ABSTRACT
In this chapter, we explore the idea of using improvisation as a gateway to musical learning and creativity. In some parts of the world, such as the United Kingdom, composition has an established place in the music curriculum, whereas in others such as the United States it is beginning to become a feature. Improvisation, however, has received less attention and is less common, particularly in preschools and primary schools. From its historical roots via its use by some notable twentieth-century educators to present-day practice, we show how improvisation can build confidence in handling musical materials and how the spontaneity of a musical ‘conversation’ can encourage creative thinking in music. Closely linked to improvisation is the need for the development of good listening skills as a way of engaging with music, enabling learners to respond with musical intent, and we discuss some of the research that informs this area. We consider the links between improvisation and creative thinking and show how children used MIROR-IMPRO to work with musical material based on their own ideas, combined with variations offered by the software.
