Improvisation in the beginning choral rehearsal
Date
2019
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Publisher
University of Delaware
Abstract
The purpose of this study was to explore the musical achievements and experiences of fifth- and sixth-grade students improvising in a choral setting. The research questions that guided this mixed-methods study were: (a) Does improvisation have an effect on students’ intonation, rhythm, blend, and phrasing in choral singing? and (b) Does the implementation of improvisation activities affect students’ experiences in choir? ☐ Using purposive sampling, I split my beginner fifth- and sixth-grade choir (N=36) into two equal groups, “traditional” (n=18) and “improvisational” (n=18). Both groups were taught the same piece of choral repertoire. Group A (traditional) was taught through a traditional choral model while group B (improvisational) received similar instruction with an added element of improvisation. Quantitative data were collected from rating scale scores of pre- and post-test audio recordings of the two groups. Two expert judges rated the performances using a Likert-type rating scale. Qualitative data sources were student journals (primary source), teacher-researcher journal, and focus group interviews. I used a conventional content analysis approach, allowing themes to emerge from data sources. ☐ Results from this study led to the conclusion that using improvisation in choral rehearsals has a positive effect on musical achievement, specifically blend in choral singing, as well as student experience. Chorus teachers should consider implementing improvisation as a way of engaging higher order thinking in music, increasing student and ensemble musicianship, and engaging students in the learning process.