Abstract
The purpose of the study was to investigate instrumental music educators’ confidence in teaching improvisation, according to the grade level structure set in the NAfME Achievement Standards. Participants for the study were 204 instrumental music educators who responded to the Survey of Confidence in Teaching Improvisation (SCTI). Descriptive data were computed for all SCTI responses, including means and standard deviations for K-4, 5-8, and 9-12 standards, by years of teaching experience, primary grade levels taught, and experience with jazz. Combined participants reported “moderate confidence” for teaching grade K-4 standards of improvisation, “slight” to “moderate confidence” for grade 5-8 standards, and “slight” to “moderate confidence” for teaching improvisation standards at the 9-12 grade levels. Statistically significant differences were found among the means for all three grade levels (p < .01). While respondents found the improvisation standards easier at earlier grade levels, they were more likely to report confidence in their own teaching at higher grade levels, and as a result of experience with jazz (p < .01). No statistically significant differences were observed based on years of teaching experience (p > .05). Participants reported “slight” to “moderate confidence” in their own ability to improvise, but “moderate” to “great interest” in learning more about how to teach improvisation.
Recommended Citation
Bernhard, H. Christian
(2014)
"Instrumental Music Educators’ Confidence
in Teaching Improvisation,"
Visions of Research in Music Education: Vol. 25, Article 5.
Available at:
https://digitalcommons.lib.uconn.edu/vrme/vol25/iss1/5