The Role of Reflection in Musical Improvisation

Abstract

The purpose of this review is to explore literature related to the role of reflection with K-12 students learning musical improvisation. I reviewed literature from the field of general education regarding reflection in education and made connections to literature relating to music education. I found that researchers acknowledge the existence of anxiety-related emotions in students learning to improvise, the benefits of teacher diligence in preparing a supportive environment and curriculum for student creativity to flourish, and the need for students to exist in the present moment during improvisation learning. I then reviewed literature relating to three specific types of reflective practices: mindfulness, social-emotional learning, and core reflection. I suggest that future music education researchers conduct studies that explore and document the long-term effects of these strategies on students learning improvisation, specifically in conjunction with music improvisation curricula.