ABSTRACT
Improvisation is taught in a number of primary school classrooms. However, the improvisation activities take different forms, and there are a number of ways of understanding what improvisation is, and how to teach and learn it. The point of departure in this chapter is the relationship between conceptualisation and realisation of improvisation and improvisation teaching and learning. A number of research studies that focus on primary settings in particular are examined, in order to find and discuss how improvisation is conceptualised, and the teaching approaches proposed in the studies. The review of these studies identified a tension between musical structure and personal freedom, which alternate to be starting point for both conceptualisations and teaching approaches. In order to expand this understanding, the authors suggest an alternative conceptualisation, improvisation as play (as in a game). A consequence of this alternative is that both musical structure and personal and artistic freedom find their places, as well as the musical and verbal aspects of understanding and approaching improvisation teaching and learning.
