ORIGINAL RESEARCH article
Front. Psychol.
Sec. Performance Science
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1460158
This article is part of the Research TopicWomen in Performance ScienceView all 7 articles
Pedagogical strategies for the development of improvisation and composition in North Indian Classical Music
Provisionally accepted
- Canterbury Christ Church University, Canterbury, United Kingdom
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This qualitative study explores the pedagogical strategies aimed at cultivating improvisation, composition, and spontaneous recreation in the context of North Indian classical vocal music. It focuses on ḵẖayāl, ṭhumrī, and dhrupad lessons in six urban centres in India (New Delhi, Varanasi, Kolkata, Bhopal, Lucknow and Mumbai). Using a short-term, naturalistic and small-scale research design, the study aims to identify and examine the improvisatory objects and processes used in North Indian classical vocal music. Real-world examples illustrate aspects of pedagogical practice that contribute to the development of improvisatory competence. The insights gained contribute to the ongoing discourse on musical creativity within the realm of North Indian classical vocal music. Additionally, the study features quotations and examples of exercises employed by gurus and teachers to cultivate the skills required for performing North Indian classical vocal music, offering practical insights into pedagogy. By examining these complexities, this article provides a resource for educators, students, and researchers seeking to enhance their understanding of pedagogical strategies that foster artistic expression and mastery in North Indian classical music.
Keywords: pedagogy1, improvisation2, composition3, North Indian classical music4, ethnomusicology5, cultural transmission6, music education7, performance analysis8
Received: 05 Jul 2024; Accepted: 22 Apr 2025.
Copyright: © 2025 Sayers. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Emily Sayers, Canterbury Christ Church University, Canterbury, United Kingdom
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