To be or not to be: Balancing process and product in the classical piano lesson through improvisation.

Abstract

The aim of this study is to investigate the ways piano teachers can use improvisation to enrich learning in the studio lesson context. Using action research, the findings from this study revealed innovative pedagogical approaches that can contribute to community piano pedagogue’s teaching toolkits. Improvisation proved to be a powerful mechanism for transformative learning, enhancing musical identity, motivation, knowledge, and ability, through incentivising learning. However, improvisation itself did not achieve the outcomes for students. Pedagogue expertise in balancing student and teacher centered learning through a range of teaching and learning strategies proved pivotal to meaningful learning in this research. Finally, action research was an effective research method, allowing the student voice to be heard, while bridging the gap between academic theory and actual practice.