ABSTRACT
The subjective nature of musicianship is in itself an impediment to any attempt to objectify it through the structure of a system of pedagogy. Pedagogy of improvisation is anathema even to many musicians who regularly improvise. It is widely thought that attempts to create a structure for improvisation are doomed to fail because external structures imposed on spontaneous performance will necessarily transform its nature. For some in academe, improvisation especially free-form improvisation may even be dismissed altogether as a form of disordered self-indulgence that fails to rise to institutional standards for music making. For musicians who do not normally improvise, such as symphony orchestra players, there can be a considerable amount of discomfort in taking on the responsibility for actually creating the musical material. The simple pedagogy is called creative music making (CMM) a formal structure that is not in any way restrictive of musical content.
