Improvisasjon som undervisningsmetode – en pedagogisk balansekunst
This study explores the use of improvisation as a teaching method in higher music education, focusing on ensemble instruction. Drawing on qualitative data from a group interview with three experienced music educators, the research examines how three key indicators of collaboration – complementary competence, trust and openness, and involvement awareness – manifest in improvised teaching situations. The findings highlight the complexity and dynamics of improvised ensemble instruction. Complementary competence emerges as crucial for promoting learning, with teachers and students leveraging each other’s strengths. Trust, openness, and safety are identified as essential for creating an environment where experimentation and exploration can flourish. Involvement awareness is emphasized as key to maintaining student engagement and creating an inclusive learning environment. The study contributes to the understanding of didactic improvisation in music education and suggests potential applications in other educational contexts. It underscores the importance of balancing structure with spontaneity in teaching and offers insights into how educators can effectively employ improvisation to enhance learning outcomes and prepare students for the complexities of professional music careers.
Publisert i 2024
Les artikkelen her