The Role of Instructional Scaffolding to Facilitate Problem Solving Skills in Music Improvisation

Abstract

This study aims to investigate the role of instructional scaffolding in developing problem-solving skills in melodic improvisation among beginner piano students. Three action research cycles were implemented to identify the effectiveness of scaffolding instructions. The process of measuring students’ problem-solving skills in improvisation is audio-recorded and further transcribed onto music scores in the third action research cycle for data analysis. The findings showed a positive development and improvement in the students’ problem-solving skills and filled the knowledge void for music teachers to plan and teach music improvisation progressively. These findings were helpful for music teachers to implement future musical tasks in creative activities.

Musical problem-solving skills of music education students: An evaluation on performance

“…When the current studies are examined, it is seen that the definition of musical problem-solving steps (Byo, 2004;Roesler, 2016;Sternberg & Kibelsbeck, 2021;Whitaker, 1996), the use of problem-solving skills in the process of composition (Berkley, 2004) and the cooperation of musical instruments groups, such as orchestra/chamber music, examine the ways of solving problems audibly (Slette, 2019), i.e., problem-solving theories of experienced artist musicians (Lisboa et al, 2011), and examine the solution for musical problems with a constructivist approach (Broomhead, 2005;Scott, 2006), i.e., problem-solving strategies in composing music. Musical problem-solving skills are discussed in study areas such as the study of problem-solving in musical instruments study (McAdams, 2004), the examination of problem-solving and self-regulated learning strategies in musical instruments study (Nielsen, 2001) and the development of problemsolving skills in melodic improvisation (Abdullah et al, 2021). In addition, the problem-solving skills of music students are low (Güven, 2017;Küçük, 2012); problem-solving skills in music education do not differ according to gender (Çevik, 2011;Otacıoğlu, 2008); and the problem-solving skills of music students affect self-confidence and musical instruments success (Otacıoğlu, 2008); it has been investigated in various studies that there is no significant relationship between academic achievement in piano lessons and problem-solving skills (Güven, 2017) and that there is a high level of positive relationship between communication skills and problem-solving skills' sub-dimensions of music students (Küçük, 2012).…”