From reading-only to creating music performances: sharing a liberating experience through improvisation

Abstract

The traditional educational system for the learning of classical music is based on unilateral teaching in which an authoritative teacher sets the parameters for the specialization of an instrument, performing compositions that are part of a canonical repertoire. During my 30 years of experience with this model as a student and teacher, I have observed that priority is given to technical skills and that critical thinking and creativity are not encouraged, as if the student has little to contribute to the teaching process. It wasn't until the beginning of my doctorate that I was able to compare the sensation of creating with that of performing, until that point I didn't recognise myself as an artist capable of offering aesthetic possibilities which would allow me to express myself freely. Free improvisation was a powerful tool that gave me the opportunity to explore and re-signify my relationship with the instrument, with myself and with the canonical repertoire of classical music. Thanks to Artistic Research, I have been able to expand my perception in order to give meaning to other artistic panoramas.I propose to share my process of transformation through free improvisation and to reflect on how this could be a complementary activity to the institutional and traditional curriculum of performance teaching.