Vocal Inclusivity in Improvisation Pedagogy: Developing Cultural Awareness, Vocabulary, and Self-Efficacy for Tertiary Vocalists

Within higher music education, the teaching of improvisation has previously focused on instrumental approaches; however, this disadvantages vocalists’ learning improvisation because a strictly theoretical, notation-based approach to improvisation training negatively impacts the vocalist’s self-efficacy. Reflecting on our respective methods for vocal improvisation training, in this article we present eight teaching approaches to improve ear training to enhance vocal improvisation achievement for tertiary vocal students. We provide examples of our practice from the Bachelor of Contemporary Music at Southern Cross University and the Bachelor of Music at Australian National University. We suggest ways that educators in higher education can provide a more equitable experience of learning for improvisation for singers.