Moving Beyond Precision: Adapting to New Measures of Learning via Improvisation in Music Education

This study explores the pedagogical impact of incorporating improvisation practices into the curriculum of Classical piano students in higher education. Drawing from Bourdieu’s social reproduction theory and the concept of habitus, the research investigates how intentional disruptions to students' ingrained Classical training can foster identity development, adaptability, and career readiness. The findings are based on a case study conducted at a Finnish music university, where three Classical piano students participated in weekly free accompaniment (FA) lessons focusing on improvisation with non-Classical repertoire as learning materials. The study highlights the challenges students faced when transitioning from their traditional emphasis on technicalmastery to a more flexible approach centered on exploration. Physical habits and dispositions that were deeply rooted in their Classical training served as both barriers and opportunities for growth. Over time, the students embraced improvisation to redefine learning, transitioning from a narrow focus on technical perfection to valuing adaptability. These findings reveal broader implications for higher education, particularly in preparing students for professional environments that demand flexibility and interdisciplinary expertise. The FA lessons facilitated a development in the students’ musical identity as pianists, enabling them to navigate the tension between their Classical foundations and the evolving demands of a competitive society. The study underscores the importance of integrating adaptive learning practices across disciplines to equip students with the soft skills necessary to thrive in an ever-changing professional landscape.