The effect of improvisation and performance on engagement and creativity among music performance students: A quasi-experimental study

Abstract

This study investigates the role of improvisation and performance on the engagement and creativity of college students majoring in music performance. A quasi-experimental design involved 110 music performance students from Huaihua University in Hunan Province. The participants were divided into an experimental group which engaged in improvisation and performance-based interventions and  a control group that followed traditional music training methods. Data were collected using an adapted version of the engagement and creativity scales. SPSS 28 was utilized for statistical analysis. The results revealed that the experimental group showed significantly higher levels of engagement (behavioral, emotional, and cognitive engagement) and creativity (fluency, originality, and flexibility) after the intervention with post-test scores higher than pre-test scores in the control group. These findings underscore the effectiveness of improvisation and performance in enhancing student engagement and creativity. The study supports the practical applicability of constructivist learning theory and multiple intelligences theory in creative pedagogy. This research provides empirical evidence for incorporating creative pedagogical approaches in music education and offers valuable insights for future educational reforms.