Improvising for the test: Influences of graded music examinations on the teaching and learning of improvisation within studio lessons

Publication Type

Journal Article

Publication Date

6-2025

Abstract

Graded music examinations have been a global enterprise as well as a rite-of-passage for music students since the end of the 19th century. Recently, the exams have expanded from their core of Western classical genre to include newer styles with options for improvisation. This research article investigates the influence of these examinations on the teaching and learning of improvisation within instrumental music lessons. Through a case study approach, the study examines how pedagogical practices surrounding improvisation are shaped by the pressures of assessment. Observations of weekly lessons reveal a significant shift in teaching strategies as exam dates approach, transitioning from open-ended exploration to a narrowed focus on specific skills required for success in examinations. The findings highlight the necessity of clear feedback from examiners to enhance the learning experience. Additionally, teachers are encouraged to reconsider the intended audiences of improvisation, balancing examiner expectations with the creative expressions valued by broader concert audiences.

Discipline

Music

Research Areas

Integrative Research Areas

Publication

International Journal of Music Education

First Page

1

Last Page

17

ISSN

0255-7614

Identifier

10.1177/02557614251338549

Publisher

SAGE Publications

Additional URL

https://doi.org/10.1177/02557614251338549

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