Pedagogical strategies for the development of improvisation and composition in North Indian Classical Music

Emily Sayers ^*

• Canterbury Christ Church University, Canterbury, United Kingdom

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.