Spezifizierung des Unterrichtsgegenstandes Gruppenimprovisation und Gelingensbedingungen für die unterrichtliche Praxis

Embodied musical improvisation: How the body fosters improvising groups

“…In a music pedagogical context, improvisation commonly occurs in a group setting. Considering that the practice of musical improvisation is subject to both stylistic and cultural plurality (Treß, 2022), and naturally has different approaches depending on the teacher and the group, five basic dimensions that have an impact on the process of improvising can be extrapolated : musical material, attitude, interaction, creativity and emergence. Researchers in the field of music pedagogy often direct their interest towards the creative and social dimensions of improvising music together (Treß et al, 2022).…”

“…Regarding improvisation and embodiment as common subjects seems to be an existing concern in improvisation pedagogy (Improfil, 2016) and also appears in some theoretical presentations in different forms (Eikmeier, 2016 ;Gagel, 2010). However, considering the fact that improvisation pedagogical practice has not yet been sufficiently empirically researched (Treß, 2022), it is hardly surprising that embodiment continues to play only a marginal role in the context of improvisation pedagogy theory. This may also be related to the challenge of developing theoretical access to the nonverbal and performative aspects of the practice of improvisation.…”