Improvisation i undervisning på musik- och kulturskola

Sammanfattning: The purpose of this work is to investigate how teachers in the public music school community view improvisation and what goals the teachers expect their students to achieve through improvising. The methology of my essay partly consists of a questionnaire that I sent out to the various schools around Sweden and partly of two interviews that I have had with teachers in various instruments. These teachers teach/have taught in improvisation. The work deals with aspects such as different views on improvisation and how to use improvisation in different kinds of materials. My work concludes that the word improvisation (or the concept improvisation) has a certain significance and meaning all by itself. This gives teachers a certain view on improvising. It also shows how teachers view improvisation more as a tool then a concept. Using improvisation, teachers believe their students musical abilities to grow in various ways. They believe one will get more self-confidence through improvisation as well as increased capacities in musical fields such as composing or connecting with one’s instrument. There are also teachers who believe that their students have achieved a better musical ear after working with improvisation. In the last chapter of this work I discuss how the use of improvisation as a tool and how it may make learning easier as improvisation often appear in a playful manner. Improvisation can be a way to view music itself but it can also be an easier way to reach the goal that the teacher has set for her/his student.