Improvisation and learning in Higher Education: A Case Study on the Role of Improvisation in Shaping Student Identity"

Research Topic/Aim:
This paper delves into the subtle norms and structures that exist within the realm of higher education, that tends to focus on goals and learning outcome more than the formation of a resilient professional identity. Our research focuses on the domain of music education, examining how these invisible norms are unintentionally reproduced, gradually shaping the perceptions of both students and educators about teaching and their professional identities. We take our starting point from the concept of improvisation, which plays a central role in shaping a student's educational experience. However, its integration varies significantly, often due to unconscious structural factors. The primary aim of this article is to uncover and illuminate these frequently unnoticed structures that define and influence music education across the educational spectrum. We believe that similar parallel structures may exist throughout the entire educational system.