Abstract Improvisation is widely recognised as a musical creative activity, yet it remains infrequently used in classroom practice. This qualitative study examines how eight Dutch primary music teachers understand, implement, and evaluate improvisation. Drawing on semi-structured interviews, classroom observations, and field notes, two themes emerged: implementation , including commonly used improvisation activities, perceived effectiveness of improvisation activities, and feedback, and evaluation , including perceived benefits, challenges, and reflections for improvement. Findings show teachers value improvisation for fostering creativity and confidence but face considerable challenges, including managing classroom dynamics and limited pedagogical training, suggesting that teachers’ engagement with improvisation is shaped by both pedagogical beliefs and contextual constraints.
Hua et al. (Mon,) studied this question.