Musical Improvisation in the Context of Jazz. A Study in Primary Education
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https://doi.org/10.17979/digilec.2025.12.12788Abstract
This study examines the evolution of primary school students’ emotions and perceptions during an educational project focused on musical improvisation within the context of jazz. The specialised literature has highlighted the scarcity of research addressing jazz and improvisation learning at this educational stage, as well as the need to incorporate students’ perspectives in these processes (Fisk, 2014; West, 2015; Black, 2023).
The study implemented a pedagogical intervention grounded in active methodologies and creative approaches, designed to provide a safe and accessible space in which 98 students aged 10 to 12 could engage in improvisation, despite having no prior experience in jazz or improvisation. The intervention was conducted in a public primary school in Spain.
The methodological design adopted a mixed-methods approach. Qualitative data were collected through open-ended questionnaires, focus groups, field journals, and participant observation. Quantitative data were derived from a multiple-choice questionnaire administered at the end of the project. The results indicate a significant emotional development in relation to improvisation. In addition, improvements were observed in creativity, perceived self-efficacy, and a positive disposition towards error as part of the learning process. The group dimension played a key role in this development, enhancing both motivation and active participation.
This study contributes to educational research by providing empirical evidence on how improvisation within the framework of jazz can generate meaningful and emotionally positive musical experiences in primary education.
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References
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