ABSTRACT
Improvisation takes place within conversations and can be used to solve emergent problems. This, however, is everyday improvisation. When conducting a musical or pedagogical activity, improvisation must be treated more methodologically. Lately, the importance of researching and rehearsing improvisation as a significant pedagogical tool has been discussed. However, pedagogical improvisation seems to suffer from a lack of explicit traditions, vocabulary, and research. Conversations on pedagogical improvisation thus often draw on aspects of music and theatre.
Two questions guide this chapter. To what extent and in which ways can the general and common aspects of the concept and practice of improvisation be applicable to pedagogical improvisation? What is the rationale for promoting improvisation as a specific and professional educational tool?
The first question is discussed in the light of four crucial aspects of improvisation: Communication and dialogues, structure and design, repertoire, and context. To address the second question, I approach the rationale for pedagogical improvisation by exploring its close connection to creativity and a dialogic and agency-oriented view on education. Towards the end of the chapter, pedagogical improvisation in music is discussed in the light of the prior text.
