisation. This study was conducted on two preparatory-year classes. Each class was divided into six classes of 36 students. The students were homogenous in terms of gender and level of English language proficiency. The results show that drama helped the learners engage in learning new vocabulary in non-constructed learning environment, and facilitated vocabulary acquisition effectively and accurately in various contexts.

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“…However, traditional notation on a staff was never used. Another guiding principle was named Exploration and Experimentation (see Borgo, 2007 ; Moreira and Carvalho, 2010 ;). Participants were always invited (individually or collectively) to explore and experiment with the new material being presented during class.…”

Section: Methodsmentioning

confidence: 99%

Implementation of a Remote Instrumental Music Course Focused on Creativity, Interaction, and Bodily Movement. Preliminary Insights and Thematic Analysis

Schiavio

Nijs

2022

Front. Psychol.

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In a newly designed collaborative online music course, four musical novices unknown to each other learned to play the clarinet starting from zero. Over the course of 12 lessons, a special emphasis was placed on creativity, mutual interaction, and bodily movement. Although addressing these dimensions might be particularly challenging in distance learning contexts, a thematic analysis of semi-structured interviews with the learners revealed how the teaching approach proposed has generally facilitated learning. Qualitative findings highlight the importance of establishing meaningful relationships with the musical instrument as well as with other students to build musicality, and of the interplay between creativity and control in individual and collective music-making activities. We suggest that remote music tuition with a small group can be a valuable resource to start learning music and that a creative, collaborative, and movement-based approach can contribute to musical growth.

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Exploration and Improvisation: The Use of Creative Strategies in Instrumental Teaching

Abstract: In

Cited by 6 publications

References 14 publications

Learning From the Experts

Learning From the Experts

Using Drama Activities in Vocabulary Acquisition

Implementation of a Remote Instrumental Music Course Focused on Creativity, Interaction, and Bodily Movement. Preliminary Insights and Thematic Analysis

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