Improvisation as a pedagogical tool has various benefits on a musician’s development and contributes to a holistic musical training. However, there are still barriers and hesitations in applying improvisation as a common supplement in instrumental teaching. This absence also extends to the tertiary level of music education and can create an exclusion and invisible wall between communities of improvising and non-improvising musicians. This PhD research will provide new insights into the opportunity improvisation can present for instrumental teaching, and also look at the challenges of standardising and codifying an inherently social practice such as improvisation.

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