Improvisation in Choral Settings

While improvisation in music education settings is widely endorsed as an approach to music-making, research suggests that improvisation in these settings is not widely practiced. Improvisation is often associated with jazz curricula and certain pedagogies relating to elementary music. Researchers have identified fear, lack of time, and lack of training as key barriers to implementing improvisation in several music education contexts including elementary, general music, band, and jazz ensemble settings. Little research exists, however, with regards to the use of improvisation in choral settings at the secondary school and university levels. The purpose of this study is to examine the phenomenon of improvisation in choral settings. Using a case study methodology, I collected and categorized data comprising observations and semi-structured interviews of three choral educators in North America, two at the university level, and one at the high school level, who utilize improvisation with their students. The results of the data yielded several findings related to improvisation strategies, facilitating improvisation, defining success in these contexts, as well as rationales for and perceived benefits of using improvisation. The findings of the study will provide choral educators wishing to utilize improvisation with their students a number of improvisation strategies, as well as suggestions for facilitating improvisation that will mitigate typical reservations related to its implementation. The results of this study also suggest that improvisation can counter common criticisms of traditional choral settings, while at the same time, provide opportunities to enhance and transform choral music-making for students and educators alike.D.M.A