ABSTRACT

The purpose of this study was to suggest various types of learning activity to develop improvising skills in college beginning piano classes. The study examined a considerable number of college class piano textbooks designed for the beginning level of piano instruction to analyze, identify, and summarize various improvising techniques which are effective in promoting the development of improvising skills. In examining the content of each method, The emphasis was given on the identification of improvising technique, teaching strategy, instructional material, and type of assignment for improvisation. The suggested activities for improvisation in this study were especially designed with the intention to assist the instructors who desire to offer improvisation experiences to their students by teaching with the currently used piano textbook that does not contain any improvisation exercises. The learning activities for improvisation presented in this study were classified into the following four types: (1) learning activities for melodic improvisation; (2) learning activities based on musical concepts; (3) learning activities using musical pieces in the currently used class piano textbook; and (4) learning activities utilizing the compositional techniques of non-traditional music. Each type of learning activity was divided into the several categories of improvisation study as explained in the below, and then each category was described in detail with many examples illustrating specific learning assignments for practicing improvising skills. The learning activities for melodic improvisation were divided into the following six categories according to improvising techniques: (1) melodic improvisation based on given rhythmic patterns; (2) melodic improvisation on pentatonic scale; (3) creation answer phrases to given question phrases; (4) melodic improvisation using specific musical elements; (5) melodic improvisation based on given chord progressions; and (6) melodic improvisation emplying techniques for motivic development such as sequence, inversion, retrograde, rhythmic diminution, and rhythmic augmentation. The learning activities based on musical concepts were divided into six areas of study according to the musical elements employed in the process of improvisation, such as (1) rhythm, (2) interval, (3) harmony, (4) scale, (5) musical form, and (6) texture. The learning activities utilizing the repertoire and the sight-reading pieces in the textbooks consisted of the following five categories of improvisation study: (1) creative music reading; (2) improvisation in the style of a certain composer; (3) creative multi piano ensemble playing; (4) creation of a theme and variations employing various variation techniques; and (5) Baroque style melodic embellishment. The learning activities using the compositional techniques of non-traditional idiom were classified into seven areas according to the following contemporary compositional ideas: (1) sound piece utilizing all sorts of sounds and performance techniques with innovative notations; (2) prepared piano techniques; (3) chance music; (4) twelve-tone row techniques; (5) jazz elements; (6) other characteristic twentieth-century compositional elements; and (7) performance ideas utilizing technology. Improvisation and creative activities at the keyboard aid in the development of creativity, listening skills, key sense, and an understanding of musical concepts and serve to synthesize the students` knowledge of other functional piano skills. Considering these musical and pedagogical values inherent in improvisation, improvisation should be taught as an essential skills in the class piano to educate the students as a comprehensive musician with creativity. In conclusion, it is hoped that various teaching suggestions introduced in the study could assist college class piano instructors in gaining valuable insights for planing and organizing creative keyboard activities and improvisa