Abstract
The 2014 National Core Arts Standards identify creating as one of three primary artistic processes. Music educators have often reported the improvising content standard of the 1994 version of the national standards challenging to implement outside of the jazz setting. With the intent of increasing pre-service teachers’ competence, confidence, and comfort level in implementing improvisation activities, this research explores participant (N=15) perceptions regarding these areas following a collaborative music and dance free-improvisation project. Research questions were: How does a collaborative music and dance free improvisation project impact pre-service music teachers’ perceived competence, confidence, and comfort in their improvisation skills? How does a collaborative music and dance free improvisation project impact pre-service music teachers’ perceived competence, confidence, and comfort in implementing improvisation activities? Themes that resulted from a simple content analysis of the data included apprehension, growth, time constraint challenges, creating in new ways, thinking about improvisation differently, and opening new cross-media collaboration possibilities. Positive participants’ perceptions increased following the improvisation experience.
Recommended Citation
Riley, Patricia E.
(2016)
"Collaborative Music and Dance Improvisation Project:
Investigating Perspectives,"
Visions of Research in Music Education: Vol. 27, Article 4.
Available at:
https://digitalcommons.lib.uconn.edu/vrme/vol27/iss1/4