Despite historic and ongoing support for the inclusion of improvisation in the elementary general music curriculum, music educators consistently report challenges with implementation of improvisational activities in their classes. This study was designed to examine (a) the extent to which improvisational activities were occurring in the participants' elementary general music classrooms, (b) the nature of these improvisational activities, and (c) participants' perceptions of the quality of their students' improvisations. The most common improvisational activities reported by these teachers were question-and-answer singing, improvising on unpitched and pitched percussion instruments, and improvising rhythmic patterns using instruments. Analysis of their reflections on these activities revealed three broad themes: (a) process, practice, and experience, (b) sequencing, scaffolding, and modeling in instruction; and (c) collaboration, reflection, and creation. These teachers stated they were most interested in the quality of the improvisational process rather than with the product and indicated that sequencing was crucial in the instruction of improvisation. While some put less importance and priority on improvisation, the majority perceived it as necessary to the development of students' musical skills, as an important way for students to show musical understanding, and as an empowering creative process that produces independent thinkers and musicians.

The purpose of this qualitative study was to contribute to the conversation on novice music teacher learning in communities and teacher learning in practice. Data is extracted from a larger study that focused on collaborative conversations as a means of professional development and support for early childhood music teacher learning in a community music school setting. This study focuses on the experiences, perceptions, and evolving practice of one of those teachers, a first-year early childhood music teacher who was learning how to teach music in practice and within a teacher learning community. Emerging themes included: structures and frameworks (processes and tools), building community (within classes and with children and colleagues), and collaboration (support, perspectives, validation, and vision). Implications are discussed and linked to suggestions for research to supplement current professional development practices in early childhood music education.

This article focuses on developing musical creativity through reflective and collaborative practices in elementary music. Studies on reflective practices reveal that students of any age are able to reflect knowingly. Researchers who have examined thinking, creativity, and musical understanding have discussed the importance of teaching practices that encourage collaboration and developing shared understandings through performance and reflective practices. This article examines student work in elementary music and describes strategies that support the development of independent, creative, musical thinkers. Suggestions for engaging students in reflective and collaborative practices that support the development of musical creativity in the elementary music classroom are included.

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