Author(s)

Kaihua Li ¹

Affiliation(s)

¹ Philippine Christian University, Manila, Philippine

Corresponding Author

Kaihua Li

ABSTRACT

Against the backdrop of vocal music teaching shifting from a "skill-oriented approach" to the cultivation of "core literacy and comprehensive performance", musical expressiveness has become a crucial indicator for evaluating vocal music learners' artistic comprehension, emotional communication, and stage practical abilities. As a teaching medium in vocal music classrooms that integrates musical support, situational generation, and interactive feedback, piano improvisation accompaniment not only provides references for pitch, rhythm, and harmony but also guides learners to perceive musical emotions and understand musical structures through real-time adjustments in texture, dynamics, tempo, and timbre layers. Based on literature analysis and pedagogical theoretical interpretation, this paper discusses the educational functions, mechanisms of action, and teaching implementation strategies of improvisation accompaniment. The study concludes that the promotion of musical expressiveness by improvisation accompaniment is mainly reflected in: stabilizing vocal techniques through auditory scaffolding, activating emotional expression through musical situations, facilitating musical perception and self-regulation through interactive feedback, and enhancing cooperative awareness and on-the-spot performance through stage simulation. This paper proposes an analytical model of "Accompaniment Support-Learning Transformation-Performance Improvement" and puts forward teaching suggestions from the aspects of layered teaching, circular feedback, teacher-student collaboration, and diversified evaluation.

KEYWORDS

Piano improvisation accompaniment; Vocal music teaching; Musical expressiveness; Pedagogy; Aesthetic experience; Formative assessment

CITE THIS PAPER

Kaihua Li. The Role of Piano Improvisation Accompaniment in Enhancing the Musical Expressiveness of Vocal Music Learners-An Analysis from the Perspective of Pedagogy. Adult and Higher Education (2026). Vol. 8, No. 1, 154-161. DOI: http://dx.doi.org/10.23977/aduhe.2026.080120.

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