Recording and Playing the Reflective Discussion on Music Improvisation in the Classroom

This experimental study observes whether stimulating and supporting pupils' discussion by recording with MP3 and listening to the playback can improve their creative musical productions in a second musical improvisation. Thirty-one groups of three pupils (11-12 years old) are observed by two groups (control and experimental groups). In the scholarly context of the Canton of Neuchâtel (Switzerland), we adapt the Vaughan Test of Musical Creativity (Vaughan, 1971a, 1971b; Vaughan & Myers, 1971) to evaluate every criterion of the pupils’ performances by three experts. Based on our own preliminary studies, this experiment is conducted in four steps: (a) basic information to the pupils and preparation, (b) first pupil’s improvisation (pre-test), (c) reflective discussion on the improvisation created, (d) second improvisation (post-test). The data was analysed by means of paired comparison tests. Our analyses show that, in general (all criteria together), there is no significant difference between the control group and the experimental group. The paired comparison tests on fluency and ideation show differences. Inversely, the two groups (control and experimental) do not differ in their rhythmic security and aesthetic synthesis. This study is an opportunity to further understand the place of recording in a pupil’s reflection and the teacher’s role in this discussion on music improvisation.