Should Improvisation Be Regularly Included in Music Lessons? A Single-Case Quasi-Experimental Study Exploring the Differences in the Electrical Activity of the Brain between Musical Improvisation and Sight-Reading

Thanks to advances in portable electroencephalography technology (PEEGT), investigating the states of mind is a relatively new area research with promising future music education. Our aim, drawing upon PEEGT, was contribute study differences brain activity between piano improvisation and sight-reading. We used EMOTIV Insight helmet register repeated instances one purposefully selected case while pursuing these two activities experimental, controlled conditions. Thereafter, we pursued descriptive robust statistical analysis variables offered by Emotiv software. The quantitative data resulting from our were triangulated qualitative logbook filled participant on his subjective experiences. While results not statistically significant measuring experimental conditions, trends indeed found results. provides preliminary evidence that supports value regularly incorporating musical moments This, increase students’ excitement towards lessons cases are similar under scrutiny. Finally, implications limitations discussed relation design, use PEEGT technology, software hardware for activities.