Abstract
Abstract Despite the evidence of the benefits of improvisation in instrumental teaching, research indicates that many piano teachers do not include it in their lessons. The purpose of this study was to investigate the influences on piano teachers’ pedagogy to determine what factors impacted the teaching of improvisation. A total of 117 UK-based piano teachers participated in the survey. The data obtained indicates that an understanding of how to teach improvisation is a significant influence on teachers’ pedagogy. The conclusion argues that there is a need for piano teachers to have greater access to instrumental teaching courses to encourage them to reflect on their teaching practice.
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